## POP GOES THE VOLUME [DAY 6]

### VOLUME OF A CYLINDER, CONE & SHAPEâ€‹

Investigate volume of a cylinder, cone and sphere by comparing different popcorn containers.

## Intentionality & Unit Overview

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Students will demonstrate understanding of the concepts and skills that they have developed through exploring volume of a cylinder, cone and sphere.

## Intentionalityâ€¦

The purpose of the Day 6 assessment is for students to demonstrate their understanding of the following big ideas:Â

• The volume of a 3-dimensional figure can be found by determining the number of cubic units that can be contained within the figure;
• The volume of a prism can be determined by finding the number of cubic units required to cover the base and multiply by the number of layers (i.e.: the height);
• The volume of a pyramid is one-third the volume of a prism with a congruent base and equivalent height. Therefore, the volume of a cone is also one-third the volume of a cylinder with a congruent base and equivalent height;
• The volume of a sphere is double the volume of a cone with an equivalent radius and equivalent height; and,
• The volume of a sphere is 2 thirds the volume of a cylinder with an equivalent radius and equivalent height.

This independent assessment will allow students to demonstrate concepts and skills related to the following learning goals:Â

• I can apply the relationships between the radius, diameter, circumference and area of a circle to solve related problems.
• I can solve problems involving the volume of cylinders, cones and spheres
• I can solve problems using the relationships between between the volume of cylinders, cones and spheres

Students might write and/or model their answers independently or students may be interviewed by their teacher.Â

An alternative assessment opportunity should be offered if you believe that this tool does not successfully capture what the student knows, understands and/or can do.

## Assessment Considerations

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## Assessment: Exploring the Volume Relationship Between Cylinders, Cones and Spheres

Encouraging students to engage in assessment without the use of a calculator or with limited use of a calculator will promote their fluency and flexibility with these concepts while promoting the use of strategies and models to share their thinking.

### Question #1:

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### Question #2:

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### Question #5:

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### Question #6:

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## Considerations to Promote Student Growth

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