Volume & Candy Creations Model

Designed by:  David K. Blackwell, Gibbes Middle School

1) CORE CURRICULUM OBJECTIVE(S):   Construct a figure/object to a given specific area, perimeter, or volume using Geoboards, cubes, dot paper, etc.     (6GS6-2)      [V.B.1d]

RESTATEMENT: The student will create a rectangular prism that has a volume of 30 cubic inches.

GRADE LEVEL: 6th      SUBJECT(S):  Math

2) OVERVIEW: This lesson will follow the study of surface area. The student will then complete a model box with a design for a new candy (Each student will name their own candy.) using the smallest rectangular prism that has a volume of 30 cubic inches. The box designs will then be constructed using poster board, graph paper and magic markers. After the boxes are completed, they will be displayed in the media center. The students will also complete a cost analysis of their boxes using the cost $0.05 per cubic inches for the materials to cover their boxes.

3) FOCUS/ESSENTIAL QUESTION(S):

1. How small can a box be and still hold 30 cubic centimeters?

2. Is there a relationship between the surface area and the volume of a rectangular prism?

4) TIME FRAME:    Three Class Periods (45 to 50 minutes each)

5) RESOURCES:

Glencoe, Course 1, Pages 408 - 413

Notebook Paper/pencil

Worksheet for Sweet and Natural Candy Creations

Rubrics

Poster Board

Centimeter graph paper (Let 1 cm = 1 inch)

Markers

Scissors

Glue

An assortment of boxes of varying sizes (Students could bring these in from home for extra credit points.)

Rulers, calipers, tape measures (These can be metric and customary measurements.)

ATTACHMENT 1

ATTACHMENT 2

6) ASSESSMENT:

Rubric for Table V
Pair Activity

Rubric for Sweet & Natural Candy Creations - Volume

Individual Activities

7) INSTRUCTIONAL ACTIVITIES:

DAY ONE

1. Present the objective(s) for the day.

2. Have students get with a partner of their choosing.

PAIR ACTIVITIES

3. Pass out index cards or small rectangles of paper.

4. Ask them to write down what they know about finding the volume of a rectangular prism on this card or paper. Have volunteers share these with the class.

5. Tell them that today they are going to find the volume of some rectangular prisms using the formula: V = lwh.

6. Give each pair 4 different sized boxes. Have each team member take turns being the measurer and the recorder.

7. Have the pairs measure and record the length, width, and height of their boxes and record them on ATTACHMENT 1, TABLE V.

8. Have pairs report their findings to the rest of the class. Record their responses on an overhead transparency or wall chart.

10.Ask for volunteers to explain any relationships they see between the size of the box and the volume.

13.Have pairs find the surface area of their boxes using the formula for finding the area of each face of a rectangular prism: A = lw. Find the surface area by adding areas of the faces together.

14.Have students respond in writing in their journals about the relationship they see between surface area and volume of different sized prisms.

15.Close by sharing some of these findings.

DAY TWO

1. Review the previous day's work.

2. Share the day's objectives - finding rectangular prisms with volumes of 30 cubic inches, designing a package for Sweet and Natural Candy Creations Company's new candy, and computing the costs of the new package's materials. (Pages 411 - 412, GLENCOE, COURSE I, relate to this project.)

INDIVIDUAL ACTIVITIES

3. Provide each student with ATTACHMENT 2 for the candy design and the materials and tools necessary to complete the project.

INSTRUCTIONAL ACTIVITIES - DAY TWO CONTINUED...

4. Have students complete the first part of the worksheet. Have them to share their answers with the rest of the class. Record the answers on an overhead transparency.

5. Next, have students decide on the name for their product and the design for the project.

6. Let the students spend the rest of the period working on their project. Act as a facilitator, providing help where needed.

7. Assign the last part of the ATTACHMENT 2, the business letter as homework. This plus the new candy box model will be the culminating assessment.

DAY THREE

1. If students have not finished their designs, let them complete them during the first half of the period.

2. During the last half of the period, let students share their letters that they wrote for homework.

The completed designs could be displayed in the media center for a PTO Open House.

Student's Names ___________________________________________

Date ______________________________             ATTACHMENT 1

Sweet and Natural Candy Creations Worksheet
ATTACHMENT 2

The Sweet and Natural Candy Creations Company is seeking a name and package design for their newest candy creation - a sweet and sour rock candy that will be made in a variety of colors. They have asked that you design a rectangular box that will hold 30 cubic inches of candies. Naturally, they are interested in minimizing the surface area of this box so that the cost of materials can be kept low.

A. In the table blow, list the dimensions of possible rectangular boxes that will hold the required volume.

Length	Width	Height	Volume	Surface Area	Cost of Materials

B. The material that will be used to cover the boxes costs $0.05 square inch.

Calculate the cost to cover each box in item A. Show your work.

Sweet and Natural Candy Creations Worksheet      (Page 2)

C. Write a brief letter to the president of the Sweet & Natural Candy Creations Company recommending that your box be chosen as the design for their newest candy. Be sure to discuss the dimensions of the box!

Begin the letter with one of the two starters below:

ATTACHMENT 2