IV.NotesonAssessment
- Check student work for accuracy.
- The design should be drawn to scale- so the design should not be the same size as the model unless the students
are making a small model. Then that should be indicated on the diagram. - Listen during presentations for student understanding.
- Can the student explain what they did and why they did it?
- Is the surface area measurement accurate?
- Is the volume accurate?
- Offer correction/feedback as needed.
Cones
I.SectionObjectives
- Find the surface area of a cone using a net or formula.
- Find the volume of a cone.
II.ProblemSolvingActivity-IceCreamCones
- Here is the problem.
- “George works at an ice cream parlor. He wants to design a new cone for them to put ice cream in. The
standard cone that they use now has a radius of 2[U+0080][U+009D]and a height of 4[U+0080][U+009D].
This cone easily holds 2 scoops of ice cream. George wants to design a cone that holds 6 scoops of ice cream.
Using these dimensions, figure out what George’s cone will look like.” - To complete your work:
- Draw a design of the new cone. Be sure to include measurements.
- Figure out the surface area of the cone.
- Figure out the volume of the cone.
- Decide whether this design is even possible for an ice cream cone- justify your answer.
- Solution:
- Based on the ratios- the new cone would have a radius of 6[U+0080][U+009D]and a height of 12[U+0080][U+009D].
- The surface area=C= 37. 68
- A= 113. 04
- SA= 2 , 556 [U+0080][U+009D]≈213 feet
- Volume=452 units
- This is a ridiculous size for a cone!!!
III.MeetingObjectives
- Students will figure out the surface area of a cone.
- Students will figure out the volume of a cone.
- Students will use what they have learned while problem solving.
IV.NotesonAssessment
- Check student work.
- Is the surface area calculated correctly?
- Is the volume calculated correctly?
- What conclusions did the students come to regarding the size of the cone?
- Did they justify their answer?
5.11. Surface Area and Volume