Unit Description
Students are introduced
to volume as a measure of filling and to surface area as a measure of wrapping.
After developing strategies for measuring the surface areas and volumes of
rectangular prisms, students use their new knowledge to develop strategies for
measure the surface are and volumes of cylinders, cones, spheres, and
irregular solids. They also study the relationships between surface area
and volume. This unit will also stimulate and sharpen students’
awareness of symmetry and to begin to develop their understanding of the
underlying mathematics.
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Enduring Understandings
· As
the dimensions of a prism and cylinder change, so does the volume and surface
area.
· Strategies
for finding volume of any three dimensional figure will work for any similar
three dimensional figure.
· Patterns
can be used to predict attributes of design.
· Designs
can change position without changing shape.
· The
angles formed by a transversal passing through parallel lines have a distinct
relationship.
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Essential Questions
· Which
system of measurement is most appropriate for situations? Why?
· Is
there a constant relationship between the dimensions and volumes of different
shapes? If so, why? If not, why not?
· How
can the relationship between the angles formed by parallel lines and a
transversal be determined?
· Is
the angle relationship formed parallel lines and a transversal consistent?
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