PROBLEMS FOR SECTION 13.3 1. Suppose that a student in your class wants to know why we multiply only three of the lengths of the edges of a box in order to calculate the volume of the box. Why don't we have to multi- ply all the lengths of the edges? 5. a. Explain to this student why it makes sense to calculate the volume of a box as we do. 6. b. Describe some problems or activities that might help the student understand the calculation. a. Students are sometimes confused about the difference between the surface area and the volume of a box. Explain the two 2. concepts in a way that could help students learn to distinguish between them. b. Determine the surface area and the volume of a closed box that is 5 in. wide, 4 in. deep, and 6 in. tall. Explain in detail why you calculate do. as you 3. Young children sometimes think that tall con- tainers necessarily hold more than shorter con- tainers. Use graph paper to make two patterns for open-top boxes so that one box is taller than the other, but so that the shorter box has the greater volume. Explain briefly why your meet the required conditions. boxes 4. Students often confuse the surface area and the volume of a solid shape. a. Describe what surface area and volume are and discuss how they are different.

Question

13.3 #2

PROBLEMS FOR SECTION 13.3
1. Suppose that a student in your class wants to
know why we multiply only three of the lengths
of the edges of a box in order to calculate the
volume of the box. Why don't we have to multi-
ply all the lengths of the edges?
5.
a. Explain to this student why it makes sense to
calculate the volume of a box as we do.
6.
b. Describe some problems or activities that might
help the student understand the calculation.
a. Students are sometimes confused about
the difference between the surface area
and the volume of a box. Explain the two
2.
concepts in a way that could help students
learn to distinguish between them.
b. Determine the surface area and the volume of
a closed box that is 5 in. wide, 4 in. deep, and
6 in. tall. Explain in detail why you calculate
do.
as you
3. Young children sometimes think that tall con-
tainers necessarily hold more than shorter con-
tainers. Use graph paper to make two patterns
for open-top boxes so that one box is taller than
the other, but so that the shorter box has the
greater volume. Explain briefly why your
meet the required conditions.
boxes
4. Students often confuse the surface area and the
volume of a solid shape.
a. Describe what surface area and volume are
and discuss how they are different.
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Transcribed Image Text

PROBLEMS FOR SECTION 13.3 1. Suppose that a student in your class wants to know why we multiply only three of the lengths of the edges of a box in order to calculate the volume of the box. Why don't we have to multi- ply all the lengths of the edges? 5. a. Explain to this student why it makes sense to calculate the volume of a box as we do. 6. b. Describe some problems or activities that might help the student understand the calculation. a. Students are sometimes confused about the difference between the surface area and the volume of a box. Explain the two 2. concepts in a way that could help students learn to distinguish between them. b. Determine the surface area and the volume of a closed box that is 5 in. wide, 4 in. deep, and 6 in. tall. Explain in detail why you calculate do. as you 3. Young children sometimes think that tall con- tainers necessarily hold more than shorter con- tainers. Use graph paper to make two patterns for open-top boxes so that one box is taller than the other, but so that the shorter box has the greater volume. Explain briefly why your meet the required conditions. boxes 4. Students often confuse the surface area and the volume of a solid shape. a. Describe what surface area and volume are and discuss how they are different.