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Module 1

1. Module 1

1.13. Page 3

Mathematics 10-3 Module 1 Lesson 3

Module 1: The International System of Units (SI)

 

Explore

 

By making various rectangular prisms from a set number of cubes, you can discover that volume can come in many shapes.

 

m10_3_trythis.jpg Try This

 

For this activity, you will need 24 sugar cubes. You may instead use children’s blocks, or you could cut cubes out of Styrofoam, a block or cheese, or a potato. Use your ingenuity!

 

Arrange the 24 cubes to make as many (rectangular) prisms as you can. Use “Prism Data Table” to record your observations before responding to the questions below.

 

Visual Representation of Prism

Prism Dimensions

Product of Dimensions

Volume

An image shows a prism 4 units by 3 units by 2 units.

2 wide, 3 high, 4 long

2 × 3 × 4 = 24

24 cubes
       
       
       

 

TT 1. Record the dimensions of each box that would contain your arrangements.

 

TT 2. Determine the product of the three dimensions together for each arrangement.

 

TT 3. Are all the arrangements different?

 

TT 4. What can you say about the volume of sugar each box holds?

 

TT 5. How can you determine how much each box can hold from its dimensions?

 

TT 6. Which is the “smallest” box that can hold the cubes? How did you judge the smallness of the box?

 

m10_3_share.jpg Share

 

It’s time to share your answers to TT 1 to TT 6. Remember that sharing work is an important part of learning. Use the following tips to ensure you get all the benefits from this sharing opportunity:

  • You have completed TT 1 to TT 6 to the best of your ability. The answers are in a form that you can share them easily with another student or with your teacher, if so directed.

  • Use your class discussion area, or another method indicated by your teacher, to post your answers to TT 1 to TT 6 and to view the work of the people you are sharing with.

  • Compare the answers for TT 1 to TT 6. You may want to share photos of the different sugar-cube arrangements you made. For TT 1 make sure you have included all the possible arrangements by looking at what other students have made. For TT 3, you may want to have some consensus on when an arrangement is to be considered different and when they are essentially the same. For TT 6, you may need some group thoughts and discussion on deciding on what smallness means. Discuss all differences between your answers until you have an agreement. If necessary, you may wish to involve your teacher in your discussion.

  • Revise your answers to TT 1 to TT 6 where necessary.

Save the revised copy of your work in your course folder. Ask your teacher whether you are to save a transcript of your discussion in your course folder as well.