Base � The bottom face of a 3 dimen-
sional shape
Cone � A three-dimensional shape w ith a
circular end and a pointed end
Cube � A three-dimensional shape w ith
six identical square fa ces; ie. Ice cube
Cyli nder � A three dimensional shape wi th
two opposite faces that are congruent cir-
cles
Edge � The line segment formed w here
two sides of the pol ygons that make up
the fa ces of a three-dimensional shape
meet
Face � A polygon that forms one of the flat
surfaces of some three-dimensional
shapes
Prism � A three-dimensional shape w ith a
top and bottom that are congruent poly-
gons and faces that are parallelograms
Rectangular Prism � A prism with a top
and bottom that are congruent rect angles
Right Prism � A prism whose vertical
faces are rectangles
Sphere � A three-dimensional shape
such as a ball
Surface Area � The area required to
cover a three-dimensional shape. In a
prism it is t he sum of the areas of all the
surfaces
Volume � The amount of space, or t he
capacity, of a three-di mensional shape. It
is the number of unit cubes that will fit into
a three-dimensional shape
Filling and Wrapping
Glossary
Connected Mathematics
Project
Everett Public Schools
Mathematics Program
Proposed Time Frame:
Approximately 6 weeks
Filling and Wrapping
Geometry and Measurement
Unit Goals:
Understand, calculate and
estimate th e surface area of 3-D
figures
Understand, calculate and
estimate th e volume of 3-D
figu res
Find and interpret the dimensions, surface area, and
volume of rectangular prisms Find the dimensions, surf ace area, and volume of
rectangular prisms
Web Resources
You will find the Factor
Game and the Product Game
at:
www.illuminations.nctm.org
Learning about length,
perimeter, area and vol-
ume
Isometric 3-D Drawings
Tips for Helping at Home
Good questions and good listening w ill
help children make se nse of mathemat-
ics an d build self-confidence. A good
question opens up a problem and su p-
ports different ways of thinking about it.
Here are some questions you might try,
notice that none of them can be an-
swered with a simple �yes � or �no�.
Getting Started
What do you need to find ou t?
What do you need to know?
What terms do you understan d or
not understand?
While Working
How can you organize the inf orma-
tion?
Do you see any patterns or relation-
ships that w ill help solve this?
What would happen if�?
Reflecting about the Solution
How do you know your answer is
reasonable?
Has the question been answ ered?
Can you explain it another w ay?
At Home:
1 Talk with your child about
what�s going on in mathem atics
class.
2 Look for ways to link mathe-
matical learning to daily activi-
ties. Encourag e your child to
figu re out the amounts for halv-
ing a recipe, estimating gas
mileage, or figuring a restau-
rant tip.
3 Encourage y our child to sched-
ule a regular time for home-
work and provide a comfortable
place for their study , free from
distractions.
4 Monitor y our child�s home-
work on a regular basis by
looking at one problem or ask-
ing your child to briefly de-
scribe the focus of the home-
work. When your child asks
for help, work with them in-
stead of doing the problem for
them.
At School
1 Attend Open House, Back to
School Nigh t, and after school
ev ents.
2 Join the parent-teacher organi-
zation.
Investigation 1: Building Boxes
Develop the concept of surface area
Develop the concept of volume
Investigation 2: Designing Packages
Find the surface area of a rectangul ar box
Determine which rectangular prism has the least
(greatest) surface area of a fixed volume
Investigation 3: Finding Volumes of Bo xes
Find volumes of boxes by filling wi th unit cubes
Determine that the total num ber of unit cubes in a
rectangul ar prism is equal to the area of the base
times the height (the volume)
Learn that surface area is the sum of the areas of its
faces
Investigation 4: Cylinders
Find the volume and surface area of a cylinder
Investigate interesting problems in volving the vol-
um es and surface areas of cylinders and prisms
Investigation 5: Cones and Spheres
Find the volume s of cones and spheres
Find the relationships among the vol umes of cylin-
ders, cones, and spheres
Investigation 6: Scaling Boxes
Design boxes for given specificati ons
Investigate effects of varying dim ensions on volume
and surface area
Investigation 7: Finding the Volum es of Irregular Ob-
jects
Estimate the volume of an irregularl y shaped object
by measuri ng the amount of water it displaces
Understand the relationship betw een a cubic centi-
meter and a m illimeter
Connected Mathematics Project
Mathematics in
Investigations
Phone: 425-385-4062
Fax: 425-385-4092
Email: mstine@everett.wednet.edu