Connected Mathematics 2 - Filling and Wrapping - Three-Dimensional Measurement

7cmp06se_FWTOC.
qxd 5/22/06 11:09 AM Page viii
Filling and Wrapping

Three-Dimensional Measurement
Unit Opener . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Mathematical Highlights . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Building Boxes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
1.1 Making Cubic Boxes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

1.2 Making Rectangular Boxes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
1.3 Testing Nets: Rectangular Prisms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
1.4 Flattening a Box: Surface Area of a Rectangular Prism . . . . . . . . . . . . . 8
Homework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Mathematical Reflections . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Designing Rectangular Boxes . . . . . . . . . . . . . . . . . . . 19
2.1 Packaging Blocks: Finding Surface Area . . . . . . . . . . . . . . . . . . . . . . . . . 20

2.2 Saving Trees: Finding the Least Surface Area . . . . . . . . . . . . . . . . . . . . 21
2.3 Filling Rectangular Boxes: Finding Volume of a
Rectangular Prism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Homework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
viii Filling and Wrapping

7cmp06se_FWTOC.qxd 5/22/06 11:09 AM Page ix
Prisms and Cylinders . . . . . . . . . . . . . . . . . . . . . . . . . . 32
3.1 Filling Fancy Boxes: Finding the Volumes of Other Prisms . . . . . . . . . . 32

3.2 Filling Cylinders: Finding the Volumes of Cylinders . . . . . . . . . . . . . . . 34
3.3 Making Cylinders and Prisms from Nets: Finding the Surface Area
of Cylinders and Prisms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
3.4 Making a New Juice Container: Comparing Volumes . . . . . . . . . . . . . . 37
Homework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
Cones, Spheres, and Pyramids . . . . . . . . . . . . . . . . . . 48
4.1 Comparing Spheres and Cylinders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49

4.2 Cones and Cylinders, Pyramids and Cubes . . . . . . . . . . . . . . . . . . . . . . . . 50
4.3 Melting Ice Cream: Comparing Volumes of Spheres,
Cylinders, and Cones . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
Homework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
Scaling Boxes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
5.1 Building a Bigger Box: Doubling the Volume of a

Rectangular Prism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63
5.2 Scaling Up the Compost Box: Applying Scale Factors to
Rectangular Prisms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64
5.3 Building Model Ships: Similarity and Scale Factors . . . . . . . . . . . . . . . . 65
Homework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67
The Unit Project The Package Design Contest . . . . . . . . . . . . . . . . . . . . . . . 76

Looking Back and Looking Ahead . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78
English/Spanish Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81
Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85
Acknowledgments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87
Table of Contents ix
7cmp06se_FWUO.qxd 5/18/06 12:28 PM Page 2
Three-Dimensional Measurement
Baseballs, basketballs, and

soccer balls are spheres, but
they often come in boxes
shaped liked cubes. Why do
you think balls are packaged
in this way?
A popcorn vendor needs to

order popcorn boxes. A
rectangular box has a height of
20 centimeters and a square base
with 12-centimeter sides. A
cylindrical box has a height of
20 centimeters and a diameter of
12 centimeters. Which box will
hold the most popcorn?
A rectangular compost box with

dimensions 1 foot by 2 feet by 3 feet
can decompose 0.5 pounds of garbage
a day. Describe the
dimensions of a box
that will decompose
1 pound of garbage
a day.
2 Filling and Wrapping

T he way a product is packaged is

important. Stores are filled with
Thinking about how products are
packaged can make you a smarter
interesting three-dimensional shapes consumer. You can usually save
such as boxes, cans, bags, and bottles. money by comparing the cost of
A unique shape can attract shoppers products in different-sized packages.
to take a closer look at the product.
When a company plans the In this unit, you will look at two
packaging for a product, it must different measures involved in
consider several questions, including three-dimensional shapes. You will
how much of the product should be explore how much material it takes
sold in each package; what and how to fill a shape and how much material
much material is needed to make the is needed to wrap a shape. As you
package; and what package design is work through the investigations, you
best for the product. will consider questions like those on
the opposite page.
Making Sense of Symbols
In Filling and Wrapping, you will explore surface area and volume of
objects, especially rectangular prisms, cylinders, cones, and spheres.
You will learn how to

• Understand volume as a measure of filling an object and surface area as
a measure of wrapping an object
• Develop strategies for finding the volume and surface area of objects
including rectangular prisms and cylinders
• Develop strategies for finding the volume of square pyramids, cones,
and spheres
• Explore patterns among the volumes of cylinders, cones, and spheres
• Design and use nets for rectangular prisms and cylinders to calculate
surface areas of prisms and cylinders
• Understand that three-dimensional figures may have the same volume
but different surface areas
• Investigate the effects of varying dimensions of rectangular prisms and
cylinders on volume and surface area
• Recognize and solve problems involving volume and surface area
As you work on problems in this unit, ask yourself questions about volume
and surface area.
What quantities are involved in the problem? Which measures of an
object are involved—volume or surface area?
Is an exact answer required?
What method should I use to determine these measures?
What strategies or formulas might help?

7cmp06se_FW1.qxd 5/18/06 11:33 AM Page 5
1
Building Boxes
The most common type of package is the
rectangular box. Rectangular boxes contain
everything from cereal to shoes and from pizza
to paper clips. Most rectangular boxes begin as
flat sheets of cardboard, which are cut and then
folded into a box shape.
1.1 Making Cubic Boxes
Some boxes are shaped like cubes. A cube is a three-dimensional shape

with six identical square faces.
What kinds of things might be packaged in cubic boxes?
The boxes you will work with in this problem are shaped like unit cubes.
A unit cube is a cube with edges that are 1 unit long. For example, cubes
that are 1 inch on each edge are called inch cubes. Cubes that are
1 centimeter on each edge are called centimeter cubes.
In this problem, you will make nets that can be folded to form boxes. A net
is a two-dimensional pattern that can be folded to form a three-dimensional
figure. The diagram below shows one possible net for a cubic box.
Investigation 1 Building Boxes 5

7cmp06se_FW1.qxd 12/7/05 5:14 PM Page 6
Problem 1.1 Making Cubic Boxes

On grid paper, draw nets that can be folded to make a unit cube.
A. How many different nets can you make that will fold into a box
shaped like a unit cube?
B. What is the total area of each net, in square units?
Homework starts on page 10.
1.2 Making Rectangular Boxes
Many boxes are not shaped like cubes. The rectangular box below has
square ends, but the remaining faces are non-square rectangles.
1 cm
1 cm
3 cm
Problem 1.2 Making Rectangular Boxes

A. On grid paper, draw two different nets for the rectangular box
above. Cut each pattern out and fold it into a box.
For: Virtual Box Activity
B. Describe the faces of the box formed from each net you made. Visit: PHSchool.com
What are the dimensions of each face? Web Code: and-6102
C. Find the total area of each net you made in Question A.

D. How many centimeter cubes will fit into the box formed from each
net you made? Explain your reasoning.
E. Suppose you stand the rectangular 1 centimeter 3 1 centimeter 3
3 centimeters box on its end. Does the area of a net for the box or the
number of cubes needed to fill the box change?

1.3 Testing Nets
All the boxes you have made so far are rectangular prisms. A rectangular
prism is a three-dimensional shape with six rectangular faces. The size of a
rectangular prism can be described by giving its dimensions. The dimensions
are the length, the width, and the height.
The base of a rectangular prism is the face on the bottom (the face that
rests on the table or floor). The length and width of a prism are the length
and width of its rectangular base. The height is the distance from the base
of the prism to its top.
Getting Ready for Problem 1.3
• Suppose you want to cut the box in the figure below to make a net for the box.
Along which edges can you make the cut?
• Are there different choices of edges to cut that will work?
height
width
length

An engineer at the Save-a-Tree packaging company drew the nets below.

He lost the notes that indicated the dimensions of the boxes. Use your
thinking from the Getting Ready section to work backwards and
determine the dimensions for him.
Box P Box Q Box R Box S
Problem 1.3 Rectangular Prisms

A. Using a copy of the diagram above, draw in fold lines and cut each
pattern and fold it to form a box. What are the dimensions of each
box?
B. How are the dimensions of each box related to the dimensions of its
faces?
C. What is the total area, in square units, of all the faces of each box?
D. Fill each box with unit cubes. How many unit cubes does it take to fill
each box?
E. Design a net for a box that has a different shape than Box P but holds
the same number of cubes as Box P.
1.4 Flattening a Box
Amy is a packaging engineer at the Save-a-Tree packaging company.

Mr. Shu asks Amy to come to his class and explain her job to his students.
She gives each student a box to do some exploring.

Problem 1.4 Surface Area of a Rectangular Prism

Your teacher will give you a box.
A. Find the dimensions of the box.
B. Use the dimensions of the box to make a net on centimeter grid
paper. You may find it helpful to put the box on the paper, outline
the base, and then roll the box over so a new face touches the paper.
C. Match each face of the box to your net in Question B. Label the net
to show how the faces match.
D. Amy explained that one thing she considers when designing a box is
1
the cost of the material. Suppose the material for the box costs 10 of
a cent per square centimeter. What is the total cost of the material for
the box? Why might this information be useful?
E. What other information do you think is important to consider when
designing a box?
It is possible to receive a college degree in packaging.A packaging degree

prepares a person to develop and produce packages for a variety of products.
The designer must pay attention to cost, durability, transportability, safety
and environmental regulations, and visual appeal. Many manufacturing
companies want people with packaging degrees. However, there are only a
few colleges or universities that offer a bachelor’s degree in packaging.
For: Information about a degree in packaging

Web Code: ane-9031

Applications
For Exercises 1–4, decide if you can fold the net along the lines to form a
closed cubic box. If you are unsure, draw the pattern on grid paper and cut
it out to experiment.
1. 2. 3. 4.
5. Which of these nets could be folded along the lines to form a closed
rectangular box?
A. B. C.
6. Do parts (a)–(c) for each pattern from Exercise 5 that forms a closed
rectangular box.
a. Use the unit square shown to help you find the
dimensions of the box.
unit square
b. Find the total area, in square units, of all the faces
of the box.
c. Find the number of unit cubes it would take to fill the box.

7. This closed rectangular box does not have square ends.
2 cm
1 cm
4 cm
a. What are the dimensions of the box?

b. On centimeter grid paper, sketch two nets for the box.
c. Find the area, in square centimeters, of each net.
d. Find the total area of all the faces of the box. How does your
answer compare with the areas you found in part (c)?
8. Which of these patterns can be folded along the lines to form a closed
rectangular box? Explain.
a. b.
c. d.
e.

9. Can you fold this net along the lines to form an open cubic box?
Explain your reasoning.
For each box described in Exercises 10–13:

• Make a sketch of the box and label the dimensions.
• Draw a net.
• Find the area of each face.
• Find the total area of all the faces.
10. a rectangular box with dimensions
2 centimeters 3 3 centimeters 3 5 centimeters
11. a rectangular box with dimensions For: Help with Exercise 10
1 Web Code: ane-6110
2 2 centimeters 3 2 centimeters 3 1 centimeter
2
12. a cubic box with side lengths 3 centimeters
3
13. a cubic box that holds 125 unit cubes
14. An open box is a box without a top.

a. On grid paper, sketch nets for three different open cubic boxes.
b. On grid paper, sketch nets for three different open rectangular
boxes (not cubic boxes) with square ends.
c. Find the area of each net you found in parts (a) and (b).

Connections
For Exercises 15–18, use the following information: A hexomino is a shape
made of six identical squares connected along their sides. The nets for a
closed cubic box are examples of hexominos. Below are five different
hexominos.
A B C D E
15. Find the perimeter of each hexomino shown above.

16. Which hexominos can you fold to form a closed cubic box?
17. From which hexominos can you remove one square to make a net for
an open cubic box? For each hexomino you select, draw a diagram
showing which square can be removed.
18. To which hexominos can you add the number of squares below
without changing the perimeter? For each hexomino you select, draw
a diagram. Explain why the perimeter does not change.
a. one square b. two squares

For Exercises 19–22, find the area and the perimeter of each figure.
Figures are not drawn to scale.
For: Multiple-Choice Skills
Practice
19. 4 cm 20. Web Code: ana-6154
5 cm 6 cm
4 cm
7 cm
21. 22. 4 in.
10 cm
9 cm
8.74 cm
4.75 in. 4.5 in. 4.75 in.
7 cm
4 in.
23. Which pair of angles are complementary angles?
a. b.
p o
r
q
c.
s t
24. Angles m and n below are supplementary angles. Angle m has a

measure of 78˚. What is the measure of angle n?
m n

25. Multiple Choice Which angle is supplementary to a 578 angle?
A. B. C. D.
33°
123°
57°
26. What measurements do you need and how do you use those
measurements to find the area and perimeter of each figure below?
a. rectangle b. square
27. Mrs. Zhou is making wooden slats for doll beds from a strip of thin
board.
1
She cuts 12 of the strip for another project. Bed slats for one doll bed
1
take 8 of a strip.
1
12
a. Suppose Mrs. Zhou uses the remainder of this strip for bed slats.
How many doll beds can she make?
b. Draw diagrams to confirm your answer.

3
28. a. Four friends shared 5 of a pizza. What fraction of the
pizza did each receive?
b. Draw a picture to confirm your answer.
3
29. Mr. Bouck is making snack bars. The recipe calls for 8 stick
1
of butter. He has 3 2 sticks on hand.
a. How many recipes can he make?
b. Draw a picture to show your reasoning.
30. Tom plans to plant an herb garden in a glass tank. A scoop of dirt fills
0.15 of the volume of the tank. He needs to put in dirt equal to 65% of
the volume. How many scoops of dirt does he need?
0.15 of volume

31. A glass container is 0.5 full of water. After

400 milliliters are poured out, the container is
0.34 full. How much does the container hold?
Extensions
32. A number cube is designed so that numbers on opposite sides add
to 7. Write the integers from 1 to 6 on one of the nets you found in
Problem 1.1 so that it can be folded to form this number cube. You
may want to test your pattern by cutting it out and folding it.
33. Examine the nets you made for cubic boxes in Problem 1.1. Suppose
you want to make boxes by tracing several copies of the same pattern
onto a large sheet of cardboard and cutting them out.
Which pattern allows you to make the greatest number of boxes from
a square sheet of cardboard with a side length of 10 units? Test your
ideas on grid paper.

1
In this investigation, you explored rectangular boxes, and you made nets
for boxes. You found the dimensions of a box, the total area of all its faces,
and the number of unit cubes required to fill it. These questions will help
you summarize what you have learned.
Think about your answers to these questions. Discuss your ideas with other
students and your teacher. Then write a summary of your findings in your
notebook.
1. Explain how to find the total area of all the faces of a rectangular box.
2. Explain how to find the number of identical cubes it will take to fill a
rectangular box.
3. Suppose several different nets are made for a given box. What do all
of the nets have in common? What might be different?

Designing Rectangular
Boxes
Finding the right box for a product requires thought and planning. A
company must consider how much the box can hold as well as the
amount and the cost of the material needed to make the box.
The amount that a box can hold depends on its volume. The volume
of a box is the number of unit cubes that it would take to fill the box.
The amount of material needed to make or to cover a box depends
on its surface area. The surface area of a box is the total area of all
of its faces.
The box shown below has dimensions of 1 centimeter by 3 centimeters by
1 centimeter. It would take three 1-centimeter cubes to fill this box, so the
box has a volume of 3 cubic centimeters. Because the net for the box takes
fourteen 1-centimeter grid squares to make the box, the box has a surface
area of 14 square centimeters.
1 cm
1 cm
3 cm
volume ⫽ 3 cubic centimeters surface area ⫽ 14 square centimeters
In this investigation, you will explore the possible surface areas for a
rectangular box that holds a given volume.
Investigation 2 Designing Rectangular Boxes 19

2.1 Packaging Blocks
ATC Toy Company is planning to market a set of

children’s alphabet blocks. Each block is a cube
with 1-inch edges, so each block has a volume of
1 cubic inch.
Problem 2.1 Finding Surface Area

The company wants to arrange 24 blocks in the shape of a rectangular
prism and then package them in a box that exactly fits the prism.
A. Find all the ways 24 cubes can be arranged into a rectangular prism.
Make a sketch of each arrangement. Record the dimensions and
surface area. It may help to organize your findings into a table like
the one below:
Possible Arrangements of 24 Cubes

Length Width Height Volume Surface Area Sketch
■ ■ ■ ■ ■ ■
■ ■ ■ ■ ■ ■
■ ■ ■ ■ ■ ■
B. Which of your arrangements requires the box made with the least
material? Which requires the box made with the most material?
C. Which arrangement would you recommend to ATC Toy Company?
Explain why.
D. Why do you think the company makes 24 alphabet blocks rather
than 26?

2.2 Saving Trees
You discovered that 24 blocks can be packaged in different ways that use
varying amounts of packaging material. By using less material, a company
can save money, reduce waste, and conserve natural resources.
Which rectangular arrangement of cubes uses the least amount of
packaging material?
Problem 2.2 Finding the Least Surface Area

A. Explore the possible arrangements of each of the following numbers
of cubes. Find the arrangement that requires the least amount of
packaging material.
1. 8 cubes 2. 27 cubes 3. 12 cubes
B. 1. Make a conjecture about the rectangular arrangement of cubes
that requires the least packaging material.
2. Does your conjecture work for 30 cubes? Does it work for
64 cubes? If not, change your conjecture so it works for any
number of cubes. When you have a conjecture that you think is
correct, give reasons why you think your conjecture is valid.
C. Describe a strategy for finding the total surface area of a closed box.

Area is expressed in square units, such as square inches or square

centimeters. You can abbreviate square units by writing the abbreviation for
the unit followed by a raised 2. For example, an abbreviation for square
inches is in.2.
Volume is expressed in cubic units. You can abbreviate cubic units by
writing the abbreviation for the unit followed by a raised 3. For example, an
abbreviation for cubic centimeters is cm3.
Getting Ready for Problem 2.3
One seventh-grade student, Bernie, wonders if he can

compare volumes without having to calculate them
exactly. He figures that volume measures the contents
7 cm
of a container. He fills the prism on the left with rice 4 cm
and then pours the rice into the one on the right.
3 cm 3 cm 5 cm
• How can you decide if there is enough rice or 1 cm
too much rice to fill the prism on the right?
Filling Rectangular Boxes

2.3
A company may have boxes custom-made to package its
products. However, a company may also buy ready-made Box Z
boxes. The Save-a-Tree packaging company sells
ready-made boxes in several sizes.
Box W Box X
Box Y 10 in.
4 in.
3 in.
2 in. 5 in. 4 in.
2 in. 3 in.
3 in. 3 in. 8 in. 2 in.

Problem 2.3 Finding the Volume of a Rectangular Prism

ATC Toy Company is considering using Save-a-Tree’s Box Z to ship
alphabet blocks. Each block is a 1-inch cube. ATC needs to know how
many blocks will fit into Box Z and the surface area of the box.
A. The number of unit cubes that fit in a box is the
volume of the box.
1. How many cubes will fit in a single layer at the
bottom of this box?
2. How many identical layers can be stacked in
this box? 10 in.
3. What is the total number of cubes that can be

packed in this box?
4. Consider the number of cubes in each layer, 4 in.
the number of layers, the volume, and the 2 in.
dimensions of the box. What connections do
you see among these measurements?
B. Find the surface area of Box Z.
C. Suppose Box Z is put down on its side so its base is 4 inches by
10 inches and its height is 2 inches. Does this affect the volume of the
box? Does this affect the surface area? Explain your reasoning.
4 in.
2 in.
10 in.
D. Apply your strategies for finding volume and surface area to

Boxes W, X, and Y.

Applications
In Exercises 1–3, rectangular prisms are made using 1-inch cubes.
a. Find the length, width, and height of each prism.
b. Find the amount of material needed to make a box for each prism.
c. Find the number of cubes in each prism.
1. 2. 3.
ᐉ ᐉ h ᐉ
h
w w w
4. Suppose you plan to make a box that will hold exactly 40 one-inch
cubes.
a. Give the dimensions of all the possible boxes you can make.
b. Which box has the least surface area? Which box has the greatest
surface area?
c. Why might you want to know the dimensions of the box with the
least surface area?
5. Each of these boxes holds 36 ping-pong balls.
48 cm
8 cm 24 cm
16 cm
24 cm
12 cm 8 cm 12 cm
12 cm 12 cm 12 cm 4 cm
a. Without figuring, which box has the least surface area? Why?
b. Check your guess by finding the surface area of each box.

6. a. The box at the right is a 6 3 2 3 1

arrangement of drink cans. Suppose the
dimensions of the box are, in centimeters,
39 3 13 3 12.25. Compare the surface
area of the box with the more traditional
4 3 3 3 1 arrangement, which measures,
in centimeters, 26 3 19.5 3 12.25.
b. The box at the right is a 4 3 3 3 2
arrangement of drink cans. Suppose the
dimensions of the box are, in centimeters,
26 3 19.5 3 24.5. Compare the surface
area of the box with the more traditional
6 3 4 3 1 arrangement, which measures,
in centimeters, 39 3 26 3 12.25.
7. a. Sketch a rectangular box with dimensions

2 centimeters by 7 centimeters by 3 centimeters.
b. What is the surface area of the box?
c. Draw a net for the box on grid paper. What is the relationship
between the area of the net and the surface area of the box?
In Exercises 8–10, rectangular prisms are drawn using inch cubes.

a. Find the length, width, and height of each prism.
b. Find the volume of each prism. Describe how you found the
volume.
c. Find the surface area of each prism. Describe how you found the
surface area.
8. 9.
10.

11. a. What is the total number of cubes, including the cubes already
shown, needed to fill the closed box below?
For Exercises 12–14, find the volume and surface area of the closed box.
12. 13. 14.
4 in.
2.5 in. 6 in.
2 in.
4 in. 6.8 in.
10 in.
4.5 in.
1.5 in.
15. a. Make a sketch of a closed box with dimensions

2 centimeters by 3 centimeters by 5 centimeters.
b. How many centimeter cubes will fit in one layer at the Practice
bottom of the box? Web Code: ana-6254
c. How many layers are needed to fill the box?

d. Find the volume of the box.
e. Find the surface area of the box.
16. Mr. Turner’s classroom is 20 feet wide, 30 feet long, and 10 feet high.
a. Sketch a scale model of the classroom. Label the dimensions
of the classroom on your sketch.

b. Find the volume of the classroom. Why might this information be

useful?
c. Find the total area of the walls, the floor, and the ceiling. Why
might this information be useful?
17. Each expression below will help you to find the volume or surface
area of one of the boxes pictured. Simplify each expression.
Decide whether you have found a volume or a surface area, and For: Help with Exercise 17
for which box. Web Code: ane-6217
a. 2 3 (3.5 3 5.7) + 2 3 (5.7 3 12) + 2 3 (3.5 3 12)
1 1 1 2
b. 6 3 6 c. 6 3 6 d. 2 3 2 3 5
4 2 3 5
Box B
Box C
1
2 2 cm
Box A 1
2 2 cm
12 cm 1
2 2 cm
6.5 cm Box D
2
2 5 cm
5.7 cm
3 cm 1
2 3 cm
2 cm 3.5 cm 5 cm

18. The city of Centerville plans to dig a rectangular landfill. The landfill
will have a base with dimensions 700 ft by 200 ft and a depth of 85 ft.
a. How many cubic feet of garbage
will the landfill hold?
b. What information do you need to
determine how long the landfill
can be used until it is full?
c. Centerville hires an excavator
to dig the hole for the landfill.
How many cubic yards of dirt
will he have to haul away?
19. Describe the dimensions of a rectangular prism with a volume of

80 cubic inches but a surface area of less than 132 square inches.
Connections
20. a. There is only one way to arrange five identical cubes into the
shape of a rectangular prism. Sketch the rectangular prism made
from five identical cubes.
b. Find more numbers of cubes that can be arranged into a rectangular
prism in only one way. What do these numbers have in common?
21. a. Sketch every rectangular prism that can be made from ten
identical cubes.
b. Find the surface area of each prism you sketched.
c. Give the dimensions of the prism that has the least surface area.
22. a. Each of the boxes you designed in Problem 2.1 had a rectangular
base and a height. Use a graph to show the relationship between
the area of the base and the height of each box.
b. Describe the relationship between the height and the area of the
base.
c. How might your graph be useful to a packaging engineer at ATC
Toy Company?

23. The dimensions of the recreation center floor are 150 ft by 45 ft,
and the walls are 10 ft high. A gallon of paint will cover 400 ft2. About
how much paint is needed to paint the walls of the recreation center?
24. If a small can of paint will cover 1,400 square inches, about how
many small cans are needed to paint the walls of the recreation
center described in Exercise 23?
For Exercises 25–27, use the three given views of a three-dimensional

building to sketch the building. Then, find its volume.
25.
Front Top Right
26.
Front Top Right
27.
Front Top Right

Extensions
28. Many drinks are packaged in rectangular boxes of 24 cans.
a. During the spring of 1993, a company announced that it was going
to package 24 twelve-ounce cans into a more cube-like shape.
Why might the company have decided to change their packaging?
b. List all the ways 24 twelve-ounce cans of soda can be arranged
and packaged in a rectangular box. Which arrangement do you
recommend that a drink company use? Why?
29. Slam Dunk Sporting Goods packages its basketballs in cubic boxes
with 1-foot edges. For shipping, the company packs 12 basketballs
(in its boxes) into a large rectangular shipping box.
a. Find the dimensions of every possible shipping box
into which the boxes of basketballs would exactly fit.
b. Find the surface area of each shipping box in part (a).
c. Slam Dunk uses the shipping box that requires the
least material. Which shipping box does it use?
d. Slam Dunk decides to ship basketballs in
boxes of 24. It wants to use the shipping box
that requires the least material. Find the
dimensions of the box it should use. How
much more packaging material is needed to
ship 24 basketballs than to ship 12 basketballs?

In this investigation, you arranged cubes in the shape of rectangular

prisms, and you also found the arrangements with the least and greatest
surface area. You developed methods for finding surface area and volume.
These questions will help you summarize what you have learned.
Think about your answers to these questions. Discuss your ideas with
other students and your teacher. Then write a summary of your findings in
your notebook.
1. For a given number of cubes, what arrangement will give a rectangular
prism with the least surface area? What arrangement will give a
rectangular prism with the greatest surface area? Use specific
examples to illustrate your ideas.
2. Describe how you can find the surface area of a rectangular prism.
Give a rule for finding the surface area.
3. Describe how you can find the volume of any prism. Give a rule for
finding the volume.

!
Prisms and Cylinders
In Investigation 2, you found the volume of rectangular prisms by filling
the prism with cubes. The number of cubes in the bottom layer is the same
as the area of the rectangular base and the number of layers is the height.
To find the volume, you multiply the area of the base (/ 3 w) times its
height h, so that V = /wh.
A prism is a three-dimensional shape with a top and a base that are
congruent polygons, and lateral (side) faces that are parallelograms.
Each prism is named for the shape of its base. The boxes we have
seen so far in this unit are rectangular prisms. A triangular prism has
a triangular base.
A cylinder is a three-dimensional shape with a top and base that are
congruent circles.
The prisms and cylinder below all have the same height.
Suppose you filled the triangular prism with rice and poured the rice into
each of the other cylinders. How do you think the volumes would compare?
What about the surface areas?
Triangular Square Pentagonal Hexagonal Cylinder

Prism Prism Prism Prism
3.1 Filling Fancy Boxes
In this problem you will explore prisms with bases that are not rectangles.
You will start by making models of prisms.

Directions for Making Paper Prisms (These paper models are open at the
top and bottom.)
• Start with four identical sheets of paper.
• Use the shorter dimension as the height for each prism.
• Make a triangular prism by marking and folding one of the sheets of
paper into three congruent rectangles. Tape the paper into the shape
of a triangular prism.
Triangular Prism
• Make a square prism by marking, folding, and taping a sheet of paper

into four congruent rectangles.
• Make a pentagonal prism by marking, folding, and taping a sheet of
paper into five congruent rectangles.
• Make a hexagonal prism by marking, folding, and taping a sheet of
paper into six congruent rectangles.
Problem 3.1 Finding the Volumes of Other Prisms

A. In your group, follow the directions above. (Keep your models for
Problem 3.2.)
B. How do the volumes of the prisms compare as the number of faces in
the prisms increases? Does the volume remain the same? Explain.
C. Consider the number of cubes you need to cover the base as one
layer. Next, think about the total number of layers of cubes needed to
fill the prism. Does this seem like a reasonable method for computing
the volume of each prism?
D. Suppose that each of your paper prisms has a top and a bottom. As
the number of faces of a prism (with the same height) increases, what
happens to the surface area of the prisms? Are the surface areas of
the prisms the same? Explain your reasoning.
Investigation 3 Prisms and Cylinders 33

3.2 Filling Cylinders
The last problem revealed some interesting connections among volume

and surface area of prisms. A cylinder resembles a many-sided prism. In this
problem you will explore cylinders and use what you have already learned
about prisms to find the volume and surface area of a cylinder.
Directions for Making Paper Cylinders

• Start with two identical sheets of paper.
• Use the longer dimension of one sheet of paper as the height of the
first cylinder. Tape the paper into the shape of a cylinder.
• Use the shorter dimension of the other sheet of paper as the height of
the second cylinder. Tape the paper into the shape of a cylinder.
How do the volumes of the two cylinders compare?
You need an efficient way to compute the volume of a cylinder. In

Problem 3.1 you found the volume of a prism by counting the number of
cubes that fit in a single layer at the base and then counting the number of
layers it would take to fill the prism. Let’s see if a similar approach will
work for cylinders.
Trace the base. How many cubes How many layers would it
would fit in one layer? take to fill the cylinder?
As with rectangular prisms, the bottom of any prism or cylinder is called the base.

Problem 3.2 Finding the Volumes of Cylinders

A. Copy the circles at the right onto
inch graph paper. With two
identical sheets of paper, make For: Virtual Cylinder Activity
Visit: PHSchool.com
two models of cylinders with open
Web Code: and-6302
tops and bases that match the
bases drawn on the grid paper.
B. Predict which of the two cylinders
has the greater volume.
C. 1. How many inch cubes fit on the bottom layer of each cylinder?
2. How many layers of inch cubes are needed to fill each cylinder?
3. What is the total number of inch cubes needed to fill each cylinder?
4. How can the dimensions help you calculate the volume of each
cylinder?
D. Suppose Cylinder 1 has a height of 10 centimeters and a radius of
4 centimeters and Cylinder 2 has a height of 4 centimeters and a radius
of 10 centimeters. Are the volumes equal? Explain.
E. Suppose that each of your paper cylinders had a top and a bottom.
Describe how you could find the surface area of each cylinder.
3.3 Making Cylinders and Prisms from Nets
The distance from the base of a cylinder to the top radius

is called the height. You can describe a cylinder by
giving its dimensions.
height
base

Finding the Surface Area of Cylinders

Problem 3.3
and Prisms
Draw nets like the following on centimeter grid paper.
A. What is the surface area of each shape? Explain your reasoning.

B. Cut out your nets. Tape the pieces of the nets together to form a
cylinder or a prism.
1. Describe how to find the surface area of any prism or cylinder.
2. Describe how the dimensions of a cylinder help you to find its
surface area.
C. 1. Find the volume of each prism and cylinder.
2. Compare the methods for finding the volume of a prism and
finding the volume of a cylinder.
The volume, or capacity, of a liquid container is often given in units like

quarts, gallons, liters, and milliliters. These volumes do not tell you how
many unit cubes each container will hold, but are based on cubic measures.
For example, a gallon equals 231 cubic inches, a milliliter equals a cubic
centimeter, and a liter is 1,000 cubic centimeters.
For: Information about capacities

Web Code: ane-9031

3.4 Making a New Juice Container
Fruit Tree Juice Company packages its most popular drink, apple-prune
juice, in cylindrical cans. Each can is 8 centimeters high and has a radius
of 2 centimeters. For: Pouring and Filling
Activity
Recent reports indicate a decline in the sales of Fruit Tree juice. At the Visit: PHSchool.com
Web Code: and-6304
same time, sales of juice sold by a competitor, the Wrinkled Prune
Company, are on the rise. Market researchers at Fruit Tree determine that
Wrinkled Prune’s success is due to its new rectangular juice boxes. Fruit
Tree decides to package its juice in rectangular boxes.
Problem 3.4 Comparing Volumes

Fruit Tree wants the new rectangular box to have the same volume as the
current cylindrical can.
A. 1. On centimeter grid paper, make a net for a box that will hold
the same amount of juice as the cylindrical can. Cut out your net.
When you are finished, fold and tape your pattern to form a
rectangular box.
2. Give the dimensions of your juice box. Are there other possibilities
for the dimensions? Explain.
3. Compare your juice box with the boxes made by your classmates.
Which rectangular box shape do you think would make the best
juice container? Why?
B. Compare the surface area of the cylindrical can with the surface area
of your juice box. Which container has greater surface area?

Applications
1. Cut a sheet of paper in half so you have two identical half-sheets of
paper. Tape the long sides of one sheet together to form a cylinder.
Tape the short sides from the second sheet together to form another
cylinder. Suppose that each cylinder has a top and a bottom.
a. Which cylinder has the greater volume? Explain.

b. Which cylinder has the greater surface area? Explain.
2. A cylinder has a radius of 3 centimeters. Sand is poured into the

cylinder to form a layer 1 centimeter deep.
a. What is the volume of sand in the cylinder?
b. Suppose the height of the cylinder is 20 centimeters. How many
1-centimeter deep layers of sand are needed to fill the cylinder?
c. What is the volume of the cylinder?
3. Find a cylindrical object in your home or school. Record the

dimensions and find the volume of the cylinder.

For Exercises 4–6, decide whether you have found an area, a surface area,
or a volume. Then, identify whether the computation relates to Figure 1,
2, or 3.
4. Q 3 3 p 3 2 R + Q 2 3 3 p 3 5 R
1 1 1
2 2 2
5. 3 3 3 3 p
6. 1 3 1 3 p 3 3
1
2
cm
1 cm
5 cm 3 cm
3 cm
Figure 1 Figure 2 Figure 3
7. A pipeline carrying oil is 5,000 kilometers long and has an inside

diameter of 20 centimeters.
a. How many cubic centimeters of oil will it take to fill 1 kilometer For: Help with Exercise 7
of the pipeline? (1 km = 100,000 cm) Web Code: ane-6307
b. How many cubic centimeters of oil will it take to fill the entire
pipeline?

8. What feature of a cylinder uses the given units?

a. centimeters
b. square centimeters
c. cubic centimeters
For Exercises 9–11, find the volume of each cylinder.

9. height = 10 centimeters, radius = 6.5 centimeters For: Multiple-Choice Skills
Practice
10. height = 6.5 centimeters, radius = 10 centimeters Web Code: ana-6354
11. height = 12 inches, area of the base = 200 square inches
12. Find the surface area of each closed cylinder in Exercises 9 and 10.
13. a. Will all rectangular prisms with the same height and base area have
the same shape? Explain.
b. Will all cylinders with the same height and base area have the same
shape? Explain.
14. A cylindrical storage tank has a radius of 15 feet and a height of 30 feet.
a. Make a sketch of the tank and label its dimensions.
b. Find the volume of the tank.
c. Find the surface area of the tank.
15. a. Sketch two different prisms, each with a base of area

40 square centimeters and a height of 5 centimeters.
b. Find the volumes of your prisms.
c. Do you think everyone in your class
drew the same prisms? Explain.
d. Do you think all the prisms have
the same volumes as your
prisms? Explain.

16. Below are side and top views of a triangular prism with bases that are
equilateral triangles.
a. What is the volume of this prism? How did you find the volume?
b. What is the surface area? How did you find the surface area?
Side View
Top View
15 cm
8.7 cm
10 cm 10 cm
17. Below is a scale model of a net for a cylinder.
⫽ 1 square cm
a. Suppose the net is assembled. Find the volume of the cylinder.

b. Find the surface area of the cylinder.
18. Which container below has the greater volume? Greater surface area?
A closed rectangular prism whose height is 12 centimeters, width is
3 centimeters, and length is 4 centimeters.
A closed cylinder whose height is 12 centimeters and diameter is
3 centimeters.

19. The bases of the prisms you made in 1 inch ⫻ 1 inch grid
Problem 3.1 are shown at the right.
Each prism has a height of 8.5 inches.
a. Compute the volume of each prism.
b. Compare these volumes with those
you found in Problem 3.1.
20. Carlos wants to build a circular hot tub

with a volume of 1,000 cubic feet. What
is a good approximation for the radius
of the tub?
21. Carlos decides he would rather build a

rectangular hot tub that is 4 feet high and
holds 400 cubic feet of water. What could
the dimensions of the base of Carlos’s
hot tub be?
22. A popcorn vendor needs to order popcorn boxes. The vendor must
decide between a cylindrical box and a rectangular box.
• The cylindrical box has a height
of 20 centimeters and a radius of
7 centimeters.
• The rectangular box has a height
of 20 centimeters and a square base
with 12-centimeter sides.
• The price of each box is based on
the amount of material needed to
make the box.
• The vendor plans to charge $2.75
for popcorn, regardless of the shape
of the box.
a. Make a sketch of each box. Label
the dimensions.
b. Find the volume and surface area
of each box.
c. Which box would you choose? Give
the reasons for your choice. What
additional information might help
you make a better decision?

Connections
23. Serge and Jorge were talking about the number p. Serge said that any
problem involving p had to be about circles. Jorge disagreed and
showed him the example below. What do you think?
1 inch
p inches
24. The Buy-and-Go Mart sells drinks in three sizes. Which size gives the
most ounces of drink per dollar? Explain.
Small Medium Large
12 oz. 18 oz. 32 oz.

$1.25 $1.75 $3.00
25. a. Identify objects at school that are shaped like prisms, one
rectangular and one or two non-rectangular prisms.
b. Without measuring, estimate the volume of each object.
c. How can you check the volumes you found in part (b)?
26. A drink can is a cylinder with radius 3 centimeters and height

12 centimeters. Ms. Doyle’s classroom is 6 meters wide, 8 meters long,
and 3 meters high. Estimate the number of drink cans that would fit
inside Ms. Doyle’s classroom. Explain your estimate.

27. a. Make a table showing the relationship between the diameter

and the circumference of a circle. Include data for diameters
1, 2, 3, . . . 10 centimeters. Use this table for parts (b)–(d).
b. Graph the data in your table.
c. Suppose that each of the circles represented in your table is the
base of a cylinder with height of 2 centimeters. Some of these
cylinders are sketched below. Make a table to show the relationship
between the diameter of the base and the volume of the cylinder.
1 cm 2 cm
3 cm
2 cm 2 cm 2 cm
d. Make a graph of the volume data.

e. Compare the graphs of parts (b) and (d). How are they alike?
How are they different?
28. Some take-out drink containers have a circular top and bottom
that are not congruent. How can you estimate the volume of the
container below?
4.5 cm
14 cm
3 cm
3
29. Leo has two prism-shaped containers. One has a volume of 3 4 cubic
1
feet and the other has a volume of 3 cubic feet.
a. How many of the smaller prisms would it take to fill the larger prism?
b. What operation did you use to find the answer? Explain.
30. Emily has two prism-shaped containers. One has a volume of

2 2
2 5 cubic feet, and the other has a volume of 3 cubic feet.
a. How many of the smaller prisms would it take to fill the larger prism?
b. What operation did you use to find the answer? Explain.

31. The diagram shows a fish tank after a container of water is poured
into the tank.
8 in.
12 in.
2
3
in.
8 in.
Tank A
a. How many containers of water are needed to fill the tank?

b. What fraction of the tank does the container fill?
3
c. A different container holds 12 4 cubic inches of water. How many
of these containers are needed to fill the tank?
32. The diagram shows a fish tank after

a container of water is poured 4 in.
into the tank.
15 in.
1 35 in.
5 in.
Tank B
a. How many containers of water are needed to fill the tank?

b. What fraction of the tank does the container fill?
4
c. A different container holds 4 9 cubic inches of water. How many of
these containers are needed to fill the tank?

Extensions
33. A cylindrical can is packed securely in a box as shown
at the right.
a. Find the radius and height of the can.
b. What is the volume of the empty space between
the can and the box?
c. Find the ratio of the volume of the can to the 10 cm
volume of the box.
d. Make up a similar example with a can and a box
of different sizes. What is the ratio of the volume
of your can to the volume of your box? How does
the ratio compare with the ratio you found in 2 cm
part (c)?
34. a. The drawing at the right shows a prism with an

odd-shaped top and bottom and rectangular sides.
The top and bottom each have an area of
10 square centimeters, and the height is
4 centimeters. What is the volume of the prism?
Explain your reasoning.
b. Is your estimate for the volume more than,
less than, or equal to the exact volume? Explain.
35. Suppose you know the height and volume of

a cylinder. Can you make a net for the cylinder?

!
In this investigation, you developed methods for finding the volume
and surface area of prisms and cylinders. These questions will help you
summarize what you have learned.
other students and your teacher. Then write a summary of your findings
in your notebook.
1. Describe how to find the volume of a rectangular prism.
2. a. Describe how you can find the volume of a cylinder using its
dimensions. Write a rule that represents your strategy.
b. Describe how you can find the surface area of a cylinder using its
dimensions. Write a rule that represents your strategy.
3. Discuss the similarities and differences in the methods for finding the
volume of a cylinder, a rectangular prism, and a non-rectangular prism.
4. Discuss the similarities and differences in the methods for finding the
surface area of a cylinder, a rectangular prism, and a non-rectangular
prism.

"
Cones, Spheres, and Pyramids
Many common and important three-dimensional objects are not
shaped like prisms or cylinders. For example, ice cream is often
served in cones. The planet we live on is nearly a sphere. Many
monuments here and in other countries are shaped like pyramids.
As with a cylinder and a prism, you can describe a cone or a square

pyramid by giving its dimensions. The dimensions of a cone are the
radius of its circular base and its height. The dimensions of a square
pyramid are its length, width, and height.
h
h h r
ᐉ
w
Cone Sphere Square Pyramid
Although spheres may differ in size, they are all the same shape.
You can describe a sphere by giving its radius.
In this investigation, you will explore ways to determine the volumes
of cones, pyramids, and spheres by looking for relationships between
cones and pyramids and between cones and spheres.

4.1 Comparing Spheres and Cylinders
In this problem, you will make a sphere and a cylinder with the same
diameter and the same height and then compare their volumes. (The
height of a sphere is just its diameter.) You can use the relationship you
observe to develop a method for finding the volume of a sphere.
Earth is nearly a sphere. You may have heard that, until Christopher
Columbus’s voyage in 1492, most people believed Earth was flat.
Actually, as early as the fourth century B.C., scientists had figured out
that Earth was round.
The scientists observed the shadow of Earth as it passed across the
moon during a lunar eclipse. The shadow was round. Combining this
observation with evidence gathered from observing constellations, these
scientists concluded that Earth was spherical. In the third century B.C.,
Eratosthenes, a Greek mathematician, was actually able to estimate the
circumference of Earth.
For: Information about historical views of Earth’s shape

Web Code: ane-9031
Problem 4.1 Comparing Spheres and Cylinders
• Make a sphere from modeling clay. Measure its diameter.

• Make a cylinder with an open top and bottom from a sheet of stiff
transparent plastic to fit snugly around your clay sphere. Trim the
height of the cylinder to match the height of the sphere. This makes the
diameter and the height of the cylinder equal to the diameter and the
height of the sphere. Tape the cylinder together so that it remains rigid.
Investigation 4 Cones, Spheres, and Pyramids 49

• Now, flatten the clay sphere so that it fits snugly in the bottom of the
cylinder. Mark the height of the flattened sphere on the cylinder.
open top
height of
height of empty space
cylinder
height of
flattened sphere
A. Measure and record the height of the cylinder, the height of the empty
space, and the height of the flattened sphere. Use this information to
find the volume of the cylinder and the original sphere.
B. What is the relationship between the volume of the sphere and the
volume of the cylinder?
C. A cylinder with a height equal to its diameter has a volume of
48 cubic inches. How can you use the relationship in Question B to
find the volume of a sphere whose radius is the same as the cylinder?
Remove the clay from the cylinder and save the cylinder for Problem 4.2.
4.2 Cones and Cylinders, Pyramids and Cubes
In Problem 4.1, you discovered the relationship between the volume of a

sphere and the volume of a cylinder. In this problem, you will look for the
relationship between the volume of a cone and the volume of a cylinder,
and between the volume of a pyramid and the volume of a square prism.

Problem 4.2 Cones and Cylinders, Pyramids and Cubes
• Roll a piece of stiff paper into a cone shape so that the tip touches the
bottom of the cylinder you made in Problem 4.1.
• Tape the cone shape along the seam. Trim the cone so that it is the
same height as the cylinder.
• Fill the cone to the top with sand or rice, and empty the contents into
the cylinder. Repeat this as many times as needed to fill the cylinder
completely.
A. What is the relationship between the volume of the cone and the vol-
ume of the cylinder?
B. Suppose a cylinder, a cone, and a sphere have the same radius and
the same height. What is the relationship between the volumes of
the three shapes?
C. Suppose a cone, a cylinder, and a sphere all have the same height,
and that the cylinder has a volume of 64 cubic inches. How do you
use the relationship in Question B to find
1. the volume of a sphere whose radius is the same as the cylinder?
2. the volume of a cone whose radius is the same as the cylinder?
D. Suppose the radius of a cylinder, a cone, and a sphere is 5 centimeters
and the height of the cylinder and cone is 8 centimeters. Find the
volume of the cylinder, cone, and sphere.

E. 1. Use a square prism and a pyramid to conduct an experiment

similar to the one on the previous page. The pyramid should
have the same size base as the prism and the same height
(shown at the right).
What is the relationship between the volume of the prism and
the volume of the pyramid.
2. How are finding the volumes of the cones and pyramids alike?
4.3 Melting Ice Cream
Esther and Jasmine buy ice cream from Chilly’s Ice Cream Parlor. They
want to bring back an ice cream cone to Esther’s little brother but decide
the ice cream would melt before they got back home. Jasmine wonders, “If
the ice cream all melts into the cone, will it fill the cone?”
Comparing Volumes of Spheres,

Problem 4.3
Cylinders, and Cones
Esther gets a scoop of ice cream in a cone, and Jasmine gets a scoop in a
cylindrical cup. Each container has a height of 8 centimeters and a radius
of 4 centimeters. Each scoop of ice cream is a sphere with a radius of
4 centimeters.
4 cm 4 cm
8 cm 8 cm
A. Suppose Jasmine allows her ice cream to

melt. Will the melted ice cream fill her
cup exactly? Explain.

B. Suppose Esther allows her ice cream to melt. Will the melted ice cream
fill her cone exactly? Explain.
C. How many same-sized scoops of ice cream of the size shown on the
previous page can be packed into each container?
You have looked at prisms, cylinders, cones, and spheres. Many three-
dimensional objects do not have such regular shapes.
According to legend, Archimedes (ahr kuh MEE deez) made an important
discovery while taking a bath in the third century B.C. He noticed that the
water level rose when he sat down in a tub. This was because his body had
displaced some water. He determined that he could find the weight of any
floating object by finding the weight of the water that the object displaced.
It is said that Archimedes was so excited about his discovery that he jumped
from his bath and, without dressing, ran into the streets shouting “Eureka!”
For: Information about water displacement

Web Code: ane-9031

Applications
1. A playground ball has a diameter of 18 cm.
a. Sketch a cylinder that fits the playground
ball, and label its height and base.
b. What is the volume of the cylinder?
c. What is the volume of the ball?
2. Find the volume of an exercise ball with a

diameter of 62 centimeters.
For Exercises 3–6, find the volume of the following spheres. In some
spheres, the diameter is given. In others, the radius is given.
3. 4.
15 cm
8 cm
5. 6.
21 cm
6 cm
For Exercises 7–9, each of the number sentences models the formula for the
volume of a figure you have worked with in this unit. Name the figure,
sketch and label the figure, and find the volume.
2 4 7 1
7. 2 3 4 3 3 8. p 3 (2.2)2 3 6.5 9. p 3 (4.25)2 3 10
3 5 8 3

10. Watertown has three water storage tanks in different shapes: a

cylinder, a cone, and a sphere. Each tank has a radius of 20 feet and
a height of 40 feet.
a. Sketch each tank, and label its dimensions.
b. Estimate which tank will hold the most water. Explain.
c. What is the volume of the cylindrical tank?
d. What is the volume of the conical tank?
e. What is the volume of the spherical tank?
11. Find the volume of each shape.

a. 3 cm b. 3 cm c.
For: Help with Exercise 11
Web Code: ane-6411
3 cm
6 cm 6 cm
d. How do the volumes of the three shapes compare?
For Exercises 12 and 13, find the volume of each shape.

12. 13.
6 cm
6 cm
5 cm 5 cm
4 cm 4 cm
14. a. Sketch and label the dimensions of a pyramid with base dimensions
5 centimeters by 7 centimeters and height 8 centimeters.
b. Find the volume of the pyramid in part (a).

15. The track-and-field club is planning a frozen yogurt sale to raise

money. They need to buy containers to hold the yogurt. They must
choose between the cup and the cone below. Each container costs
the same. The club plans to charge customers $1.25 for a serving of
yogurt. Which container should the club buy? Why?
6 cm
5 cm 12 cm
4.5 cm
16. The Mathletes are planning their own frozen yogurt sale. They need
to buy containers to hold the yogurt. They must choose between the
prism and pyramid below. The other conditions that apply to the club
in Exercise 15 also apply to the Mathletes. Which container should
the club buy? Why?
5 cm
5 cm 9 cm
4.5 cm
4.5 cm
17. The prices and dimensions of several movie theater popcorn containers
are shown below. Which container has the most popcorn per dollar?
Explain. (Note: The diagrams below are not drawn to scale.)
10 cm 10 cm
10 cm
8 cm
20 cm
30 cm 30 cm
20 cm
15 cm
12 cm
$2.00 $2.50 $3.75 $3.50

For Exercises 18–20, the volume of each shape is approximately

250 cubic inches.
18. Find the height of a cylinder with a radius of 3 inches.
19. Find the radius of a sphere.
20. Find the height of a cone with a radius of 3 inches.
For Exercises 21–22, suppose each shape has a square base, the side of the
base is 3 inches, and the volume is 225 cubic inches. Find the height.
21. rectangular prism 22. pyramid
1 inch
23. If a scoop of ice cream is a sphere with a radius of 1 inch,
how many scoops can be packed into the cone at the right?
1
24. Chilly’s Ice Cream Parlor purchases ice cream in 2 2-gallon 5 inches
5
cylindrical containers. Each container is 10 32 inches high and
9 inches in diameter. A jumbo scoop of ice cream comes in the
shape of a sphere that is approximately 4 inches in diameter.
How many jumbo scoops can Chilly’s serve from one
1
2 2-gallon container of ice cream?
25. Chilly’s Ice Cream Parlor is known for its root beer floats.
• The float is made by pouring root beer over 3 scoops of ice cream
1
until the glass is filled 2 inch from the top.
1
• A glass is in the shape of a cylinder with a radius of 1 4 inches and
1
height of 8 2 inches.
1
• Each scoop of ice cream is a sphere with a radius of 1 4 inches.
Will there be more ice cream or more root beer in the float? Explain
your reasoning.

Connections
26. A drink can is a cylinder with a radius of 3 centimeters and a height
of 12 centimeters.
a. Sketch the can, and label its dimensions.
b. What is the circumference of the can?
c. What is the volume?
d. What is the surface area?
e. How many cans will it take to fill a liter bottle? (A liter bottle
contains 1,000 cubic centimeters.)
27. Three students measured the height of the same cylinder and their
measurements are listed below. What is the average of the heights?
1 2 7 For: Multiple-Choice Skills
2 2 feet 2 3 feet 2 12 feet Practice
Web Code: ana-6454
28. Five students measured the height of the same prism and their
measurements are listed below. What is the average of the heights?
5.1 centimeters 4.9 centimeters
5.25 centimeters 5.15 centimeters
4.85 centimeters
Each number sentence in Exercises 29–31 is a model for the surface area
of a three-dimensional figure. Identify which three-dimensional figure the
number sentence describes. Find the surface area.
29. 2 3 (4) + 2 3 (8.5) + 2 3 (7.25)
30. 2 3 (4 + 8.5 + 7.25)
31. 2p × (4)2 + 2p 3 (4)(8.5)
32. Kaiya measures the circumference of a sphere and finds that it is

54 centimeters. What is the volume of the sphere?

Extensions
33. Ted made a scale model of a submarine for his science class.
a. What is the volume of Ted’s model?
b. If 1 inch in the model represents 20 feet in the actual submarine,
what is the volume of the actual submarine?
3 in.
4 in.
3 in.
12 in.
34. Some of the Inuit people build igloos shaped like hemispheres (halves
of a sphere). Some of the Hopi people in Arizona build adobes shaped
like rectangular boxes. Suppose an igloo has an inner diameter of
20 feet.
a. Describe the shape of a Hopi dwelling that would provide the
same amount of living space as the igloo described above.
b. What dimensions of the floor would give the Hopi dwelling the
same amount of floor space as the igloo?

35. A pyramid is named for the shape of its base. The left shape below is
a triangular pyramid, the center shape is a square pyramid, and the
right shape is a pentagonal pyramid.
a. Suppose the bases of a pyramid are all regular polygons. What

happens to the shape of the pyramid as the number of sides in
the base increases?
b. Describe a method for finding the surface area of a pyramid.
36. For each shape below, find the dimensions that will most closely
fit inside a cubic box with 5-centimeter edges.
a. sphere b. cylinder c. cone d. pyramid
e. Does a sphere, a cylinder, or a cone fit best inside the cubic box?
That is, for which shape is there the least space between the shape
and the box?
37. The edges of a cube measure 10 centimeters. Describe the dimensions

of a cylinder and a cone with the same volume as the cube. Explain.
Which shape
should I start with?

"
In this investigation, you studied the relationships between the volumes
of a cone, a sphere, and a cylinder with the same radius and height.
You also studied the relationship between a square pyramid and a
rectangular prism with the same base and height. These questions will
help you summarize what you have learned.
in your notebook.
1. a. If a cone, a cylinder, and a sphere have the same radius and
height, describe the relationships among their volumes. Use
examples and sketches to illustrate your answer.
b. If you know the radius of a sphere, how can you find the volume?
c. If you know the radius and height of a cone, how can you find the
volume?
2. a. Suppose a square pyramid and a rectangular prism have the same
base and height. How do their volumes compare? Use examples
and sketches to support your answer.
b. Suppose you know the dimensions of the base and the height of a
rectangular pyramid. How could you find the volume?
3. a. How are pyramids and cones alike and different?
b. How are prisms and cylinders alike and different?

#
Scaling Boxes
The cost of packaging materials and finding enough landfill
for garbage and waste materials is becoming a problem for many
communities. Some communities are looking at composting as a way
to recycle garbage into productive soil.
Composting is a method for turning organic waste into rich soil.
Today, many people have compost boxes that break down kitchen
waste quickly and with little odor. The secret is in the worms!

Recipe for a 1-2-3 Compost Box

• Start with an open rectangular wood
box that is 1 foot high, 2 feet wide,
and 3 feet long. This is a 1-2-3 box.
• Mix 10 pounds of shredded
newspaper with 15 quarts of water.
Put the mixture in the 1-2-3 box.
• Add a few handfuls of soil.
• Add about 1,000 redworms
(about 1 pound).
Every day, mix collected kitchen waste
with the soil in the box. The worms will do the rest of the work,
turning the waste into new soil. A 1-2-3 box will decompose about
0.5 pound of garbage each day.
5.1 Building a Bigger Box
Deshondra chose composting as the topic of her science project. She plans
to build a compost box at home and to keep records of the amount of soil
produced over several weeks. She estimates that her family throws away
1 pound of garbage a day.
Problem 5.1 Doubling the Volume of a Rectangular Prism

Deshondra wants to build a box that will decompose twice the amount of
the 1-2-3 box.
A. Using grid paper, make scale models of a 1-2-3 box that will
decompose 0.5 pound of garbage per day and a box that will
decompose 1 pound of garbage per day.
B. 1. What are the dimensions of the new box?
2. How many of the original boxes will fit into the new box?
3. How is the volume of the new box related to the volume of the
original box?
C. How much plywood is needed to construct an open 1-pound box?
Investigation 5 Scaling Boxes 63

5.2 Scaling Up the Compost Box
In Stretching and Shrinking, you studied similar two-dimensional figures.

The ideas you learned also apply to three-dimensional figures. For
example, two rectangular prisms are similar if the ratios of the lengths of
corresponding edges are equal. A 2-4-6 box is similar to the 1-2-3 box.
The scale factor is the number that each dimension of one rectangular
prism must be multiplied by to get the dimensions of a similar prism. The
scale factor from the 1-2-3 box to the 2-4-6 box is 2 because each edge
length of the 1-2-3 box must be multiplied by 2 to get the corresponding
edge length of the 2-4-6 box.
Problem 5.2 Applying Scale Factors to Rectangular Prisms

Ms. Fernandez’s class decides that building and maintaining a compost is a
fascinating project. One student suggests that they could earn money
selling worms and soil to a local nursery.
They decide to build different-sized boxes that are similar to the
1-2-3 box. They need to know how much material is needed to build the
boxes and how much garbage each box will decompose in a day.
A. Copy and complete the table.
Compost Box Project

Open Box Scale Surface Area Volume Amount of Garbage Number of
(h-w-ᐉᐉ) Factor (ft2) (ft3) Decomposed in a Day Worms Needed
1-2-3 ■ ■ ■ ■ ■
2-4-6 ■ ■ ■ ■ ■
3-6-9 ■ ■ ■ ■ ■
4-8-12 ■ ■ ■ ■ ■
■ ■ ■ ■ ■ ■
■ ■ 1,024 ■ ■ ■
■ ■ ■ ■ ■ ■
■ ■ ■ 6,000 ■ ■

B. How is the change in surface area from a 1-2-3 box to a similar box
related to the scale factor from the 1-2-3 box to the similar box?
Suppose the compost box has a top. Will your answer change? Explain.
C. How is the change in volume from a 1-2-3 box to a similar box related
to the scale factor from the 1-2-3 box to the similar box? Explain.
D. How is the change in decomposed garbage related to the scale factor?
Explain.
E. Suppose the scale factor between the 1-2-3 box and a similar box is N.
Describe the dimensions, surface area, and volume of the similar box.
5.3 Building Model Ships
Builders and architects often make models of cars, ships, buildings, and
parks. A model is useful in determining several aspects of the building
process, including structural strength, expense, and appearance.

Problem 5.3 Similarity and Scale Factors

Natasha builds a model ship from a kit. She tries to picture what the actual
ship looks like. The scale factor from the model to the actual ship is 200.
A. 1. If the length of the model is 25 centimeters, what is the length of
the actual ship?
2. If the length of the flagpole on the actual ship is 30 meters, what is
the length of the flagpole on the model?
B. The area of a rectangular floor on the model is 20 square centimeters.
What is the area of the floor on the actual ship?
C. The cylindrical smoke stack on the model has a height of 4 centimeters
and a radius of 1.5 centimeters.
1. What are the dimensions of the smoke stack on the actual ship?
2. What is the volume of the smoke stack on the actual ship?
3. What is the surface area of the smoke stack on the actual ship?
Most minerals occur naturally as crystals. Every crystal

has an orderly, internal pattern of atoms, with a
distinctive way of locking new atoms into that
pattern. As the pattern repeats, larger similar-shaped
crystals are formed. The shape of the resulting
crystal, such as a cube (like salt) or a six-sided
form (like a snowflake), is a similar crystal.
As crystals grow, differences in temperature and
chemical composition cause fascinating
variations. But you will rarely find in your backyard
the perfectly shaped mineral crystals that you see in a
museum. In order to readily show their geometric form
and flat surfaces, crystals need ideal or controlled
growing conditions as well as room to grow.
For: Information about growing crystals

Web Code: ane-9031

Applications
1. a. Make a sketch of an open 1-3-5 box. Label the edges of the box.
b. Sketch three boxes that have twice the volume of a 1-3-5 box.
Label each box with its dimensions.
c. Are any of the three boxes in part (b) similar to the 1-3-5 box?
Explain.
For Exercises 2–4, find the volume and the surface area of each closed box.
2. 1-2-2 3. 1.5-1.5-3 4. 2-4-1
For Exercises 5–7, decide if each pair of cylinders are similar. For each
pair of similar cylinders, describe how many times larger one is than the
other.
5. Cylinder 1: height = 10 centimeters, radius = 5 centimeters
Cylinder 2: height = 5 centimeters, radius = 2.5 centimeters
Cylinder 2: height = 30 centimeters, radius = 15 centimeters
Cylinder 2: height = 15 centimeters, radius = 10 centimeters
8. a. Make a sketch of an open 2-2-3 box and an open 2-2-6 box. Label
the edges of the boxes.
b. Find the volume of each box in part (a).
c. Find the surface area of each box in part (a).
d. Suppose you want to adapt the 1-2-3 compost box recipe for the
boxes in part (a). How many worms and how much paper and water
would you need for each box?
9. a. Give the dimensions of a rectangular box that will decompose

5 pounds of garbage per day. Explain your reasoning.
b. Is your box similar to the 1-2-3 box? Explain.

10. One cube has edges measuring 1 foot. A second cube has edges
measuring 2 feet. A third cube has edges measuring 3 feet.
a. Make scale drawings of the three cubes. For each cube, tell what
length in the drawing represents 1 foot.
b. Find the surface area of each cube.
c. Describe what happens to the surface area of a cube when the
edge lengths are doubled, tripled, quadrupled, and so on.
11. a. Find the volume of each cube in Exercise 10.

b. Describe what happens to the volume of a cube when the edge
lengths are doubled, tripled, quadrupled, and so on.
For Exercises 12–14, decide if each pair of rectangular boxes is similar.

For each pair of similar boxes, describe how many times larger one box
is than the other box.
For: Help with
Exercises 12–14
12. 1-2-5 and 3-6-15
Web Code: ane-6512
13. 2-3-2 and 5-6-5
14. 2-1-4 and 3-1.5-6
15. In the United States, an average of 2.7 pounds of garbage per person
is delivered to landfills each day. A cubic foot of compressed garbage
weighs about 50 pounds.
a. Estimate the amount of garbage produced by a family of four in
one year.
b. Estimate the amount of garbage produced by the families of a class
of 20 students in one year. Assume each family has four people.
16. Each year the United States generates

450 million cubic yards of solid waste.
Mr. Costello’s classroom is 42 feet long,
30 feet wide, and 12 feet high. How many
rooms of this size would be needed to
hold all this garbage?

17. For every ton of paper that is recycled, about 17 trees and 3.3 cubic
yards of landfill space are saved. In the United States, the equivalent
of 500,000 trees are used each week to produce the Sunday papers.
Suppose all the Sunday papers this week are made from recycled
paper. How much landfill is saved?
In Exercises 18 and 19, a company that specializes in creating models of

buildings is hired to develop models of pools for the upcoming summer
Olympics. The pools are rectangular prisms. The scale factor from the
model to the actual pool is 120.
18. a. The dimensions of the actual diving pool are 20 meters by 20 meters
by 4.9 meters. What are the dimensions of the model diving pool?
b. What is the capacity (volume) of the actual diving pool. What is
the capacity of the model diving pool?
c. What is the surface area of the actual diving pool? What is the
surface area of the model diving pool? (Do not include the
surface of the water.)
19. a. The planned water capacity of the pool used for water polo and
swimming is 1,650 cubic meters. What is the capacity of the model
pool?
b. A sunken corridor with viewing windows is planned for the diving
pool. The area of a window in the actual setting is 160 square feet.
What is the area of the window on the model?

Connections
20. For parts (a)–(e), find the measure that makes a true statement.
a. 1 square foot = j square inches
b. 1 square yard = j square inches Practice
Web Code: ana-6554
c. 1 cubic yard = j cubic feet
d. 2 square yards = j square inches
e. 3 square yards = j square inches
f. For parts (a), (b), and (e) above, draw a diagram to justify your
answer.
For Exercises 21–23, find the measure that makes a true statement.
21. 4 square meters = j square centimeters
22. 1 cubic meter = j cubic centimeters
23. 6 cubic centimeters = j cubic millimeters
24. For the compost boxes in Problem 5.2, find the ratios in parts (a)–(c).
a. the length of each side of the 1-2-3 box to the length of the
corresponding side of the 2-4-6 box
b. the surface area of the 1-2-3 box to the surface area of the
2-4-6 box
c. the volume of the 1-2-3 box to the volume of the 2-4-6 box
d. How is each ratio in parts (a)–(c) related to the scale factor from
the 1-2-3 box to the 2-4-6 box?
25. At the movie theater, a large cylindrical container of popcorn costs

$5.00, and a small cylindrical container costs $2.50. Denzel thinks that
the heights of the containers are about the same and that the radius
of the large container is about twice the radius of the small container.
To get the most popcorn for his $5.00, should Denzel buy one large
popcorn or two small popcorns? Explain.
$2.50 $2.50 $5.00

26. A compost company builds and sells 1-2-3 compost boxes. They need
to store a supply of the boxes in their warehouse to fill customers’
orders. The sketches below show a 1-2-3 box on the right and the space
in the warehouse allotted for the boxes on the left.
1 ft
2 ft 3 ft
10 ft
20 ft
Not drawn to scale 30 ft
a. How many 1-2-3 boxes can be stored in one layer on the floor of
the storage space?
b. How many layers of boxes can be stacked in the storage space?
c. How many boxes can be stored in the storage space?
27. Mary’s class decides to build a cylindrical compost box. Mary

calculates that a cylindrical container with a height of 2 feet and a
radius of 1 foot would decompose 0.5 pound of garbage each day.
She calls this container a 1-2 cylinder.
a. How does the volume of the 1-2 cylinder 1 ft
compare with the volume of the 1-2-3 box?

b. How does the surface area of the 1-2 cylinder
compare with the surface area of the 1-2-3 box? 2 ft
c. Mary’s class estimates that they throw away

about 1 pound of garbage at school each day.
What size cylinder should they build to handle
this much garbage?
28. The two legs of a right triangle are in the ratio 3 : 4.

a. Sketch and label the described triangle. Then sketch and label
two other similar right triangles.
b. Suppose you create a similar right triangle by doubling the length
of the legs. How will the area of the first triangle be related to the
area of the second triangle?

29. A football field is 120 yards long, including the end zones, and
1
53 3 yards wide.
a. How many square yards are in the football field?
b. How many square feet are in the football field?
c. What is the relationship between the number of square yards and
square feet in the football field?
d. Describe what happens to the number of square feet in the area
1
of a rectangle when the unit of measure for length and width is 3
the size of the original unit.
For Exercises 30–32, find the volume and surface area of each box shown.
30. 31.
32.
33. After a container of water is poured into a

2
cylindrical tank, the tank is 9 full. How many
containers of water are needed to fill the tank
3
to 4 full?
2
9
full

34. Anna uses exactly one small can of red paint to cover a strip around
the top of an open chest. The red strip around the top is 0.15 of the
total surface area (without the top and bottom of the chest).
a. How many small cans of blue paint
does she need to paint the rest?
b. What is the surface area of the chest,
not including the top and bottom?
0.15 of
the total
surface area
3 ft
4 ft
2 ft
Extensions
35. The following sketches show the front, top, and right side views of a
“tilted box” in which two of the six faces are non-rectangular
parallelograms. The top and the bottom faces are identical rectangles,
and the right and left faces are identical rectangles. (This is called an
oblique prism.)
Front Top Right
a. Make a sketch of the box.

b. What measurements do you need to find the volume of the box?
How can you use these measurements to find the volume?
c. What measurements do you need to find the surface area of the
box? How can you use these measurements to find the surface
area?

36. Is the price of a box of cereal directly related to its

volume? Collect some data to help you answer this
question.
a. Record the dimensions and prices of two or three
different-sized boxes of the same cereal brand.
b. Calculate the volume of each box.
c. Calculate the cost per unit of volume for each box.
Compare the results for the different boxes.
d. Write a short report summarizing what you
learned about the relationship between box size
and cereal price.
37. A cake, a loaf of bread, or a brick of cheese could be called a

“sliceable” rectangular prism.
a. How many different ways can you slice such a prism into two
pieces of equal volume?
b. If the prism were a cube, how many ways could you slice it into
two pieces of equal volume?
For each pair of cylinders in Exercises 38–40, find the ratio of each
measurement of Cylinder A to the corresponding measurement of
Cylinder B.
a. the radius b. the height
c. the surface area d. the volume
38. The dimensions of Cylinder A are twice the dimensions of Cylinder B.
39. The dimensions of Cylinder A are three times the dimensions of
Cylinder B.
40. The dimensions of Cylinder A are four times the dimensions of
Cylinder B.

#
In this investigation, you learned how changing the dimensions of a
rectangular box affects its volume and surface area. These questions will
help you summarize what you have learned.
in your notebook.
1. Suppose you want to build a rectangular box with eight times the
volume of a given rectangular box. How can you determine the
possible dimensions for the new box? Are the two boxes similar?
Explain.
2. Describe how the volume and surface area of a rectangular prism
change as each of its dimensions is doubled, tripled, quadrupled,
and so on.

7cmp06se_FWUP.qxc 5/18/06 12:31 PM Page 76
The Package
Design Contest
The Worldwide Sporting Company (WSC) wants a new set of package

designs for their table-tennis balls (Ping-Pong balls). The table-tennis
balls are about 3.8 centimeters in diameter. WSC has decided to offer a
scholarship to the students or groups of students who convince the
company to use their design.
• The board of directors wants a small package, a medium package,
and a large package of table-tennis balls.
• The president of the company wants the cost of the packages to be
considered.
• The marketing division wants the packages to be appealing to
customers, to stack easily, and to look good on store shelves.
Part 1: Design a Contest Entry

You are to prepare an entry for the package design contest. Your task is
to design three different packages for table-tennis balls. Include the
following things in your contest entry:
1. A description of the shape or shapes of the packages you have
designed and an explanation for why you selected these shapes.
2. Nets for each of your packages that, when they are cut out,
folded, and taped together, will make models of your packages.
Use centimeter grid paper to make your patterns.
3. Calculations of how much each of your package designs will cost to
construct. The packaging material costs $0.005 per square centimeter.

7cmp06se_FWUP.qxc 5/18/06 12:32 PM Page 77
Part 2: Write a Report

You will submit your designs and a written proposal to WSC. Your
written proposal should try to convince WSC that your designs are the ones
they should use.
4. An explanation of how you have addressed WSC’s three concerns
(listed above).
Remember, you are trying to persuade WSC that your designs are the
best and that they should select your work. Your report is to be written to
the company officials. You need to think about the presentation of your
written proposal. It should be neat (maybe even typed!), well organized,
and easy to read so that the company officials can follow your work and
ideas easily.
Unit Project The Design Contest 77

7cmp06se_FWLB.qxd 5/18/06 12:21 PM Page 78
Unit Review
While working on the problems in this unit, you developed

strategies for finding surface area, volume, and nets for rectangular
For: Vocabulary Review
prisms and cylinders. You used the relationships of other figures to Puzzle
cylinders to find the volumes of shapes such as cones, spheres, and Web Code: anj-6051
square pyramids. Finally, you discovered the effects of enlargement
and reduction on dimensions, surface area, and volume of prisms.
Use Your Understanding: Volume

and Surface Area
To test your understanding of volume and surface area, consider the
following problems.
1. Below is a net for a rectangular prism.
16 cm
16 cm
8 cm
48 cm
a. What are the dimensions of the box that can be made from
the net?
c. What is the volume of the box?
d. Draw two other nets that will produce boxes of the same size
and shape.

2. Sweet-Smile Chocolates is marketing a special assortment of

caramels. The company wants to put the 40 individual caramels
into a rectangular box. Each caramel is a 1-inch cube. The
caramels should completely fill the box.
a. Which arrangement of caramels requires the most cardboard
for a box?
b. Which arrangement of caramels requires the least cardboard?
c. Make sketches of the boxes you described in parts (a) and
(b). Label the dimensions.
d. Suppose each dimension of the box in part (b) is doubled.
How many more caramels can be packaged in the new box?
3. The Just-Add-Water Company has decided to change the packaging
for a juuice drink. The drink used to come in cylindrical containers
with a base diameter of 6 inches and a height of 10 inches. The new
container is a square prism that fits inside the old cylinder, as shown in
the sketch.
a. What is the volume of the original
cylindrical container?
b. How much less juice can the rectangular
prism hold than the cylindrical container?
c. Suppose that the cost per cubic inch of
juice is to be the same for both
containers. The original container of juice 10 in.
cost $2.19. How much should a new box
of juice cost if the amount of juice
per dollar is the same?
d. The company is also considering selling
the juice in a cone with the same 6 in.
volume as the cylinder. Describe the possible
dimensions for such a cone. 4.24 in.
Looking Back and Looking Ahead 79

Explain Your Reasoning

To answer problems about surface area and volume of solid figures, you
have to know the meaning of those terms and some strategies for
calculating the measurements from given dimensions of various figures.
4. What do volume and surface area measurements tell about a
solid figure?
5. Which formulas will show how to find the surface area A and the
volume V of each figure?
a. a rectangular prism b. a cylinder
r
h
h
w
ᐉ
6. How can you convince someone that the formulas given in

Exercise 5 are correct?
7. How are the volumes of cylinders, cones, and spheres related?
8. a. Suppose you know the volume of an object such as a box, a
cylinder, or a cone. Can you determine its surface area?
b. Suppose you know the surface area of an object. Can you
find the volume?
9. How are the surface areas and volumes of square pyramids
related to cubes?
Look Ahead
Measurement of surface area and volume for solid figures is used in many
practical, scientific, and engineering problems. You will encounter the key
ideas about area and volume in future Connected Mathematics units, in
other mathematics subjects such as geometry, and in many situations of
daily life such as packing, storing, and building tasks.

7cmp06se_FWGL.qxd 5/18/06 11:27 AM Page 81
B
base The face of a three-dimensional shape chosen base La cara de una figura tridimensional
to be the “bottom” face. elegida para que sea la cara de la “base.”
C
cone A three-dimensional shape with a circular cono Figura tridimensional con una base circular y
base and a vertex opposite the base. un vértice opuesto a la base.
cube A three-dimensional shape with six identical cubo Una figura tridimensional con seis caras
square faces. cuadradas idénticas.
cylinder A three-dimensional shape with two cilindro Una figura tridimensional con dos caras
opposite faces that are congruent circles. The side opuestas que son círculos congruentes. El lado
(lateral surface) is a rectangle that is “wrapped (la cara lateral) rectángulo es un está “envuelto
around” the circular faces at the ends. alrededor de” que las dos caras circulares es los
extremos.
English/Spanish Glossary 81
E
edge A line segment formed where two faces of a arista El segmento de recta formado donde se
three-dimensional shape meet. encuentran dos caras de una figura tridimensional.
edge
edge
F
face A flat two-dimensional surface of a cara Superficie plana, bidimensional de una figura
three-dimensional shape. tridimensional.
H
height The vertical distance between the face altura La distencia vertical entre la cara elegida
chosen to be the base and para ser base y
• the opposite face of a prism or cylinder, or • la cara opuesta de un prisma o cilindro, o
• the vertex of a cone or pyramid. • el vértice de un cono o pirámide.
height
height height height
N
net A two-dimensional pattern that can be folded patrón plano Un patrón bidimensional que se
into a three-dimensional figure. puede plegar para formar una figura tridimensional.

O
oblique prism A prism whose side faces are prisma oblicuo Prisma cuyas caras laterales son
non-rectangular parallelograms. paralelogramos no rectangulares.
P
prism A three-dimensional shape with a top and prisma Una figura tridimensional cuya parte
bottom (base) that are congruent polygons and superior y cuyo fondo (base) son polígonos
lateral faces that are parallelograms. congruentes y cuyas caras laterales son
paralelogramos.
pyramid A three-dimensional shape with one pirámide Figura tridimensional cuya base es un
polygonal base and lateral sides that are all triangles polígono y cuyas caras laterales son tríangulos que
that meet at a vertex opposite the base. se encuentran en un vértice opuesto a la base.
R
rectangular prism A prism with a top and bottom prisma rectangular Un prisma cuya parte superior
(base) that are congruent rectangles. e inferior (base) son rectángulos congruentes.
Right Oblique
rectangular rectangular
prism prism
English/Spanish Glossary 83
right prism A prism whose vertical faces are prisma recto Un prisma cuyas caras verticales son
rectangles. The bases are congruent polygons. rectángulos. Los bases son polígonos congruentes.
S
sphere A three-dimensional shape whose surface esfera Una figura tridimensional cuya superficie
consists of all the points that are a given distance consiste en todos los puntos ubicados a una
from the center of the shape. distancia dada del centro de la figura.
surface area The area required to cover a área total El área requerida para cubrir una figura
three-dimensional shape. tridimensional.
U
unit cube A cube whose edges are 1 unit long. unidad cúbica Un cubo cuyas aristas miden
It is the basic unit of measurement for volume. 1 unidad de longitud. Es la unidad básica de
medición para el volumen.
V
volume The amount of space occupied by, or the volumen La cantidad de espacio que ocupa una
capacity of, a three-dimensional shape. The volume figura tridimensional o la capacidad de dicha figura.
is the number of unit cubes that will fit into a three- Es el número de unidades cúbicas que cabrán en
dimensional shape. una figura tridimensional.

7cmp06se_FWIDX.qxd 5/18/06 11:31 AM Page 85
Archimedes, 53 compared with a cone, 50–53 Prisms and Cylinders, 32–47

Area model, 14, 43 compared with a sphere, 49–50, Scaling Boxes, 62–75
52–53 Irregular objects, 46
Base
definition, 32, 81
of a cylinder, 35 Justify answer, 6, 20–21, 23, 33, 35,
dimensions of, 35
definition, 7, 35, 81 37, 52–53, 61, 65, 75, 77, 80
net for, 36, 41
of a pyramid, 60 ACE, 11–13, 16, 24, 30, 38, 40,
surface area of, 35–42, 47, 58,
of a rectangular prism, 7, 28 43, 46, 55–57, 60, 67, 70, 74
66, 71, 74, 79–80
Box volume of, 34–42, 44, 46–47, Justify method, 25, 43 –44, 55, 80
ACE, 10–13, 17, 24–30, 42, 46, 49–56, 58, 61, 66, 71, 74,
67, 70–74 Looking Back and Looking
79–80 Ahead: Unit Review, 78–80
cubic, 5–6, 10, 12, 17, 30, 60
Diagram, 14–16, 35, 39, 42, 48, 51, Manipulatives
rectangular, 6–13, 17–30, 37, 42,
57, 70–72 household objects, 38, 43, 51
46, 63–65, 67, 70–75, 78–80
drawing, 15–16, 70–71 modeling clay, 49–50
scaling, 63–65, 67, 70–71, 75
surface area of, 6, 8–12, 18, Dot grid, 26, 72 nets, 6, 8–10, 17, 36–37, 76
19–31, 64–65, 67, 70–73, Edge, 82 paper models, 33–35, 38, 49–52,
78–80 Eratosthenes, 49 63
volume of, 6, 8, 10, 19–20, Mathematical Highlights, 4
Face, 82
22–27, 37, 42, 46, 63–65, 67,
70–75, 78–80 Flat pattern, see Net Mathematical Reflections, 18, 31,
47, 62, 75
Capacity, see Volume Formula, for the volume of a
rectangular prism, 32 Model
Check for reasonableness, 15–17,
Glossary, 81–85 area, 14, 43
24, 43
diagram, 14–15, 35, 39, 42, 48,
Columbus, Christopher, 49 Graph, making, 28, 44 51, 57, 72
Concrete model, see Model Hexagonal prism, 32–33 dot grid, 26, 72
Cone, 48, 50–53, 61, 78–81 Hexomino, 13 net, 5, 8, 10–13, 19, 36, 41, 78, 82
ACE, 55–57, 59–60 Interpreting data picture, 16–17, 25, 29, 32–34, 38,
compared with a cylinder, area model, 14, 43 43, 49–51, 70, 73, 83
50–53 diagram, 14–16, 35, 39, 42, 48, three-dimensional model, 6–7,
definition, 81 51, 57, 70–72 11, 19, 22–27, 35, 39, 41,
dimensions of, 48 dot grid, 26, 72 44–46, 48, 54–56, 59–60, 71,
volume of, 50–53, 55–57, 61, graph, 28, 44 73, 79–84
79–80 net, 5–6, 8–13, 17, 19, 25, Net, 5–6, 8–9, 19, 76, 78, 82
Cube, 5–6, 50–51, 80–81 36–37, 41, 76, 78, 82 ACE, 10–13, 17, 25, 36–37, 41
ACE, 10, 12–13, 17, 27, 30, 60, picture, 16–17, 25, 29, 32–34, 38, for a cube, 5–6, 10, 12–13, 17
68, 74 43, 49–51, 70, 73, 83 for a cylinder, 36, 41
compared with a pyramid, table, 20, 44, 64 definition, 5, 82
50–51 three-dimensional model, 6–7, drawing, 6, 8, 11–13, 17, 25,
definition, 5, 81 11–12, 19–20, 22–29, 31, 35, 36–37, 76, 78
net for, 5–6, 10, 12–13, 17 39, 40–42, 44–46, 48, 54–56, for a pentagonal prism, 36
surface area of, 6, 68, 80 58–61, 67–68, 71, 73, 79–84 for a rectangular prism, 6–12,
volume of, 50–51, 60, 68, 74, 80 Investigations 17, 19, 37, 78
Cylinder, 32, 34–37, 47, 48–53, 61, Building Boxes, 5–18 surface area and, 6, 8–12, 19, 25,
66, 78–80 Cones, Spheres, and Pyramids, 36–37, 41, 78
ACE, 38–44, 46, 54–60, 67, 48–61 for a triangular prism, 36
70–72, 74 Designing Rectangular Boxes, making, 6, 8–10, 17, 36–37, 76
base of, 35 19–31 Nonrectangular prism, 43, 47
Index 85
7cmp06se_FWIDX.qxd 5/18/06 11:31 AM Page 86
Notebook, 18, 31, 47, 62, 75 ACE, 10–13, 17, 24–30, 41–42, scaling and, 64–66, 75
Oblique prism, 73, 82 45–46, 55–56, 59, 67–74 Table, 20, 64
base of, 7, 28 making, 20, 44, 64
Pentagonal prism, 32–33
definition, 7, 83
Pictorial model, see Model formula for the volume of, 32 Three-dimensional model, 6–7,
Picture, 16–17, 25, 29, 32–34, 38, net for, 6–12, 17, 19, 37, 78 19–20, 22–23, 31, 35, 48, 61,
43, 49–51, 70, 73, 83 scaling, see Scaling 79–84
surface area of, 8–12, 18, ACE, 11–12, 24–29, 39, 40–42,
Prism (see also Rectangular
19–21, 23–31, 41–42, 47, 44–46, 54–56, 58–60, 67–68,
prism), 4–84
63–65, 67–68, 70, 73, 75, 71, 73
ACE, 10–17, 24–30, 38–46,
78–80 drawing, 12, 20, 25–26, 28–29,
54–60, 67–74
volume of, 8, 10, 18, 22–32, 31, 40, 42, 46, 54–55, 58, 61,
definition, 32, 83
41–42, 45–47, 55–56, 61, 67–68, 73, 79
hexagonal, 32–33
nonrectangular, 43, 47 63–65, 67–70, 74–75, 78–80 Triangular prism, 32–33
oblique, 73, 82 Right prism, 83 Unit cube, definition, 5, 84
pentagonal, 32–33 Scale factor, 64–66, 69–70 Unit Project: The Package Design
rectangular, 6–13, 17–33, 37, 47,
Scaling, 62–66, 75, 78 Contest, 76–77
52, 61, 63–66, 75, 78–80, 83
right, 83 ACE, 67–74 Volume
square, 32–33, 52 and surface area, 64–66, 75 ACE, 10–17, 24–30, 38–46,
triangular, 32–33 and volume, 63–66, 75 54–60, 67–75
Problem-solving strategies Similarity, 64–66, 67–68, 71, 75 of a box, 6, 8, 10, 19–20, 22–27,
drawing a diagram, 15–16, 37, 42, 46, 63–65, 67, 70–75,
Sphere, 48–53, 61, 78, 80, 84
70–71 78–80
ACE, 54–55, 57–60
drawing a net, 6, 8, 11–13, 17, compared with a cylinder, of a cone, 50–53, 55–57, 61,
25, 49–50, 52–53 79–80
36–37, 76, 78 definition, 84 of a cube, 50–51, 60, 68, 74, 80
drawing a three-dimensional dimensions of, 48–49 of a cylinder, 34–42, 44, 46–47,
model, 12, 20, 25–26, 28–29, volume of, 49–55, 57–58, 61, 80 49–56, 58, 61, 66, 71, 74,
31, 40, 42, 46, 54–55, 58, 61, 79–80
Square prism (see also Cube),
67–68, 73, 79 definition, 19, 84
32–33, 52
making a graph, 28, 44 finding, 22–23, 32–35, 49–50
making a net, 6, 8–10, 17, Surface area of a hexagonal prism, 32–33
36–37, 76 ACE, 10–17, 24–30, 38–46, of irregular objects, 46
making a table, 20, 44, 64 54–60, 67–75 of a pentagonal prism, 32–33
of a box, 6, 8–12, 18, 19–31, of a pyramid, 50–52, 55–56, 61,
Pyramid, 48, 50–52, 61, 78, 80, 83
64–65, 67, 70–73, 78–80 80
ACE, 55–56, 60
of a cube, 6, 68, 80 of a rectangular prism, 8, 10, 18,
base of, 60
of a cylinder, 35–42, 47, 58, 66, 22–32, 41–42, 45–47, 55–56,
compared with a cube, 50–51
71, 74, 79–80 61, 63–65, 67–70, 74–75,
definition, 83
definition, 19, 84 78–80
dimensions of, 48
finding, 20–22, 35–36
surface area of, 60, 80 scaling and, 63–66, 75
nets and, 6, 8–12, 19, 25, 36–37,
volume of, 50–52, 55–56, 61, 80 of a sphere, 49 –55, 57– 58, 61,
41, 78
Reasonableness, see Check for 80
of a pyramid, 60, 80
reasonableness of a square prism, 32–33, 52
of a rectangular prism, 8–12, 18,
Rectangular prism (see also 19–21, 23–31, 41–42, 47, of a triangular prism, 32–33
Cube), 6–13, 17–33, 37, 47, 63–65, 67–68, 70, 73, 75, water displacement and, 53
52, 61, 63–66, 75, 78–80, 83 78–80 Water displacement, 53

Connected Mathematics 2 - Filling and Wrapping - Three-Dimensional Measurement

Uploaded by

Copyright:

Available Formats

Connected Mathematics 2 - Filling and Wrapping - Three-Dimensional Measurement

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Connected Mathematics 2 - Filling and Wrapping - Three-Dimensional Measurement

Uploaded by

Copyright:

Available Formats

7cmp06se_FWTOC.

qxd 5/22/06 11:09 AM Page viii

Filling and Wrapping

1.1 Making Cubic Boxes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Designing Rectangular Boxes . . . . . . . . . . . . . . . . . . . 19

2.1 Packaging Blocks: Finding Surface Area . . . . . . . . . . . . . . . . . . . . . . . . . 20

viii Filling and Wrapping

Prisms and Cylinders . . . . . . . . . . . . . . . . . . . . . . . . . . 32

3.1 Filling Fancy Boxes: Finding the Volumes of Other Prisms . . . . . . . . . . 32

Cones, Spheres, and Pyramids . . . . . . . . . . . . . . . . . . 48

4.1 Comparing Spheres and Cylinders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49

5.1 Building a Bigger Box: Doubling the Volume of a

The Unit Project The Package Design Contest . . . . . . . . . . . . . . . . . . . . . . . 76

Baseballs, basketballs, and

A popcorn vendor needs to

A rectangular compost box with

2 Filling and Wrapping

T he way a product is packaged is

Making Sense of Symbols

You will learn how to

4 Filling and Wrapping

1.1 Making Cubic Boxes

Some boxes are shaped like cubes. A cube is a three-dimensional shape

Investigation 1 Building Boxes 5

Problem 1.1 Making Cubic Boxes

Homework starts on page 10.

1.2 Making Rectangular Boxes

Problem 1.2 Making Rectangular Boxes

C. Find the total area of each net you made in Question A.

Homework starts on page 10.

6 Filling and Wrapping

1.3 Testing Nets

Getting Ready for Problem 1.3

Investigation 1 Building Boxes 7

An engineer at the Save-a-Tree packaging company drew the nets below.

Box P Box Q Box R Box S

Problem 1.3 Rectangular Prisms

Homework starts on page 10.

1.4 Flattening a Box

Amy is a packaging engineer at the Save-a-Tree packaging company.

8 Filling and Wrapping

Problem 1.4 Surface Area of a Rectangular Prism

Homework starts on page 10.

It is possible to receive a college degree in packaging.A packaging degree

For: Information about a degree in packaging

Investigation 1 Building Boxes 9

10 Filling and Wrapping

7. This closed rectangular box does not have square ends.

a. What are the dimensions of the box?

Investigation 1 Building Boxes 11

For each box described in Exercises 10–13:

14. An open box is a box without a top.

12 Filling and Wrapping

15. Find the perimeter of each hexomino shown above.

Investigation 1 Building Boxes 13

21. 22. 4 in.

23. Which pair of angles are complementary angles?

24. Angles m and n below are supplementary angles. Angle m has a