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Unit: 3-D Solids Lesson: CYLINDERS Real World Problem Solving & Problem Finding Using Pop Cans! Unit Essential Question: How can we find the surface area and volume of cylinders? Lesson Objectives: 1. Find the Volume of the Pop Cans 2. Convert Cubic Inches to Fluid Ounces 3. Understand which can has more pop and what it means for consumers 4. Find the Surface Area of the Pop Cans (Maybe) 5. Find the How Much More Pop do You get in an 8-Pack of Pepsi (maybe)

Connection to Common Core: 8.G.9. Know the formulas for the volumes of cones, cylinders, and spheres and use them to solve real-world and mathematical problems. Mathematical Process Standards Lesson Essential Questions: Which can has more pop? Which can is bigger? Which can gives you a bigger bang for your buck? Learned (formulas & vocab): Surface Area and Volume of 3-D Solids focusing on Prisms (cube, rectangular, and triangular), Cylinders (right), Cones (right), Pyramids (square), and Spheres. Differentiation: Videos: Conveying Data & Problem Finding Photos: Indirect Measurement- using photos to compare smaller cans to 12 oz can & Direct Measurement- using photos with actual measurements Will Learn: How to maximize volume and minimize surface area while exploring different methods of packaging.

Learning: (Focus on Cylinder) How does volume affect consumer choices? Using surface area, what is the cost of producing product packages?

Accommodations: Assistance from an ELL paraprofessional, and the use of photos and words to convey message. Also, allowing students to interpret the lesson as it makes sense to them and having them diagnose the problem as they understand it rather than me telling them what to do.

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Lesson Plan Overview (50 minute class period): Bell Ringer (5 minutes): What is Changing? Inquiry Activity Act 1- The Hook (5 minutes): After watching the video students explain what they are wondering. I am anticipating that students will either inquire about volume (which has more pop) or surface area (which can is bigger), both tracks I am willing to head down. I have found that when students ask, which can is bigger? they are really wondering which can has more pop, so the lesson plan unfolds using volume and then addresses the surface area as an extension. We also have the possibility to explore unit cost (how much does one can cost) or unit rate (which 8 pack has more pop and how much more does it have?) as an extension at the end of the lesson. Act 2- What do we have? What do we need? (20 minutes): Once the learners identify the problem, they will consider what information they know and what information they need. They will identify the formulas they need to use. They know the formula for volume of a cylinder and surface area of a cylinder and can use them to identify which can is bigger and which can has more pop. They will need to convert cubic inches to fluid ounces (I will provide the conversion). Finding the volume and/or surface area should be a review since they have been learning these topics for the past week; however, we are applying it to a product so it will require some critical thinking and skill application (practicing skills, making connections & problem solving). Act 3- Resolve & Setup of The Sequel (5 minutes): After watching the video the learners will reflect on whether we were we right? They can also reflect on the margin of error (space for air in the can, etc.). Extension (5 minutes): As a class we will calculate the surface area of each can and identify what this means in terms of the problem scenario. If time, we will look at unit rates and unit costs. The Sequel-New Learning/Practice (8 minutes): We will consider what comes next by relating the lesson to consumer packaging & marketing. The learners will be asked to think about packages in their home and consider how they could redesign the package for a company? I am hoping the learners will discuss whether companies want more or less surface area for packaging and whether they want more or less volume in their packages. Exit Slip (2 minutes): Write down a product or package you would like to redesign & explain why you think you could come up with a better packaging design for this particular product. Homework: Bring in the product or package you wrote about in your exit slip.

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Bell Ringer: Act 1: Act 2: Act 3: Extension: Product: How could Miss D do the lesson better next time?

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Instructional Plan
The Introduction (Bell Ringer): Students will grab 3-Acts paper as they walk in to use throughout the lesson. With the image projected on the board, have the students complete the bell ringer (2 minutes). Then, begin the lesson and promote discussion by asking one or more of the following questions (3 minutes): v What is changing? Why? Students may answer the size, shape, design, or other various answers v Why do soups and pops and other food containers come in cylindrical containers? I like to get excited and say: I have had just a stressful morning! All I can think about is why my oatmeal comes in a cylindrical container while my cereal comes in a rectangular box! I just dont understand!! Students may answer that the containers are easier to open, easier to make, cheaper, you can fit more food in a cylinder, or other various answers. v What kinds of containers do pop cans come in? Students will probably suggest cardboard boxes? v Why are we putting cylindrical cans in a prism container? Doesnt that leave extra, unused space? This question is really to get students ready for Act 1. It should prep them to think about product design and efficiency. The Lesson (3 Acts): o ACT 1- Identifying the Problem: During and after the clip have them write down what theyre wondering. Once the clip is done have them share with the person next to them and explain why they are curious about what they wrote down. After partner discussions, we will share out as a class and come to a consensus about what the problem actually is. v I am anticipating that students will either inquire about volume or surface area, both tracks I am willing to head down. Most students will ask, which is bigger? or which has more? I have found both questions are referring to which can has more pop. o ACT 2- Identify the Process: Now students need to figure out how to attack the problem. Start by having them make predictions, then ask them what information we need to figure out which can has more pop. v Make Predictions: Show the picture of the three different can sizes lined up next to each other. Have them use indirect measurement to predict which can contains the most pop compared to the regular 12 oz can. Put tally marks next to each prediction on the whiteboard.

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v The Shape: On the same slide, ask them to consider the shape and how we can use it to find out the actual amount of liquid in each can. Students should conclude that the cans are cylinders and that they can use the formula for the volume of a cylinder to figure out how much pop can fit in each can. For struggling students: ask them what pieces of information we will need from this cylinder to calculate the volume. They should recall that a cylinder has parallel and equal sized circles as bases. This is how students will calculate the volume of a cylinder: multiple the area of a base by the height of the cylinder: o V = Bh V = volume B = area of a base = ( r) h = height of cylinder Finding the Volume: Provide them with the measurements needed. Information is given to ensure consistency in numbers. We are not testing whether they know how to measure, but rather if they can apply the measurements to find the volume. Have the students use a calculator to determine the base area for diet coke (diameter =2 radius =1) and Dr. Pepper (diameter=2.5 radius=1.25) o DC area of basee: r = (1). Remind students to square the radius before multiplying by . (1) = 3.14159265 * 1 = 3.14159265 in. o DP area of base: r = (1.25). Remind students to square the radius before multiplying by . (1.25) = 1.5625 = 4.90873852 in. o Since the base of a cylinder is always a circle, substitute the formula for the area of a circle into the formula for the volume o DC volume: 3.14 in. * h = 3.14 in. * 4.125 in = 12.9590697 in3 o DP volume: 4.90873852 in. * h = 4.90873852 3 in = 14.7262156 in3
r

V= h V= rh V= x r x h V= rh V= (r)(h) Once students have found the volume of each can, have them think-pair-share with the person next to them. Did they both get the same answer?
h

base

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v Measurement: Discuss which measurement they look for when theyre buying a fountain pop, pop bottle, or energy drink at the gas station. Answers will vary: 2 liter, 32oz, 20oz, etc. & have them compare the units they use in a gas station to the units we found using our formula. (Ounces and cubic inches) Ask students if they dont mention it Do we measure cans in in3? Give them the conversion and briefly discuss proportions and ratios. (Conversion given because I am not testing whether they know the conversion by heart & the information is widely available on the web) o DC: 0.554112554 in3 * 12.9590697 = 7.18078321 fl oz o DP: 14.7262156 in3 * 0.554112554 = 8.15998094 fl oz Talk about margin of error and shape/fullness of can o ACT 3 -The Reveal: Were we right? Compare to predictions and actually computations. Reflect in journal. Discuss the margin of error (i.e. rounding, air in the can, the curve on the bottom and side of the can, etc) o Extension- What can we do with this information?: We will briefly explore if the two containers have the same surface area. Ask students why we would want to know this information: objects with less surface area require less material and can save companies money in the long run. Have students calculate the surface area of both cans v Remind students: Surface area of a cylinder = 2r2 + 2rh v DC: 212 + 214.125= 25.9181394 + 6.2831853 = 32.2013247in2 v DP: 21.252 + 213= 9.81747703 + 18.8495559 = 28.6670329 in2 v CONCLUSION: Dr Pepper has smaller S.A. and more pop, so it uses less materials & costs less money to make the can but they spend more on product inside the can. Coke has larger surface area and less pop, so it costs more & and uses more materials to make the can but they spend less money on the product inside the can. v Consider: What does this mean about the package the cans fit into? If time: find and discuss unit rate and unit cost. The Sequel- What next?: o Discussion on whether consumers are being tricked using photos on slide. o Do we spend more money based on the shape being appealing? Or whether the shape looks like it contains more? o Discuss products using pictures & have students identify a product they could redesign as their exit ticket. Homework: Bring in an item that you would like to redesign to save your company money

**Next class it would be interesting to have a packaging engineer come speak with them. After that they could begin designing their new product.