Page 191 - Mathematics GRADE 9, DE-STREAMED (MTH1W)

3. Have students use interlocking cubes to make a rectangular prism and then determine its volume and surface area. Next, have them make another rectangular prism with double the length, keeping the other measurements the same, and then determine its surface area and volume. Have them compare the volumes and surface areas of the two prisms, and ask what they notice. Have them predict what will happen to the volume and surface area if the length of the original prism is tripled and the other measurements remain the same. Then, have them verify or refute their prediction. Repeat for doubling and tripling the original prism’s length and width. Repeat for doubling and tripling the original prism’s length, width, and height.
4. Provide students with the following flow chart. Ask them to read the flow chart and explain what it is modelling. Have them write the code and describe how the volumes of the cylinders and their corresponding cones are affected when the radius increases by 1 unit each time. Students could then add code to plot the values in order to see the changes graphically.
5. Have students alter the code they created in the previous task or use a spreadsheet to compare the volumes and surface areas of prisms and pyramids when there is a change in one dimension, two dimensions, and three dimensions.
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