Standard #: MAFS.912.G-GMD.1.3 (Archived Standard)

Students are asked to solve a problem that requires calculating the volumes of a cone and a cylinder.

Students are asked to solve a problem that requires calculating the volume of a large cylindrical sports drink container and comparing it to the combined volumes of 24 individual containers.

Students are asked to find the height of the Great Pyramid of Giza given its volume and the length of the edge of its square base.

Students are asked to solve a problem that requires calculating the volumes of a sphere and a cylinder.

The historic Cape Florida Lighthouse, often described as a conical tower, teems with mathematical applications. This lesson focuses on the change in volume and lateral surface area throughout its storied existence.

The student will assist Yogurt Land on choosing a new size container to offer their customers. The choice of containers are different three dimensional figures. Students will revisit the concepts of volume, surface area, and profit in order to make a decision.

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom.

• Computing perimeters, areas and volumes using formulas.
• Finding the relationships between perimeters, areas, and volumes of shapes after scaling.

This lesson explores the formulas for calculating the volume of cylinders, cones, pyramids, and spheres.

Students will find the volumes of objects. After decomposing a model of a house into basic objects students will determine the cost of running the air conditioning.

Using volume in the real world

This lesson unit is intended to help you assess how well students solve problems involving measurement, and in particular, to identify and help students who have the following difficulties:

• Computing measurements using formulas.
• Decomposing compound shapes into simpler ones.
• Using right triangles and their properties to solve real-world problems.

Learn to calculate the volume of a cone as you solve real-world problems in this ice cream-themed, interactive tutorial.

What do you do if you don't have room for all your gear on a solo ocean trek? You're gonna need a bigger boat...or pack smarter with math.

Related Resources:
KROS Pacific Ocean Kayak Journey: GPS Data Set[.XLSX]
KROS Pacific Ocean Kayak Journey: Path Visualization for Google Earth[.KML]

Download the CPALMS Perspectives video student note taking guide.

The purpose of the task is to analyze a plausible real-life scenario using a geometric model. The task requires knowledge of volume formulas for cylinders and cones, some geometric reasoning involving similar triangles, and pays attention to reasonable approximations and maintaining reasonable levels of accuracy throughout.

The purpose of this task is to use geometric and algebraic reasoning to model a real-life scenario. In particular, students are in several places (implicitly or explicitly) to reason as to when making approximations is reasonable and when to round, when to use equalities vs. inequalities, and the choice of units to work with (e.g., mm vs. cm).

In this interactive, self-guided unit on 3-dimensional shape, students (and teachers) explore 3-dimensional shapes, determine surface area and volume, derive Euler's formula, and investigate Platonic solids. Interactive quizzes and animations are included throughout, including a 15 question quiz for student completion.

Learn to calculate the volume of a cone as you solve real-world problems in this ice cream-themed, interactive tutorial.

The purpose of the task is to analyze a plausible real-life scenario using a geometric model. The task requires knowledge of volume formulas for cylinders and cones, some geometric reasoning involving similar triangles, and pays attention to reasonable approximations and maintaining reasonable levels of accuracy throughout.

The purpose of this task is to use geometric and algebraic reasoning to model a real-life scenario. In particular, students are in several places (implicitly or explicitly) to reason as to when making approximations is reasonable and when to round, when to use equalities vs. inequalities, and the choice of units to work with (e.g., mm vs. cm).

The purpose of the task is to analyze a plausible real-life scenario using a geometric model. The task requires knowledge of volume formulas for cylinders and cones, some geometric reasoning involving similar triangles, and pays attention to reasonable approximations and maintaining reasonable levels of accuracy throughout.

The purpose of this task is to use geometric and algebraic reasoning to model a real-life scenario. In particular, students are in several places (implicitly or explicitly) to reason as to when making approximations is reasonable and when to round, when to use equalities vs. inequalities, and the choice of units to work with (e.g., mm vs. cm).