Module 1

Version 03
Section 1-3

Math 8
Module 1
Exploring 2-D and 3-D Connections
© 2009 by Open School BC

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author/publisher of the third party materials:
Section 1: Where in the World…?
Go-kart racing, Photo courtesy of James Bartz
Kart Wheel Hub, Drawings by James Bartz
Section 1 Lesson B: Prisms and Cylinders and their Nets
Surface Area, Volume, and Nets, Multimedia courtesy of Learn Alberta
http://www.learnalberta.ca
How to Make a Net for a Triangular Prism and a Cylinder, Video by Laurie Gatzke
Section 3 Lesson A: What is a Tessellation Anyway?
The Ten Year Quilt, Photo by ejhogbin
(Creative Commons Attribution 2.0 Generic license http://creativecommons.org/licenses/by/2.0/
deed.en_CA ) http://www.flickr.com/photos/emmajane/1250839158/
Section 3 Lesson C: Creating a Tessellation
Create a Translation Tessellation!, Flash demo by Jim McNeill
http://www.jimmcneill.com/
Additional photos by Janet Bartz, Christina Teskey

Project Manager: Christina Teskey, Jennifer Riddel (Open School BC)

Planning Team: Dane Allison (School District 8), Sonya Fern (School District 62), Duncan McDougall
(Tutor Find Learning Centre), Shelley Moore (School District 38), Jennifer Riddel, Christina Teskey,
Angela Voll
Writers: Esther Moreno (School District 39), Angela Voll, Dan Laidlaw (School District 73),
Rusé Kampunzi, Clint Surry (School District 63), Christina Teskey
Course Reviewers: Susan Robinson (School District 64), Clint Surry (School District 63)
Editor: Shannon Mitchell (Paper Hat Editing Services)
Production Technician: Beverly Carstensen
Art: Beverly Carstensen, Cal Jones, Max Licht, Sean Owen, Christine Ramkeesoon
Multimedia
Media Coordinator: Janet Bartz, Christine Ramkeesoon
Media Design: Janet Bartz
Art: Cal Jones, Sean Owen, Christine Ramkeesoon
Flash Programming: Chris Manuel, Sean Cunniam
Sound Studio: Cumberland Audio Services
Voice Direction: Ross Stephanson
Voice Talent: Jennifer Moses, Joe Conway

Print History
Corrected: September 2009
Contents
Course Overview. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Module Overview. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Section 1: Nets and Views. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Pretest. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Lesson A: Visualizing in Three Dimensions. . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Lesson B: Prisms and Cylinders and Their Nets . . . . . . . . . . . . . . . . . . . . . . . . 35
Lesson C: Top View, Front View, and Side View . . . . . . . . . . . . . . . . . . . . . . . . 53

Section 2: Calculations in 2-D and 3-D. . . . . . . . . . . . . . . . . . . . . . . . . . . 67

Pretest. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69
Lesson A: Total Area of the Net . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77
Lesson B: More About Area in 2-D and 3-D. . . . . . . . . . . . . . . . . . . . . . . . . . . 95
Lesson C: The Amount of Space . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109

Section 3: Shapes and Design. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127

Pretest. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129
Lesson A: What is a Tessellation Anyway?. . . . . . . . . . . . . . . . . . . . . . . . . . . . 135
Lesson B: Transformations in Tessellations . . . . . . . . . . . . . . . . . . . . . . . . . . . 147
Lesson C: Creating a Tessellation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 161

Appendix. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 179
Solutions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 181
Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 209
Templates. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 219
Graph Paper. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 239
Isometric Dot Paper. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 276
 Course Overview

Course Overview
Welcome to Mathematics 8!
In this course you will continue your exploration of mathematics. You’ll have a chance
to practice and review the math skills you already have as you learn new concepts and
skills. This course will help you to increase your ability to think mathematically.

Organization of the Course

The Mathematics 8 course is made up of four modules. These modules are:

Module 1: Exploring 2-D and 3-D Connections

Module 2: Squares, Integers, and the Pythagorean Theorem

Module 3: Data, Graphing, and Linear Equations

Module 4: Fractions, Ratios, and Probability

Organization of the Modules

Each module has three sections. The sections have the following features:

Pretest
This is for students who feel they already know the concepts in the section. It is divided
by lesson, so you can get an idea of where you need to focus your attention within the
section.

Lessons
Each section is divided into lessons. Each lesson is made up of the following parts:

Essential Questions
Essential questions are based on the concepts in each lesson. This activity will help
you organize information and reflect on your learning.

Warm-up
This is a brief drill or review to get ready for the lesson.

Explore
This is the main teaching part of the lesson. Here you will explore new concepts
and learn new skills.

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 1 | 5

Course Overview

Try it! Activities

These are activities for you to complete to solidify your new skills. You will mark
these using Solutions at the end of each module.

At the end of each module you will find:

Solutions
This contains all of the solutions to the Pretests, Warm-ups and Try it! Activities.

Templates
Templates to pull out, cut, colour, or fold in order to complete specific activities. You
will be directed to these as needed.

Glossary
This is a list of key terms and their definitions.

More about the Pretest

There is a pretest at the beginning of each section. This pretest has questions for each
lesson in the section. Complete this pretest if you think that you already have a strong
grasp of the topics and concepts covered in the section. Mark your answers using
Solutions found at the end of the module.

If you get all the answers correct (100%), you may decide that you can omit the lesson
activities.

If you get all the answers correct for one or more lessons, but not for the whole pretest,
you can decide whether you can omit the activities for those lessons.

6 | MATH 8 eTEXT: MODULE 1 © OPEN SCHOOL BC

 Course Overview

Thinking Space
The column on the outside edge of most pages is called the Thinking Space. You can
use this space to
• write questions about things you don’t understand
• note things that you want to look at again
• respond to a question in the Thinking Space or the text
• draw pictures that help you understand the math
• identify words that you don’t understand
• connect what you are learning to what you already know
• make your own notes or comments

Materials and Resources

There is no textbook required for this course. All of the necessary materials and
exercises are found in the modules.

In some cases, you will be referred to templates to pull out, cut, colour, or fold. These
templates will always be found near the end of the module, just in front of the answer
key.

You will need a scientific calculator for some of the activities. A geometry set would also
be helpful, although for many activities you can use a straightedge rather than a ruler.
A protractor is available in the Appendix if you don’t have one.

If you have Internet access, you might want to do some exploring online. The
Math 8 Course Website will be a good starting point. Go to http://www.openschool.
bc.ca/courses/math/math8/ and find the lesson that you’re working on. You’ll find
relevant links to websites with games, activities, and extra practice.

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 1 | 7

Course Overview

Icons
You will see a few icons used on the left-hand side of the page. These icons are used to
signal a change in activity or to bring your attention to important instructions.

Explore Online

Essential Questions

Solutions

Use a Calculator

8 | MATH 8 eTEXT: MODULE 1 © OPEN SCHOOL BC

 Module 1 Overview

Module 1 Overview
Module 1 consists of three sections on nets, views, calculations in 2-D and 3-D,
and tessellations. You’ll learn how to draw nets of 3-D objects and create a 2-D
representation of a 3-D object. Following this you’ll study these 3-D objects in more
detail by calculating their volume and surface area. Finally, you’ll use rotations,
reflections and translations to unravel the mysteries of tessellations and create some of
your own.

Section Overviews
Section 1.1: Nets and Views
In this first section you’ll compare 2-D drawings with 3-D objects. You’ll learn how to
draw a representation of a 3-D figure on isometric dot paper and how to visualize the
different views of 3-D objects. You’ll draw nets of prisms and cylinders by starting with
a common household article and then move to drawing the net just by visualizing the
shape. When shown a representation of a 3-D object, you’ll be able to sketch its views.
You’ll also learn to create a net and construct or sketch a 3-D object when given the
views.

Section 1.2: Surface Area and Volume

In the second section, you’ll focus on 3-D objects by finding their surface area and
volume. In addition to regular 3-D objects like prisms and cylinders, you’ll also work
with irregular shapes and composite figures.

Section 1.3: Tessellations

How can you tell if a shape will tessellate? This is one of the questions that you’ll
be able to answer after studying Section 1.3. You’ll see how to use transformations –
translations, reflections, rotations – to create a tessellation. You’ll learn how to design
a tessellation tile with irregular edges and use the tile to make a tessellation with
translation and rotation.

Course Map
On the following page you’ll find a course map. If you colour in the box for each
section and lesson as you complete it, you’ll easily be able to see how much of the
course you’ve finished, and how much is still left to complete.

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 1 | 9

 Module 1 Module 2 Module 3 Module 4

Section 1 Section 1 Section 1 Section 1

Nets and Views Multiplying and Dividing Integers Analyzing statistical graphs Multiplying and Dividing Fractions

Lesson A: Visualizing in Three Dimensions Lesson A: Should I Multiply or Divide? Lesson A: Types of Graphs and Data Lesson A: Proper, Improper Fractions, Mixed Numbers

Lesson B: Mult. and Div. with Negative Numbers Lesson B: Adv. and Dis. of Graph Types
Lesson B: Prisms and Cylinders and their Nets Lesson B: Multiplying Fractions

Lesson C: Expressions–More than one Operation Lesson C: Misleading Graphs

Lesson C: Top View, Side View, and Front View Lesson C: Dividing Fractions

Lesson D: Estimating and Solving Problems

Section 2 Section 2
Section 2 Squares and Square Roots Graphing on the Coordinate Plane
Calculations in 2-D and 3-D
Section 2
Lesson A: Perfect Squares Lesson A: Ordered Pairs and Linear Equations
Ratios, Rates and Percents
Lesson A: Total Area of the Net
Lesson B: Tables of Values
Lesson B: Square Roots of Perfect Squares
Lesson B: More about Area in 2-D and 3-D Lesson A: Ratios and Rates in Everyday Life
Lesson C: Relationships and Missing Values
Lesson C: Estimating Square Roots
Lesson C: The Amount of Space Lesson B: Making Sense of Percents

Lesson D: Calculating Square Roots

Lesson C: Solving Problems with Percents

Section 3
Section 3 Linear Equations
Shapes and Design Section 3
The Pythagorean Theorem Lesson A: Algebra Tiles Section 3
Probability
Lesson A: What is a Tessellation Anyways?
Lesson B: Solving Linear Equations Symbolically
Lesson A: The Pythagorean Theorem
Lesson B: Transformations in Tessellations Lesson A: The Probability of Independent Events
Lesson C: More Linear Equations
Lesson B: Pythagorean Triples
Lesson C: Creating a Tessellation Lesson B: Problem Solving with Probability
Lesson C: Using the Pythagorean Theorem
 Section 1
Nets and Views
In this section you will: For this section you will need:
• differentiate between 2-D and 3-D • 10 dice—check that your
• draw 3-D and 2-D images numbers are arranged as
• create different 2-D views and nets • rectangular tissue box
of a 3-D object • scissors
• construct a 3-D object, given various • tape
views and nets • Metric ruler
• compass
• isometric dot paper and graph
paper (in Appendix)

Where in the World...?

An object that takes up space can be seen in many ways.

Our eyes see a go-kart in three dimensions.

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 1 | 11

Section 1 | Nets and Views

However, developers such as engineers, designers, and fabricators will create the go-
kart from a two-dimensional drawing with various views. Each of these views will look
different, depending on what side of the go-kart they are looking at. All these different
views help build the go-kart to the right size with the right components so it all works.

Similarly, developers create each component of a go-kart from drawings that detail it.
For example, below are three views of a wheel hub for a go-kart.

Many professions, from architects to video game creators, use 2-D drawings to design
and create various products.

12 | MATH 8 eTEXT: MODULE 1 © OPEN SCHOOL BC

 Section 1 Pre-Test

Section 1
Pretest

Complete this pretest if you think that you already understand the topics and concepts
covered in this section. Mark your work using Solutions found at the end of the
module.

If you get all the answers correct (100%), you may decide that you can omit the lesson
activities.

If you get all the answers correct for one or more lessons, but not for the whole pretest,
you can decide whether you can omit the activities for those lessons.

Lesson A: Visualizing in Three Dimensions

1. Put each of the words in the list under either the 2-D or 3-D heading:
• rectangle
• cube
• a box
• oval
• sphere
• can of pop
• circle

2-D Shape 3-D Shape

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 1 | 13

Section 1 Pre-Test

2. Visualize this cube in 3-dimensions.

C
E
F A B

On the bottom is: D

Assume the cube begins in this position, then:

a. On the isometric dots, draw the cube as it would appear, keeping D on the
bottom and turning it 90 degrees clockwise. Label all the sides.

b. Return the cube back to the way it started at the beginning of question 2. Then,
on the isometric dots, draw the cube as it would appear, keeping D on the
bottom and turning it 90 degrees counter clockwise. Label all the sides.

14 | MATH 8 eTEXT: MODULE 1 © OPEN SCHOOL BC

 Section 1 Pre-Test

Lesson B: Prisms and Their Nets

3. Look at each picture and decide whether it contains one or more of the following:
• triangular prism
• rectangular prism
• cylinder

Circle your choice(s).

a.

triangular prism rectangular prism cylinder

b.

triangular prism rectangular prism cylinder

c.

triangular prism rectangular prism cylinder

d.

triangular prism rectangular prism cylinder

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 1 | 15

Section 1 Pre-Test

4. Both nets are incorrectly drawn. Neither will construct a 3-D shape. For each net,
explain how you would change the net so that it could build a 3-D shape. Then
draw the net correctly.
a.

b.

1 2 3

4 5 6

16 | MATH 8 eTEXT: MODULE 1 © OPEN SCHOOL BC

 Section 1 | Pre-test

5. Draw a net for each of the following figures. Use a sheet of the graph paper
provided at the end of the module. Label all the sides with their lengths.
a.

8 cm 10 cm

6 cm
12 cm

b.
12 cm
8 cm

6 cm

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 1 | 17

Section 1 | Pre-test

c.
4 cm

8 cm

18 | MATH 8 eTEXT: MODULE 1 © OPEN SCHOOL BC

 Section 1 | Pre-test

Lesson C: Top View, Side View, and Front View

6. Draw the top, side, and front views of this cell phone.

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 1 | 19

Section 1 | Pre-test

7. Using the following views, construct a 3-D object with 10 six-sided dice, building
blocks, or sugar cubes.

a.
Top View Front View Side View

b.
Top View Front View Side View

Turn to Solutions at the end of the module and mark your work.

20 | MATH 8 eTEXT: MODULE 1 © OPEN SCHOOL BC

 Section 1 | Lesson A: Visualizing in Three Dimensions

Lesson A
Visualizing in Three Dimensions
For this lesson you will need:
• 10 six-sided cubes, blocks, or dice
• graph paper (from the Appendix at the back of the
module)
• isometric dot paper (from the Appendix at the back of the
module)
• tape
• scissors
• ruler or straight edge

When you turn the page over, you’ll find the Essential Questions for this
lesson. Fill out the first column before you start working on the lesson. This
will help you think about what you already know about the lesson topics.

When you’re finished the lesson, go back to the Essential Questions page and fill in the
second column. Be sure to keep your page in a safe place while you’re working through
the lesson.

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 1 | 21

 Essential Questions Before the lesson: What I know After the lesson: What I learned

What does 3-D mean?

22 | MATH 8 eTEXT: MODULE 1

How is a 3-D object different from a 2-D object?
Section 1 | Lesson A: Visualizing in Three Dimensions

What are views?

© OPEN SCHOOL BC
 Section 1 | Lesson A: Visualizing in Three Dimensions

Thinking Space
Warm-up

1. Match the name to the shape.

a. parallelogram

b. rectangle

c. square

d. rhombus

e. triangle

2. Which of these situations describes a rotation?

a. A car makes a right hand turn.

b. A skater spins on one skate.

c. A person skiis down a hill.

d. A bus reverses down a driveway.

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 1 | 23

Section 1 | Lesson A: Visualizing in Three Dimensions

Thinking Space
3. Match the description to the arrow.

a. moving right

b. turning clockwise

c. moving left

d. turning counter-
clockwise

Turn to Solutions at the end of the module and mark your

work.

24 | MATH 8 eTEXT: MODULE 1 © OPEN SCHOOL BC

 Section 1 | Lesson A: Visualizing in Three Dimensions

Thinking Space
Explore
3-D Versus 2-D
For this Explore you will need:
• isometric dot paper (in Appendix)

Trace an outline of your hand onto a piece of paper. Looking at the

drawing you can see the shape of your hand and how wide and long
it is, but that’s about all. The drawing is a two-dimensional (2-D)
representation of your hand; it shows two dimensions, width and length.

Now place the hand you just traced beside the drawing. Run a finger
from your other hand over the drawing and then your placed hand. Your
finger bumps up when you come to your hand, right? That’s because your
hand has depth, in addition to length and width. Any object that has
depth, width and length has three dimensions and therefore occupies
physical space. If you drew your hand showing its width, length, and
depth, you’d have a three-dimensional (3-D) representation of it.

To learn more about 2-D and 3-D representations and how to

draw them, go to http://media.openschool.bc.ca/osbcmedia/
ma08/course/html/ma0811b1f_dimensions.html and look at
Drawing Dimensions now.

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 1 | 25

Section 1 | Lesson A: Visualizing in Three Dimensions

Thinking Space
It’s Your Turn!
Try drawing the 2-D front, top and side views of a rectangular table in
your home.

You may have views that look like these

Front View Top View Side View

Now try drawing the table using isometric dot paper.

Your drawing may look similar to this.

Here the top of the table is drawn as a parallelogram, rather than a

rectangle.

26 | MATH 8 eTEXT: MODULE 1 © OPEN SCHOOL BC

 Section 1 | Lesson A: Visualizing in Three Dimensions

Thinking Space

Try It!
Activity 1

1. What is the difference between a two-dimensional drawing and a

three-dimensional drawing?

2. Beside each drawing, write 2-D or 3-D.

a.

b.

c.

d.

e.

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 1 | 27

Section 1 | Lesson A: Visualizing in Three Dimensions

Thinking Space
3. Place a die in front of you. Have three dots facing up and five
dots visible on your left and one dot visible on your right. Use the
isometric dots to complete the following drawings.
a. Draw what you see.

b. Turn the die 90 degrees clockwise. Draw what you see.

28 | MATH 8 eTEXT: MODULE 1 © OPEN SCHOOL BC

 Section 1 | Lesson A: Visualizing in Three Dimensions

Thinking Space
4. Place a die in front of you. Place five dots face down, have three
dots to the left, and one dot to the right. Use the isometric dots to
complete the following drawings.
a. Draw what you see.

b. Turn the die 90 degrees counter-clockwise. Draw what you see.

Turn to Solutions at the end of the module and mark your

work.

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 1 | 29

Section 1 | Lesson A: Visualizing in Three Dimensions

Thinking Space
Explore
Different Views
By sketching an outline of what you see, you can create a 2-D drawing.
We’ll try this with something familiar—your shoe. Take off your shoe and
place it on a table. It’s three-dimensional, but by sketching the outline of
it, you’re creating a 2-D drawing.

Draw your shoe now.

Did you draw a side view?

Or a view from the front?

Or a view from the top?

The view that you sketched will depend on where you were standing.

30 | MATH 8 eTEXT: MODULE 1 © OPEN SCHOOL BC

 Section 1 | Lesson A: Visualizing in Three Dimensions

Thinking Space
On a piece of graph paper, draw the following six squares. Each side of
the square should be 6 cm long and drawn connected as shown:

6 cm

B C D E

Cut this figure out and tape it together into a cube. Place it in front of you
on your desk.

If D is facing up, what letter is facing down?

If A is facing up and E is to your left, what letter do you see to your right?

If B is on top and upside down, what letter is facing you?

Notice that the orientation (position) the object is in affects what you are
able to see. When architects or artists create images of 3-D objects they
have to keep in mind all these various views.

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 1 | 31

Section 1 | Lesson A: Visualizing in Three Dimensions

Thinking Space

Try It!
Activity 2

1. Look at this shape.

The faces have all been labelled.

E
C
B
A
D

a. Imagine pushing this shape over so that B is on the bottom. Draw

the figure again, and label the letters for all the sides.

32 | MATH 8 eTEXT: MODULE 1 © OPEN SCHOOL BC

 Section 1 | Lesson A: Visualizing in Three Dimensions

Thinking Space
b. Imagine the original shape standing on the triangle side labelled
A. Have E on the left and B on the right. Draw this on the
isometric dots.

2. In the Appendix, a 2-D drawing has been made for you to cut out.
Cut it out, and tape it together to form the shape in question 1. Use
this to check your answers.

Turn to Solutions at the end of the module and mark your

work.

You’ve finished Lesson A. Now it’s time to return to the

Essential Questions from the beginning of the lesson and
complete the final column.

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 1 | 33

Section 1 | Lesson A: Visualizing in Three Dimensions

34 | MATH 8 eTEXT: MODULE 1 © OPEN SCHOOL BC

 Section 1 | Lesson B: Prisms and Cylinders and Their Nets

Lesson B
Prisms and Cylinders and Their Nets
For this lesson you will need:
• rectangular tissue box
• scissors
• tape
• metric ruler
• compass

When you turn the page over, you’ll find the Essential Questions for this
lesson. Fill out the first column before you start working on the lesson. This
will help you think about what you already know about the lesson topics.

When you’re finished the lesson, go back to the Essential Questions page and fill in the
second column. Be sure to keep your page in a safe place while you’re working through
the lesson.

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 1 | 35

 Essential Questions Before the lesson: What I know After the lesson: What I learned

What is a rectangular prism?

How do I draw and label its net?

36 | MATH 8 eTEXT: MODULE 1

What is a triangular prism?

How do I draw and label its net?

Section 1 | Lesson B: Prisms and Cylinders and Their Nets

What is a cylinder?

How do I draw and label its net?

© OPEN SCHOOL BC
 Section 1 | Lesson B: Prisms and Cylinders and Their Nets

Thinking Space
Warm-up

1. Draw each of the following lengths using a ruler:

a. 5 cm

b. 3.4 cm

c. 28 mm

2. Using a ruler and/or compass, draw the following:

a. two 4 cm long lines that meet at 90º (a right angle)

b. a triangle with one right angle and sides of the following lengths:
3 cm, 4 cm, and 5 cm

c. a circle with a radius of 1.5 cm

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 1 | 37

Section 1 | Lesson B: Prisms and Cylinders and Their Nets

Thinking Space
d. a circle with a diameter of 10 cm

3. Name each of these shapes.

a. b. c.

Turn to the Solutions at the end of the module and mark

your work.

38 | MATH 8 eTEXT: MODULE 1 © OPEN SCHOOL BC

 Section 1 | Lesson B: Prisms and Cylinders and Their Nets

Thinking Space
Explore
Nets of Rectangular Prisms
For this Explore you will need:
• rectangular tissue box (empty)
• scissors
• tape
• templates (in Appendix)
• graph paper (in Appendix)
• isometric dot paper (in Appendix)
• Metric ruler

A cube is a 3-D shape with six equal sized squares as faces.

A die is an example of a cube.

Each of these figures below can be made into a cube… or can they?

Shade in each figure that you think can be folded into a cube.

Figure 1 Figure 2

Figure 3 Figure 4

Now, go to the templates in the Appendix and cut out each figure. Fold
along the lines to see if you can make a cube. Were you right?

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 1 | 39

Section 1 | Lesson B: Prisms and Cylinders and Their Nets

Thinking Space
On graph paper, draw your own net made up of six connected squares
that is different from figures 1–4. Use a ruler. Cut out your drawing and
fold it to see if your figure creates a cube or not.

The figure you drew and the figures you cut out are all called nets. A net
is a 2-D figure that makes a 3-D object when it’s folded.

Go to http://media.openschool.bc.ca/osbcmedia/ma08/course/
html/ma0811b2f_netview.html and open Nets and Views.

Click on a shape on the left and then use the slider under the shape to
see its net. If you like, you can try the quiz at the bottom of the screen for
each figure.

Drawing the Net of a Rectangular Prism

Can you draw
Here’s another 3-D shape.
the net for the
tissue box?
A tissue box is not a cube, but an example of
a rectangular prism. One or more of its faces
are rectangles that are all joined together at
90 degree angles.

40 | MATH 8 eTEXT: MODULE 1 © OPEN SCHOOL BC

 Section 1 | Lesson B: Prisms and Cylinders and Their Nets

Thinking Space
To draw a net of the tissue box, follow these instructions.

1. Take the tissue box you set aside

for this lesson, and a pair of
scissors.
2. Cut along each fold to flatten
the tissue box.
Manufacturers add extra tabs
3. Cut the flattened box into six
along the edges for gluing. Do
rectangles. not open these up. Cut along Of the edges that
4. Tape the pieces together to form the edges of the
are taped together,
tissue box.
the net of the tissue box. how many are the
5. Draw the net. same length?

There are many edges of the rectangles above that end up taped together,
and there are edges that don’t. The edges that are taped together should
be the same length as each other.

Also, you’ll notice the opposite sides of each rectangle are the same
length.

In the diagram below, the gray bars show you which edges have the same
length. Taped edges are shown as dotted lines.

Look at your net again to see if each pair of taped edges is the same
length.

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 1 | 41

Section 1 | Lesson B: Prisms and Cylinders and Their Nets

Thinking Space

Try It!
Activity 1
1. Can you construct a 3-D object from each of the nets? If you think
you can, shade the net in.

a. b.

c.

To check your answer, go to the templates in the Appendix. Cut out

each net on this sheet and try to form a 3-D object to check your
prediction(s).

2. Using a ruler and graph paper from the Appendix, draw a net for each
of these 3-D objects.

a. 8 cm b. 5 cm
3 cm 4 cm

6 cm
9 cm

3. Now cut out each net you drew in question 2. Construct your nets
into shapes to confirm that they are correct.

Turn to Solutions at the end of the module and mark your

work.

42 | MATH 8 eTEXT: MODULE 1 © OPEN SCHOOL BC

 Section 1 | Lesson B: Prisms and Cylinders and Their Nets

Thinking Space
Explore
Nets of Triangular Prisms and Cylinders
The tissue box was an example of a rectangular prism. But what is a
prism?

To understand the definition of a prism, we first need to understand the

term cross section. When you slice bread, each slice has the same front
and back view. When you have the same front and back view, you have a
cross section.

Prisms are 3-D shapes that have the

same cross section along a length.
In a triangular prism, all the cross
sections are triangles.

In a rectangular prism, what shape are all the cross-sections?

In triangular and rectangular prisms, the front and back views are the
same distance apart and are joined by rectangles.

In the case of a cylinder, the cross sections are all circles, and the front
and back views are identical and the same distance apart.

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 1 | 43

Section 1 | Lesson B: Prisms and Cylinders and Their Nets

Thinking Space
Watch the following video that shows how to draw the net of a
triangular prism and a cylinder.

Go to http://media.openschool.bc.ca/osbcmedia/ma08/
course/html/ma0811b2f_netview.html and find out How to
Make a Net for a Triangular Prism and a Cylinder.

In the video, the triangular prism had an equilateral triangle for both the
top and bottom face. This makes drawing a net quite simple.

But when the triangle does not have three equal sides like in an
equilateral triangle, then there is more room for error.

Drawing a Net of a Triangular Prism

Use a ruler and graph paper to draw this net.

7 cm
4 cm

3 cm

5 cm

Note: It may be helpful to read through all of the directions first to see
where to place the net on your paper.

Step 1: Draw the top view.

The top view of a triangular prism is one of the triangles.

3 cm 4 cm

5 cm

44 | MATH 8 eTEXT: MODULE 1 © OPEN SCHOOL BC

 Section 1 | Lesson B: Prisms and Cylinders and Their Nets

Thinking Space
Step 2: Draw the rectangles.

The easiest way to do this is to draw them on each edge of the

triangle.

Important: These are drawn at a 90° angle to each edge of the

triangle.

5 cm

Notice how each of the rectangles have darkened edges. These

lines are darkened to help you see that they are all the same
length.

All of these lengths are 7 cm, which is the distance between the
two triangular faces.

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 1 | 45

Section 1 | Lesson B: Prisms and Cylinders and Their Nets

Thinking Space
Step 3: Draw the other triangle.

This face can be drawn onto the end of any of the rectangles.

Here it is drawn at the end of the largest rectangle.

3 cm

3 cm 5 cm

4 cm

3 cm
4 cm

55 cm
cm

5 cm

Cut it out and tape joining edges together. Does it rebuild into a
triangular prism?

Drawing a Net for a Cylinder

6 cm diameter

In a circle, the diameter

is the longest distance
from one edge to the other.
This length passes through 5 cm
the centre of the circle.

46 | MATH 8 eTEXT: MODULE 1 © OPEN SCHOOL BC

 Section 1 | Lesson B: Prisms and Cylinders and Their Nets

Thinking Space
Go to http://media.openschool.bc.ca/osbcmedia/ma08/course/
html/ma0811b2f_cylinder.html and watch Constructing
Cylinders.

The tricky part in creating the net of a cylinder is figuring out how long
to make the rectangle.

Use a ruler and graph paper to draw this net.

Step 1: Draw the top view.

The top view of a cylinder is a circle with a diameter of 6 cm.

6 cm

Step 2: Draw the rectangle.

The height of the rectangle will be 5 cm. But what will the
length be?

The length of the rectangle = length around the outside edge

of the circle = πd

The diameter of the circle is 6 cm.

3.14 × 6 cm = 18.84 cm

Then the length around the outside edge of the circle is

18.84 cm.

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 1 | 47

Section 1 | Lesson B: Prisms and Cylinders and Their Nets

Thinking Space
Step 3: Draw the bottom view of the cylinder, which will be identical to
the top view.

6 cm

18.84 cm
5 cm

6 cm

Cut out your net, and tape the edges together. Does it build into a
cylinder?

48 | MATH 8 eTEXT: MODULE 1 © OPEN SCHOOL BC

 Section 1 | Lesson B: Prisms and Cylinders and Their Nets

Thinking Space

Try It!
Activity 2
1. Match the shape to the name. Draw lines. Each name can be used
more than once.

a. rectangular prism

b. triangular prism

c. cylinder

d. rectangular prism
and triangular
prism

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 1 | 49

Section 1 | Lesson B: Prisms and Cylinders and Their Nets

Thinking Space
2. Which type of prism does each net form?

a. b.

c.

3. Use a ruler and graph paper found in the Appendix to sketch the net
for each of the following. Label each edge with its length.

a. b.
4 cm

20 mm
20 mm

20 cm
25 mm 12 mm

50 | MATH 8 eTEXT: MODULE 1 © OPEN SCHOOL BC

 Section 1 | Lesson B: Prisms and Cylinders and Their Nets

Thinking Space
4. Cut out the nets you drew in question 3 to check if they build into
the 3-D figures above.

Turn to Solutions at the end of the module and mark your

work.

You’ve finished Lesson B. Now it’s time to return to the

Essential Questions from the beginning of the lesson and
complete the final column.

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 1 | 51

Section 1 | Lesson B: Prisms and Cylinders and Their Nets

52 | MATH 8 eTEXT: MODULE 1 © OPEN SCHOOL BC

 Section 1 | Lesson C: Top View, Front View, and Side View

Lesson C
Top View, Front View, and Side View
In this lesson you will need:
• scissors
• tape
• metric ruler
• graph paper (in Appendix)
• 10 dice, building blocks, or sugar cubes

When you turn the page over, you’ll find the Essential Questions for this
lesson. Fill out the first column before you start working on the lesson. This
will help you think about what you already know about the lesson topics.

When you’re finished the lesson, go back to the Essential Questions page and fill in the
second column. Be sure to keep your page in a safe place while you’re working through
the lesson.

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 1 | 53

 Essential Questions Before the lesson: What I know After the lesson: What I learned

When is it useful to draw side views, top

views, or front views of 3-D objects?

54 | MATH 8 eTEXT: MODULE 1

What jobs involve using drawings with
different views?
Section 1 | Lesson C: Top View, Front View, and Side View

© OPEN SCHOOL BC
 Section 1 | Lesson C: Top View, Front View, and Side View

Thinking Space
Warm-up

1. Name all the shapes you see in each picture.

a. b. c.

2. How many sides does each shape have?

a. b.

Turn to Solutions at the end of the module and mark your

work.

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 1 | 55

Section 1 | Lesson C: Top View, Front View, and Side View

Thinking Space
Explore
Top, Front, and Side Views
For this Explore you will need:
• graph paper in Appendix

Imagine someone gave you some tools, a pile of wood and some electrical
wire and asked you to build a garage. Where would you start? You’d need
to know what the garage was for to know how big it should be. You’d also
need to know where the doors go, where lights and light switches need to
be located, and many, many other details. How much easier would it be
if you also had a set of drawings showing all the details about what the
finished garage should look like?

For whatever we want to build we first need a plan. This is true whether
we are building large complex things like a building or a car, right down
to the small components within them.

The plan for anything we build is known as a working drawing. A

working drawing contains 2-D views of the object. At a minimum,
there are views of the the top, front, and side. These views contain
measurements and all the other details needed to build the object. A 3-D
view, often an isometric drawing, can also be part of a working drawing
to help us visualize what the object will look like.

Let’s work through the process backwards, starting with the finished
product, a clay brick.

56 | MATH 8 eTEXT: MODULE 1 © OPEN SCHOOL BC

 Section 1 | Lesson C: Top View, Front View, and Side View

Thinking Space

Use graph paper for the following sketches:

Sketch the top view.

Standing over top and looking down, what do you see?

Sketch the side view.

Standing to the side, either left or right what do you see?

Sketch the front view.

Standing in front, what do you see?

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 1 | 57

Section 1 | Lesson C: Top View, Front View, and Side View

Thinking Space
Here is a slightly more challenging 3-D shape.

If you stand on
either side, does it
look the same?

front

Sketch the side view.

side

Sketch the front view.

We know from the 3-D drawing that the cubes step back like stairs.

But since we are drawing in 2-D, there is no depth. So we still draw these
faces of the cubes all in one column, one on top of the other.

front

Sketch the top view.

Looking from the top, one of the faces of the cubes starts closer to you
and then as you move along, the next cube face is further away and the
next is even further.

But, since we are drawing in 2-D, there is no depth. So we draw the faces
of other cubes all in one row, one beside the other.

top

58 | MATH 8 eTEXT: MODULE 1 © OPEN SCHOOL BC

 Section 1 | Lesson C: Top View, Front View, and Side View

Thinking Space
Here is the tower of cubes again with all of the views:

front

Top View Front View Side View

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 1 | 59

Section 1 | Lesson C: Top View, Front View, and Side View

Thinking Space

Try It!
Activity 1
1. Draw the top, front, and side view of each shape on graph paper.
a.

b.

2. Draw the top, front, and side views of each of these 3-D objects on
graph paper.

a.

front

60 | MATH 8 eTEXT: MODULE 1 © OPEN SCHOOL BC

 Section 1 | Lesson C: Top View, Front View, and Side View

Thinking Space
b.

c.

Turn to Solutions at the end of the module and mark your

work.

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 1 | 61

Section 1 | Lesson C: Top View, Front View, and Side View

Thinking Space
Explore
From Views to 3-D
Use these views of a brick to create a net:

Top View Front View Side View

To put these together, start with the top view.

Now imagine moving your view from the

top, down to the front, and then under to
the bottom.

You see that the view from the bottom is

the same as the Top View, but they’re not
connected to each other. Instead they are
separated by the Front View piece.

62 | MATH 8 eTEXT: MODULE 1 © OPEN SCHOOL BC

 Section 1 | Lesson C: Top View, Front View, and Side View

Thinking Space

In the same way, move your view

from the top and down the back
(which looks the same as the Front
View). Draw the back view piece
attached to the Top View.

Lastly, look sideways at the Top

View, then move your view from
the top and down to the side. You
see that the Side View piece is
attached to the top. Draw both side
view pieces attached to the Top
View.

The result is a net. This net can

be folded together to form a 3-D
object.

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 1 | 63

Section 1 | Lesson C: Top View, Front View, and Side View

Thinking Space

Try It!
Activity 2

1. a. Use these drawings to create the net of its 3-D object. Use graph
paper.

Top View Front View Side View

b. Cut out your net to check if it creates a 3-D object.

2. Get out ten building blocks, dice, or sugar cubes. Using the following
views, construct the correct 3-D object.

a. Top View Front View Side View

b. Top View Front View Side View

64 | MATH 8 eTEXT: MODULE 1 © OPEN SCHOOL BC

 Section 1 | Lesson C: Top View, Front View, and Side View

Thinking Space
3. Draw all of the following views of this house on graph paper.

• top view
• front view
• side view

Include windows and doors in your different views.

Turn to Solutions at the end of the module and mark your

work.

You’ve finished Lesson C. Now it’s time to return to the

Essential Questions from the beginning of the lesson and
complete the final column.

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 1 | 65

Section 1 | Lesson C: Top View, Front View, and Side View

Thinking Space
Section Summary
Completing this section has helped you to:
• differentiate between 2-D and 3-D
• draw 3-D and 2-D images
• create different 2-D views and nets of a 3-D object
• construct a 3-D object, given various views and nets

66 | MATH 8 eTEXT: MODULE 1 © OPEN SCHOOL BC

 Section 2
Calculations in 2-D and 3-D
In this section you will: For this section you will need:
• find the surface area (SA) of rectangular • scientific calculator
and triangular prisms and cylinders • pencil
• use SA to solve problems • metric ruler
• discover the formula for volume • graph paper
• apply volume formulas for prisms and • scissors
cylinders • tape

  ote: you can also go to the Math 8 website at: http://www.openschool.

N
bc.ca/courses/math/math8/mod1/.html to find a link to an online scientific
calculator.

Where in the World...?

Packaging is the container or combination of materials used to wrap and protect a
product. When packaging an item, there are two major things to consider. One is the
amount of material you will use. The other is the amount of space your product will
take up.

When constructing homes or other buildings, materials and space are major factors.
Building costs will depend on the materials needed. The amount of materials depends
on how large the building is.

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 1 | 67

Section 2 | Calculations in 2-D and 3-D

68 | MATH 8 eTEXT: MODULE 1 © OPEN SCHOOL BC

 Section 2 | Pre-Test

Section 2
Pretest

Complete this pretest if you think that you already understand the topics and concepts
covered in this section. Mark your work using Solutions found at the end of the
module.

If you get all the answers correct (100%), you may decide that you can omit the lesson
activities.

If you get all the answers correct for one or more lessons, but not for the whole pretest,
you can decide whether you can omit the activities for those lessons.

Lesson A: Total Area in the Net

1. Find the surface area. Round to the nearest tenth, if necessary.

a. 8 cm
2 cm

4 cm

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 1 | 69

Section 2 | Pre-Test

b.

11.5 cm
13 cm

12 cm 18 cm

c. Use the π button on your calculator for this question. See the Appendix for an
example of where you might find this on your calculator.

5 cm

8 cm

2. A manufacturer is creating a label for his new brand of soup. The label will be 16 cm
high and will wrap around the can, which has a diameter of 5.6 cm.

Answer the following to the nearest tenth.

a. How long will the label need to be to fit around the can?

b. What is the area of the label?

70 | MATH 8 eTEXT: MODULE 1 © OPEN SCHOOL BC

 Section 2 | Pre-Test

Lesson B: More About Area in 2-D and 3-D

3. Find the area of each irregular shape, to one decimal place.

a.

5 cm
6 cm

7 cm

b. 7 cm

5 cm

11 cm

c. Diameter of the circle = 6 cm

10 cm

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 1 | 71

Section 2 | Pre-Test

4. You make a skateboard ramp and need to paint all the surfaces except the bottom.

1m
2.9 m

1.5 m

2.5 m

a. Draw the net of the surfaces you have to paint. Label all the necessary lengths
on your net.

b. Draw each view. Label all the lengths on the views.

Top View Side View Back View

72 | MATH 8 eTEXT: MODULE 1 © OPEN SCHOOL BC

 Section 2 | Pre-Test

c. Find the total area that needs to be painted.

d. Will one can of paint that covers 10 m2 be enough? Explain your answer.

Lesson C: The Amount of Space

5. Find the volume for each object. Round to two decimal places if necessary.

a. 8 cm
2 cm

4 cm

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 1 | 73

Section 2 | Pre-Test

b.

11.5 cm
13 cm

12 cm 18 cm

c. Use the π button on your calculator for this question.

5 cm

8 cm

6. A company has a new product and is deciding on packaging. There are two different
box options that will fit the product.

Option 1: 3 cm by 4 cm by 5 cm Option 2: 2 cm by 5 cm by 6 cm

a. Do these containers have the same volume? What is the volume of each?

74 | MATH 8 eTEXT: MODULE 1 © OPEN SCHOOL BC

 Section 2 | Pre-Test

b. What is the surface area of each packaging option?

Option 1: Option 2:

c. Which packaging option would cost less? Explain your answer.

7. What happens to the surface area of a prism if the volume increases? Explain your
answer.

Turn to Solutions at the end of the module and mark your work.

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 1 | 75

Section 2 | Pre-Test

76 | MATH 8 eTEXT: MODULE 1 © OPEN SCHOOL BC

 Section 2 | Lesson A: Total Area of the Net

Lesson A
Total Area of the Net
For this lesson you will need:
• scientific calculator (see Appendix | Templates: Section 3)
• graph paper (in Appendix)

When you turn the page over, you’ll find the Essential Questions for this
lesson. Fill out the first column before you start working on the lesson. This
will help you think about what you already know about the lesson topics.

When you’re finished the lesson, go back to the Essential Questions page and fill in the
second column. Be sure to keep your page in a safe place while you’re working through
the lesson.

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 1 | 77

 Essential Questions Before the lesson: What I know After the lesson: What I learned

What is surface area?

78 | MATH 8 eTEXT: MODULE 1

How do I find the surface area of a triangular
prism?
Section 2 | Lesson A: Total Area of the Net

What formulas do I know for finding surface

area?

© OPEN SCHOOL BC
 Section 2 | Lesson A: Total Area of the Net

Thinking Space
Warm-up

1. Of the following 3-D shapes—cube, rectangular prism, triangular

prism, and cylinder—which have:
a. rectangles in the net?

b. triangles as faces?

c. circles as a surface?

d. only squares in the net?

2. Match each shape to each area. You can use your formula sheet.

6 cm a. 9.1 cm2

b. 113 cm2
4 cm
c. 9.6 cm2

d. 30 cm2
5 cm
3 cm e. 60 cm2
8 cm
f. 28.3 cm2
3.1 cm g. 12 cm2

h. 24 cm2

13 cm
5 cm

12 cm

1.7 cm

6 cm

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 1 | 79

Section 2 | Lesson A: Total Area of the Net

Thinking Space
Turn to Solutions at the end of the module and mark your
work.

Explore
Surface Area of Prisms
Every 3-D object is made up of 2-D faces. Each face has an area. All the
faces together form a net.

Area is the number

of square units that
fit inside a shape.

Surface area is the area of all the faces in the net added together. The
units of surface area are units squared, for example cm2 or m2.

A tissue box is made up of cardboard. Manufacturers

figure out the surface
I area in order to figure out how
much cardboard to buy.

8 cm
II
III
III

Top 6 cm

II III II III

Back Left Front Right 5 cm

II III II III

Bottom
III

III

II

The net of the tissue box helps you calculate the surface area.

80 | MATH 8 eTEXT: MODULE 1 © OPEN SCHOOL BC

 Section 2 | Lesson A: Total Area of the Net

Thinking Space
Fill in the missing numbers:

Front Area: (8 × 5)

Back Area: (8 × 5)

Left Side Area: (6 × 5)

Right Side Area: (6 × 5)

Top Area: (8 × 6)

Bottom Area: (8 × 6)

If you add up all the above areas, then the surface area is cm2.

Notice that:
• The front and back views are the same size. The areas were found
by multiplying 8 × 5 or l × h. The area of both views together is 2lh.
• The left and right views are the same size. The areas were found by
multiplying 6 × 5 or w × h. The area of both views together is 2wh.
• The top and bottom views are the same size. The areas were found
by multiplying 8 × 6 or l × w. The area of both views together is
2lw.

So a formula for finding the surface area of a rectangular prism is:

Remember, when numbers

and letters are written
together with no signs
in between, it means
multiply.

SA = 2lw + 2wh + 2lh

To use this formula, plug in 8 for l, 6 for w, and 5 for h. Note: If your
calculation doesn’t
SA = 2 l w + 2 w h + 2 l h
give the same
SA = 2(8)(6) + 2(6)(5) + 2(8)(5)
surface area as
shown here, refer
Enter these numbers in a scientific calculator exactly as
to your calculator’s
shown here:
instructions.
2×8×6+2×6×5+2×8×5=
SA = 236 cm2
© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 1 | 81
Section 2 | Lesson A: Total Area of the Net

Thinking Space
If you have access to the Internet, you can also use an online
scientific calculator. Go to the Math 8 website at http://www.
openschool.bc.ca/courses/math/math8/mod1.html and
look for Lesson 2A: Total Area of the Net.

Surface Area of a Triangular Prism

The surface area of a triangular prism is found in the same way. Draw the
net, find the area of each face, and then add them all together.

3-D object: Its net:

8 cm 13 cm
5 cm 13 cm

5 cm

8 cm 12 cm
12 cm 8 cm
8 cm

5 cm
13 cm

All the different faces:

12 cm

13 cm A 8 cm B 8 cm
12 cm

5 cm

5 cm

C 8 cm

12 cm 13 cm 13 cm

5 cm

82 | MATH 8 eTEXT: MODULE 1 © OPEN SCHOOL BC

 Section 2 | Lesson A: Total Area of the Net

Thinking Space
This net has two identical faces that are triangles and three different sized rectangles.

The area of one triangle is:

The base and height

are the two lengths
in a triangle that
meet at 90°. h

1 b
A= bh
2
1
A = ( 5)(12 )
2
A = 30 cm2

So the area of both triangles is:

30 + 30 = 60 cm2

The area of the 3 different rectangles in the net are:

Rectangle A Rectangle B Rectangle C

A = lw A = lw A = lw
A = (5)(8) A = (12)(8) A = (13)(8)
A = 40 cm2 A = 96 cm2 A = 104 cm2

The area of all three rectangles is:

40 + 96 + 104 = 240 cm2

The surface area of the entire triangular prism is:

60 cm2 + 240 cm2 = 300 cm2

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 1 | 83

Section 2 | Lesson A: Total Area of the Net

Thinking Space
To explore further how to find the surface area of a triangular
prism, go to http://media.openschool.bc.ca/osbcmedia/ma08/
course/html/ma0812a1f_areavolume.html and open Exploring
Surface Area and Volume.

Close the instructions window to see a screen like the following:

There are two objects, one on the left and one on the right, but we’ll
just work with the object on the left.

In the centre column under the words INSTRUCTIONS

and RESET, click on the left side circle button for the third
object down.

At the bottom of the column, click on the left side circle

button for Surface Area.

The object on the left will now be a triangular prism and the bottom
area will show the calculations for surface area (SA).

84 | MATH 8 eTEXT: MODULE 1 © OPEN SCHOOL BC

 Section 2 | Lesson A: Total Area of the Net

Thinking Space

Investigate the changes in the surface area of a triangular prism by doing

the following:

• Use the Base and Height sliders to change the measurements of

the prism. Notice how these changes affect the drawing and the
calculations.
• Move your mouse pointer over the red-circled portions of the SA
formula to see which part of the figure is matched by the different
calculations in the formula.

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 1 | 85

Section 2 | Lesson A: Total Area of the Net

Thinking Space

Try It!
Activity 1

1. For this rectangular prism:

II
4 cm

II

I
8 cm

I
II
6 cm

a. Draw the net or the various views for the prism. Label the lengths
of all the sides. Use the graph paper in the Appendix.

b. Find the area of the entire net.

2. For the prism in question 1:

a. Identify the length, the width, and the height of the prism.

l= w= h=

86 | MATH 8 eTEXT: MODULE 1 © OPEN SCHOOL BC

 Section 2 | Lesson A: Total Area of the Net

Thinking Space
b. Using the SA formula for a rectangular prism, find the surface
area. Show your work.

3. For this triangular prism:

l = 18 cm
s = 10 cm

h = 8 cm

b = 12 cm

a. Draw the net using the graph paper in the Appendix.

b. Find the surface area.

c. Create a formula for the surface area of this triangular prism, using
the letters b, h, s, and l.

Turn to Solutions at the end of the module and mark your

work.

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 1 | 87

Section 2 | Lesson A: Total Area of the Net

Thinking Space
Explore
Surface Area of a Cylinder
For this Explore you will need:
• graph paper

Pop cans come in the form of a cylinder. They typically have a height of
12.2 cm and a diameter of 6.4 cm.

Go to your http://media.openschool.bc.ca/osbcmedia/ma08/
course/html/ma0811b2f_cylinder.html and watch Constructing
Cylinders.

How much aluminum would cover this pop can?

The diameter To answer this question, we need to look at the net.

goes across the
entire circle d = 6.4 cm
through the centre.

h = 12.2 cm

6.4 cm

The net of a cylinder includes two circles and a rectangle.

88 | MATH 8 eTEXT: MODULE 1 © OPEN SCHOOL BC

 Section 2 | Lesson A: Total Area of the Net

Thinking Space
Acircle = πr2
The formula for the area of a circle is:

A = π × r × r or A = πr2
The length of the diameter is 6.4 cm.

The radius goes from

the centre of the circle
to the edge. The radius
is half as long as the
diameter of the circle.
To use this formula you
will plug in 3.2 cm for “r”.
Why? Because the radius
is half the diameter
(6.4 ÷ 2 = 3.2).

The area of each circle is:

Use the π button on
A = πr2 your calculator,
A=π×r×r not 3.14

A = π × 3.2 × 3.2
A = 32.16990877…..

You can round this to one decimal place, to get 32.2 cm2.

The area of both circles is 32.2 + 32.2 = 64.4 cm2

Let’s work on the area of the rectangle next.

The circumference of a
circle is the distance
around the circle.

The length of the rectangle is equal to

the circumference of the circle.

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 1 | 89

Section 2 | Lesson A: Total Area of the Net

Thinking Space
Length of the rectangle
= circumference of the circle
= πd = π × (6.4 cm)
= 20.1 cm
20.1 cm

12.2 cm

So the rectangle has dimensions 20.1 cm by 12.2 cm.

The area of the rectangle is:

A = lw
A = (20.1)(12.2)
A = 245.22 cm2

You can round this to one decimal place, to get 245.2 cm2.

The surface area of the entire pop can is:

64.4 cm2 + 245.2 cm2 = 309.6 cm2.

Just over 300 cm2 of aluminum, at the minimum, is needed to make a

pop can.

In your calculations, notice that both of the circles are the same size, and
the areas were found by multiplying π × r × r which is the same as πr2.
The area of both circles together is 2πr2.

The length of the rectangle is equal to πd and the width of the rectangle
is h. The area of the rectangle is length (πd) times width (h) so the area is
πdh.

So a formula for finding the surface area of a cylinder is:

SA = 2πr2 + πdh

90 | MATH 8 eTEXT: MODULE 1 © OPEN SCHOOL BC

 Section 2 | Lesson A: Total Area of the Net

Thinking Space
To use this formula, plug in the 3.2 for r, 6.4 for d, and 12.2 for h.

SA = 2π r r +π d h

SA = 2π (3.2)(3.2) + π (6.4)(12.2)

Put these into a scientific calculator exactly as they appear.

SA = 309.6353719…

Rounding to the nearest

tenth is the same as
rounding to one
decimal place.

Round this to the nearest tenth.

SA = 309.6 cm2

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 1 | 91

Section 2 | Lesson A: Total Area of the Net

Thinking Space

Try It!
Activity 2

1. a. Using a ruler and graph paper, draw a cylinder with a

diameter of 5 cm and a height of 7 cm.

b. Using a ruler and graph paper, draw the net of this cylinder. Draw
the length of the rectangle to the nearest millimetre.

2. A potato chip can is in the shape of a cylinder. The top and bottom
are made of plastic. The rest is made of cardboard.

a. Find the total area covered in plastic. Round to one decimal place.

b. How many square centimetres of cardboard (to the nearest tenth)

does the can use?

c. Use the formula for the surface area of a cylinder to find the total
surface area of the can of chips. Round to the nearest tenth.

92 | MATH 8 eTEXT: MODULE 1 © OPEN SCHOOL BC

 Section 2 | Lesson A: Total Area of the Net

Thinking Space
3. The formula for the SA of a cylinder is SA = 2πr + πdh, but another
2

way of writing this formula is: SA = 2πr2 + 2πrh.

a. What is the difference between these two formulas for the surface
area of a cylinder?

b. Explain why these two formulas will give you the same result.

Turn to Solutions at the end of the module and mark your

work.

You’ve finished Lesson A. Now it’s time to return to the

Essential Questions from the beginning of the lesson and
complete the final column.

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 1 | 93

Section 2 | Lesson A: Total Area of the Net

94 | MATH 8 eTEXT: MODULE 1 © OPEN SCHOOL BC

 Section 2 | Lesson B: More About Area in 2-D and 3-D

Lesson B
More About Area in 2-D and 3-D
For this lesson you will need:
• metric ruler
• scientific calculator

When you turn the page over, you’ll find the Essential Questions for this
lesson. Fill out the first column before you start working on the lesson. This
will help you think about what you already know about the lesson topics.

When you’re finished the lesson, go back to the Essential Questions page and fill in the
second column. Be sure to keep your page in a safe place while you’re working through
the lesson.

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 1 | 95

 Essential Questions Before the lesson: What I know After the lesson: What I learned

How do I find the area of an irregular

2-D shape?

96 | MATH 8 eTEXT: MODULE 1

How do I find the surface area of a composite
3-D shape?
Section 2 | Lesson B: More About Area in 2-D and 3-D

© OPEN SCHOOL BC
 Section 2 | Lesson B: More About Area in 2-D and 3-D

Thinking Space
Warm-up

1. Describe each of the following shapes.

a.

b.

c.

2. Find the missing lengths in each diagram.

a. 2 cm
A B BC =
CD =
DE =
5 cm C D

F E
9 cm

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 1 | 97

Section 2 | Lesson B: More About Area in 2-D and 3-D

Thinking Space
AB =
b. A B
3 cm
AC =
CD =
4 cm
5.5 cm
3.5 cm

C D

Turn to Solutions at the end of the module and mark your

work.

98 | MATH 8 eTEXT: MODULE 1 © OPEN SCHOOL BC

 Section 2 | Lesson B: More About Area in 2-D and 3-D

Thinking Space
Explore
Areas of Irregular Shapes
Packaging often looks like a prism or cylinder, and it may have cutouts.

In the computer mouse package above, the front view has a square cut
out of it. The square measures 9 cm by 9 cm. The front view has outer
dimensions of 20 cm by 24 cm.

What is the area of the front face?

Here is a drawing of the front view with an explanation about how to

find its area.

Front View
20 cm 9 cm

= –
24 cm

Area of the Irregular Shape = (Area of Rectangle) minus (Area of Square)

= lw – s2
= 24 × 20 – 92
= 480 – 81
= 299 cm 2

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 1 | 99

Section 2 | Lesson B: More About Area in 2-D and 3-D

Thinking Space
Mirrors often come in shapes that are not simple rectangles. A mirror
could appear as a rectangle with a half circle on top.

The diameter of the

half circle is 36 cm.
The radius is 18 cm
(36 ÷ 2).

36 cm
= 36 cm +

50 cm 50 cm

36 cm

Area of the Irregular Shape = (Area of Rectangle) plus (Area of Half Circle)
= lw + πr2 ÷ 2
= 36 × 50 + (π × 182) ÷ 2
= 1800 + 508.9
= 2308.9 cm 2

100 | MATH 8 eTEXT: MODULE 1 © OPEN SCHOOL BC

 Section 2 | Lesson B: More About Area in 2-D and 3-D

Thinking Space

Try It!
Activity 1

1. Find the area of each shape without the removed section. The shape
is shaded, and the removed section is white. Write answers to the
nearest tenth.
a.

10 cm
6 cm 4 cm

8 cm

b. 10 cm

5 cm

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 1 | 101

Section 2 | Lesson B: More About Area in 2-D and 3-D

Thinking Space
2. You really want to paint your room a new colour, but you are only
allowed to paint one wall. You choose the wall that has a window in
the corner of it.

a. Calculate the area that you need to paint.

3m
window

II
2.4 m

II
5m

b. If a small can of paint will paint 8 m2, will you have enough
paint?

c. If you need to do two coats of paint, how many small cans will
you need?

d. A large can of paint will paint 50 m2 and costs $22. A small can of
paint will paint 8 m2 and costs $10. Would you buy a large can of
paint, or several small cans? Explain your answer.

Turn to Solutions at the end of the module and mark your

work.

102 | MATH 8 eTEXT: MODULE 1 © OPEN SCHOOL BC

 Section 2 | Lesson B: More About Area in 2-D and 3-D

Thinking Space
Explore
Area of Composite Figures
The size of a building or home will affect the cost to make it. In
packaging, this is also the case, but the cost is not as great. Building
materials cost much more than the paper and plastics needed to package
a product.

To build a doghouse, the size of the dog will affect the size of the
building.

The doghouse you decide to build has a half circle opening at the front
only. The half circle has a diameter of 0.5 m. There is no bottom on the
doghouse.

0.6 m

1m 1.5 m

The height of the triangle on the roof is 0.3 m.

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 1 | 103

Section 2 | Lesson B: More About Area in 2-D and 3-D

Thinking Space
The cost to build the doghouse depends on the amount of wood you
need. The wood needed depends on the surface area of the doghouse.
Let’s find the surface area to two decimal places.

Front View Side View (Left and Right) Front View

0.3 m 0.3 m
0.6 m 0.6 m
0.6 m

1m 1m

0.5 m 1.5 m
radius = 0.25 m

To find the area of the front:

Key all of this into

your scientific calculator—
enter 1/2 as 0.5.

Area of front = Area of triangle + Area of square – Area of half circle

1
bh ÷
2
1
= (1) ( 0 3) ÷
2
= 1.05182523…

Round this to two decimal places, so the area of the front = 1.05 m2.

To find the area of the sides:

Area of the side = area of roof rectangle + area of bottom rectangle

= lw + lw
= (1.5)(0.6) + (1.5)(1.0)
= 2.4

Since there are two identical sides: Area of the sides = 2 × 2.4 = 4.8 m2.

104 | MATH 8 eTEXT: MODULE 1 © OPEN SCHOOL BC

 Section 2 | Lesson B: More About Area in 2-D and 3-D

Thinking Space
To find the area of the back:

Area of back = Area of triangle + Area of square

1
= bh + s2
2
1
= (1)( 0.3) + 12
2
= 1.15

In total, the surface area of the doghouse is:

SA = area of front + area of sides + area of back

= 1.05 m2 + 4.8 m2 + 1.15 m2 = 7 m2

So you need to purchase approximately seven square metres of wood to What other supplies
build this doghouse. If the wood costs $4.89 per square metre, then the would you need to
cost of wood would be: buy, if you already
own a saw and a
cost of wood = 7 m2 × $4.89/m2 = $34.23 hammer?

You can also use a net to find the surface area of the doghouse.

0.6 m 0.6 m

1m 1.5 m 1.5 m 1m 1.5 m

Draw the net, find the area of each face, and add all the areas together.

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 1 | 105

Section 2 | Lesson B: More About Area in 2-D and 3-D

Thinking Space

Try It!
Activity 2

1. A cement building is to be painted. The sides and back of the building

have no windows. The roof will not be painted, but the rest of the
building and the parking garage entrance will be.

30 m
36 m

Each window
50 m covers an area of
24 m2

Outer diameter = 25 m
15 m Inner diameter = 20 m

a. Draw the front view, back view, left view, and right view of this
building. Include any lengths that you know in your diagram.

Front View Back View

106 | MATH 8 eTEXT: MODULE 1 © OPEN SCHOOL BC

 Section 2 | Lesson B: More About Area in 2-D and 3-D

Thinking Space
Left Side View Right Side View

b. For each view, find the area that will be painted. Do not include
the parking garage in these calculations. Round to two decimal
places.

Front view (without parking garage)

Back view

Left side view

Right side view

c. What is the total area of the building that must be painted,

without including the parking garage?

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 1 | 107

Section 2 | Lesson B: More About Area in 2-D and 3-D

Thinking Space
2. The two painters decide to figure out the area of the parking garage
before painting.

Painter One uses views to find the surface area:

Front View Top View

25

20 15
25

Painter Two draws the net:

39.27 m

15 m

20
25

a. Using the numbers in their drawings, Painter One ends up with

the incorrect surface area. Painter Two ends up with the correct
answer. Explain why Painter One arrives at the wrong answer.

b. Using Painter Two’s diagram, find the area that needs to be

painted (to two decimal places).

Turn to Solutions at the end of the module and mark your

work.

You’ve finished Lesson B. Now it’s time to return to the

Essential Questions from the beginning of the lesson and
complete the final column.

108 | MATH 8 eTEXT: MODULE 1 © OPEN SCHOOL BC

 Section 2 | Lesson C: The Amount of Space

Lesson C
The Amount of Space
For this lesson, you will need:
• scientific calculator

When you turn the page over, you’ll find the Essential Questions for this
lesson. Fill out the first column before you start working on the lesson. This
will help you think about what you already know about the lesson topics.

When you’re finished the lesson, go back to the Essential Questions page and fill in the
second column. Be sure to keep your page in a safe place while you’re working through
the lesson.

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 1 | 109

 Essential Questions Before the lesson: What I know After the lesson: What I learned

What is volume?

110 | MATH 8 eTEXT: MODULE 1

How do you find the volume of different
shapes?
Section 2 | Lesson C: The Amount of Space

How are surface area and volume

related?

How does orientation affect volume?

© OPEN SCHOOL BC
 Section 2 | Lesson C: The Amount of Space

Thinking Space
Warm-up

1. Which words and units match? Write the correct letter in each blank.

surface area a. cm

b. m2
volume
c. mm3
length

2. Find the volume of each rectangular prism. Include units in your

answer.

a.

2 cm 5 cm

b.

6 cm

3 cm
4 cm

Turn to Solutions at the end of the module and mark your

work.

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 1 | 111

Section 2 | Lesson C: The Amount of Space

Thinking Space
Explore
Volume of Prisms and Cylinders
Volume is the amount of space an object takes up.

In a rectangular prism, you find volume by multiplying l × w × h.

Imagine pouring sand into the

7 cm
rectangular prism. The sand covers
the area of 4 cm × 6 cm and fills up
through the height of 7 cm.

Bottom
6 cm 4 cm

Volume = (4 cm × 6 cm) × 7 cm
Volume = 168 cm3

The bottom of the prism

is the The
samesame
size rectangular
and prism is
shape as the top.
4 cm turned so that it is standing on
a different face. Again, imagine
the prism slowly being filled with
sand. The sand covers the area of
Bottom 6 cm 6 cm × 7 cm, and fills up through

7 cm the height of 2 cm.

Volume = (6 cm × 7 cm) × 4 cm
Volume = 168 cm3

112 | MATH 8 eTEXT: MODULE 1 © OPEN SCHOOL BC

 Section 2 | Lesson C: The Amount of Space

Thinking Space
To find the volume of any prism or cylinder:

Step 1: Find the area of a face that has an identical face opposite it.

Step 2: Identify the distance between these two identical and parallel
faces.

Step 3: Multiply the area of the face from the first step by the distance
found in the second step to find the volume.

You can use these same steps to find the volume of an irregularly shaped
prism.
14 cm

12 cm2

Volume is equal to 12 cm2 × 14 cm = 168 cm3.

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 1 | 113

Section 2 | Lesson C: The Amount of Space

Thinking Space
Volume of a Triangular Prism

Use the following steps to calculate the volume of a triangular prism.

7 cm

10 cm

6 cm

8 cm

Step 1: Figure out the area of the triangle.

1
Area of back = bh
2
1
= ( 8)(6 )
2
= 24 cm2

Step 2: Figure out the distance between the triangles.

= 7 cm
Step 3: Calculate the volume.
= 24 cm2 × 7 cm = 168 cm3

Volume of a Cylinder

You can find the volume of cylinders using these same steps.

Diameter is 7.3.
Divide by 2 to
find the radius.
7.3 ÷ 2 = 3.65
7.3 cm

4 cm

114 | MATH 8 eTEXT: MODULE 1 © OPEN SCHOOL BC

 Section 2 | Lesson C: The Amount of Space

Thinking Space
Step 1: Figure out the area of the circle.
Area = πr2 = π(r × r)
Area = π(3.65)(3.65)
Area = 41.85 cm2
Step 2: Figure out the distance between the circles.
= 4 cm
Step 3: Calculate the volume.
= 41.85 cm2 × 4 cm = 167. 4 cm3

Notice that the volumes of all the prisms were close to 168 cm3. So even
though they all had different shapes, they could all hold about the same
amount of sand.

Also, notice that it doesn’t matter if the shape is standing up or lying

down—the volume is found the same way:

Volume = (Area of Base) × h

h
h
h
base
base
base

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 1 | 115

Section 2 | Lesson C: The Amount of Space

Thinking Space
To explore further how to find the volume of a rectangular
prism, triangular prism, or cylinder, go to http://media.
openschool.bc.ca/osbcmedia/ma08/course/html/ma0812a1f_
areavolume.html and open Exploring Surface Area and Volume.

Close the instructions window to see a screen like the following:

There are two objects, one on the left and one on the right, but we’ll just
work with the object on the left for now.

Change the object to a triangular prism: In the

centre column under the words INSTRUCTIONS
and RESET, click on the left side circle button for
the third object down.

The object on the left will now be a triangular prism and the bottom area
will show the calculations for Volume (V).

116 | MATH 8 eTEXT: MODULE 1 © OPEN SCHOOL BC

 Section 2 | Lesson C: The Amount of Space

Thinking Space

Investigate the changes in the volume of a triangular prism by doing the

following:

• Use the Base and Height sliders to change the measurements of

the prism. Notice how these changes affect the drawing and the
calculations.
• Move your mouse pointer over the red-circled portions of the V
formula to see which part of the figure is matched by the different
calculations in the formula.

Use the circle buttons in the centre column to change the object
to a cylinder (fifth object from the top). You can also change the
measurements of the rectangular prism shown on the right side of the
screen. Investigate the changes in the volume of both of these objects by
following the instructions for the triangular prism given above.

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 1 | 117

Section 2 | Lesson C: The Amount of Space

Thinking Space

Try It!
Activity 1

1. Find the volume of each prism. Round your answers to the nearest
whole cm3.

a. 14 cm b. 5 cm
10 cm

12
cm

c. d.
2
cm
79

7 cm

3 cm
•

11 cm

2. Explain why the formula for finding the volume of a cylinder is:
V = πr2h

118 | MATH 8 eTEXT: MODULE 1 © OPEN SCHOOL BC

 Section 2 | Lesson C: The Amount of Space

Thinking Space
3. A box display needs to be set up. The employee decides to stack
the boxes sideways rather than upright. Will the display have more
volume upright or sideways? Explain your answer.

Turn to Solutions at the end of the module and mark your

work.

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 1 | 119

Section 2 | Lesson C: The Amount of Space

Thinking Space
Explore
Are Surface Area and Volume Related?

The surface area of a 3-D object is the total area of all the faces in its net.

The volume of a 3-D object is the total space the object occupies.

How are surface area and volume related?

To help you answer this question, go to http://media.

openschool.bc.ca/osbcmedia/ma08/course/html/ma0812a1f_
areavolume.html and open Exploring Surface Area and Volume.

Close the instructions window to see a screen like the following:

120 | MATH 8 eTEXT: MODULE 1 © OPEN SCHOOL BC

 Section 2 | Lesson C: The Amount of Space

Thinking Space
There are two rectangular prisms, one on the left
and one on the right. We’ll leave the left one as
it is, showing Volume, but we’ll make the right
one show Surface Area (SA). Click on the Surface
Area circle button on the bottom right of the
centre column.

Your screen will now look like this:

You can see that the volume of a 5 m × 5 m × 5 m rectangular prism is

125 m3. The surface area of that same object is 150 m2.

Investigate the changes in the volume and surface area of a rectangular

prism by doing the following:

• Keep the Length and Width sliders both at 5 m.

• Change the Height of both prisms to 6 m, 7 m, 8 m, and 9 m and
record the changes in the following table.

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 1 | 121

Section 2 | Lesson C: The Amount of Space

Thinking Space
Left side Right side
What do you Volume Surface Area
notice about V = lwh SA = 2lw + 2lh + 2hw
the relationship V = (5)(5)h SA = 2(5)(5) + 2(5)h + 2h(5)
between the
h=5 125 m3 150 m2
volume and the
surface area as h=6
the height gets
bigger? Do they h=7 190 m2
increase, decrease
h=8 200 m3
or do the opposite
from each other? h=9

Volume and Surface Area of a Cylinder

Change both objects to a cylinder: In the centre column on both sides,

click on the circle buttons for the fifth object from the top.

In the case of the cylinder, we’ll change the radius (r). Remember that 2r
is equal to diameter (d), which you’ll see in the formula for surface area
on the right.

122 | MATH 8 eTEXT: MODULE 1 © OPEN SCHOOL BC

 Section 2 | Lesson C: The Amount of Space

Thinking Space
Investigate the changes in the volume and surface area of a cylinder by
doing the following:
• Keep the Height slider at 5 m.
• Change the Radius of both cylinders to 6 m, 7 m, 8 m, and 9 m and
record the changes in the following table.

Left side Right side What do you

Volume Surface Area
notice about
the relationship
V = πr h
2
SA = 2πr2 + πdh
between the
V = 3.14r2(5) SA = 2(3.14)r2 + (3.14)d(5)
volume and the
h=5 392.5 m3 314 m2 surface area as
the radius gets
h=6
bigger? Do they
h=7 527.52 m2 increase, decrease
or do the opposite
h=8 1004.8 m3 from each other?
h=9

You may have discovered that both the volume and surface area of 3-D
objects increase as any measurement of the object increases.

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 1 | 123

Section 2 | Lesson C: The Amount of Space

Thinking Space

Try It!
Activity 2

1. A metal box needs to have a volume of 60 cm3. There are many

different sized boxes with this volume.

Option A: 3 cm by 2 cm by 10 cm
Option B: 5 cm by 3 cm by 4 cm

a. Which box would have the smallest surface area?

b. Write the dimensions of another rectangular prism that has a

volume of 60 cm3. Calculate the surface area.

l = w= h= SA =

2. A newly designed product is ready for shipping. The choices of

packaging are shaped as either a cylinder or a triangular prism.

Option 1: Option 2:
8 cm
12 cm

13 cm
5 cm

10 cm
8 cm

124 | MATH 8 eTEXT: MODULE 1 © OPEN SCHOOL BC

 Section 2 | Lesson C: The Amount of Space

Thinking Space
a. Without calculating, decide which you think has the greater
volume and the smaller surface area. For what reason(s) did you
choose this one?

b. Which option has the greater volume?

c. Which option has the smaller surface area?

d. Which option would you choose? Explain your answer.

Turn to Solutions at the end of the module and mark your

work.

You’ve finished Lesson C. Now it’s time to return to the

Essential Questions from the beginning of the lesson and
complete the final column.

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 1 | 125

Section 2 | Lesson C: The Amount of Space

Thinking Space
Section Summary
Completing this section has helped you to:
• find the surface area and volume of prisms and cylinders
• learn how surface area and volume affect decisions in building and
in packaging

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 Section 3
Shapes and Design
In this section you will: For this section you will need:
• learn which shapes can tessellate • scissors
• create tessellations • protractor
• recognize a tessellation in the • ruler
environment • cardstock, construction paper, or
index card (optional)
• coloured pencils
• tape
• graph paper (from Appendix)

Where in the World...?

Patterns and colour schemes improve the look of a place. In a bathroom, for example,
tiles can really enhance the overall look. The symmetry of tiling patterns is used in
backsplashes, bathroom floors, fabrics, and in laying bricks.

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 1 | 127

Section 3 | Shapes and Designs

Tiling has inspired artists to create some extremely elaborate designs. M.C. Escher is a
well known artist who used tiling patterns in many of his art pieces.

If you would like to learn more about M. C. Esher and you have internet
access, go to the http://www.openschool.bc.ca/courses/math/math8/
mod1.html and look for Section 1.3: Shapes and Design.

128 | MATH 8 eTEXT: MODULE 1 © OPEN SCHOOL BC

 Section 3 | Pre-Test

Section 3
Pretest

Complete this pretest if you think that you already understand the topics and concepts
covered in this section. Mark your work using Solutions found at the end of the
module.

If you get all the answers correct (100%), you may decide that you can omit the lesson
activities.

If you get all the answers correct for one or more lessons, but not for the whole pretest,
you can decide whether you can omit the activities for those lessons.

Lesson A: What is a Tessellation Anyways?

1. Decide if each polygon is regular or irregular. Give a reason for each.

a. b.

Reason: Reason:

c. d.

Reason: Reason:

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 1 | 129

Section 3 | Pre-Test

2. Will each regular polygon tessellate the plane? Answer yes or no.

a. square

b. pentagon

c. hexagon

3. Can you create a tessellation with the following triangle?

Explain your answer.

40°

70° 70°

4. Tile the plane with this irregular shape.

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 Section 3 | Pre-Test

Lesson B: Transformations in Tessellations

5. Transformations are translations, reflections, or rotations. Identify the type(s) of

transformation used in each tessellation. (You may have more than one answer.)
a.

b.

c.

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 1 | 131

Section 3 | Pre-Test

6. a. Reflect the triangle horizontally → or ←. Repeat until you reach the end of
the grid. Then, reflect it vertically ↑ or ↓. Reflect it repeatedly. Continue to use
reflections to tile the entire plane.

b. How many different polygons made up this tessellation? Draw them here.

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 Section 3 | Pre-Test

Lesson C: Creating a Tessellation

7. Use this shape to tile the entire plane. Complete this tessellation. Keep the square
and triangle as one shape as shown, when creating the tessellation.

8. Which of the following shapes will tessellate? Answer yes or no.

a.

b.

Turn to Solutions at the end of the module and mark your work.

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 1 | 133

Section 3 | Pre-Test

134 | MATH 8 eTEXT: MODULE 1 © OPEN SCHOOL BC

 Section 3 | Lesson A: What Is a Tessellation Anyway?

Lesson A
What is a Tessellation Anyway?
For this lesson you will need:
• protractor (you can find one in the Appendix if you don’t have one)
• metric ruler

When you turn the page over, you’ll find the Essential Questions for this
lesson. Fill out the first column before you start working on the lesson. This
will help you think about what you already know about the lesson topics.

When you’re finished the lesson, go back to the Essential Questions page and fill in the
second column. Be sure to keep your page in a safe place while you’re working through
the lesson.

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 1 | 135

 Essential Questions Before the lesson: What I know After the lesson: What I learned

What is a tessellation?

136 | MATH 8 eTEXT: MODULE 1

Which polygons can tessellate?
Section 3 | Lesson A: What Is a Tessellation Anyway?

Where do I find tessellations in the world?

© OPEN SCHOOL BC
 Section 3 | Lesson A: What Is a Tessellation Anyway?

Thinking Space
Warm-up

1. A regular pentagon has five equal sides and five equal angles. Write a
definition for a:
a. regular hexagon:

b. regular octagon:

2. An irregular octagon has eight sides that are not all equal and eight
angles that are not all equal. Write a definition for an:
a. irregular pentagon:

b. irregular hexagon:

3. Is a square a regular polygon or an irregular polygon? Explain.

Turn to Solutions at the end of the module and mark your

work.

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 1 | 137

Section 3 | Lesson A: What Is a Tessellation Anyway?

Thinking Space
Explore
Which Shapes Tessellate?

Some bathroom floors or shower stalls are examples of tiling patterns.

The walls and floors are covered by tiles placed in a pattern over entire
surface. The tiles do not overlap or leave gaps.

The surface of the wall

or floor can also be
called a plane. A plane
is a 2-D flat surface.

A tessellation is a tiling pattern that covers an entire plane without

overlapping or leaving gaps.

Not all regular polygons will tessellate. In the picture we can see that
regular hexagons can tessellate an entire bathroom floor. We also see that
rectangles can tessellate the entire wall.

What polygons will tessellate an entire plane, and which ones won’t?

Before we can answer this question we need to review the parts of a

polygon.

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 Section 3 | Lesson A: What Is a Tessellation Anyway?

Thinking Space
Regular Polygons

60° 90° 108° 120°

Equilateral Square Pentagon Hexagon

Triangle

Heptagon Octagon Nonagon Decagon

The vertices of these regular polygons are the corners of each shape. One
corner is called a vertex.

One interior angle from each regular polygon in the first row has been
labelled. Interior angles are the angles that are inside the figure and at
each vertex of the polygon. A heptagon has seven interior angles, and an
octagon has eight interior angles.

A polygon will tessellate if it covers an entire plane without overlapping

or leaving gaps. That means that if vertices of the same polygon are all
joined at a point, all the interior angles will add up to 360°.

Will These Polygons Tessellate?

Will this polygon tessellate?

This polygon is also

called a quadrilateral 120° 60°
since it has
four sides.
60° 120°

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Section 3 | Lesson A: What Is a Tessellation Anyway?

Thinking Space
First, create more copies of the polygon. Then, turn and slide them
together so that you can join vertices together and have the interior
angles add to 360º.

120° 60°

Do you think all

quadrilaterals will
tessellate? 60° 120° 60°
60° 120°

Adds to 360°

Since the interior angles all add to 360º where they meet, this
quadrilateral will tessellate.

Will this regular pentagon tessellate?

108°

Adds up to 324° not 360°

The pentagon will not tessellate since the interior angles do not add up to
360°. When this happens the edges overlap or leave a gap.

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 Section 3 | Lesson A: What Is a Tessellation Anyway?

Thinking Space
So the question is:

Which polygons will tessellate an entire plane, and which ones won’t?

For a regular or irregular polygon to tessellate an entire plane, you have

to be able to arrange the vertices at a point without overlap or gaps. This
means that the interior angles can be arranged so that they all add up to
exactly 360º.

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 1 | 141

Section 3 | Lesson A: What Is a Tessellation Anyway?

Thinking Space

Try It!
Activity 1
1. Squares tessellate an entire plane since all four angles add to 360°.
Which other two regular polygons tessellate?

2. Explain why a regular pentagon cannot tessellate an entire plane.

3. Will this irregular polygon tessellate? Explain your answer.

50°

70° 60°

Turn to Solutions at the end of the course to mark your

work.

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 Section 3 | Lesson A: What Is a Tessellation Anyway?

Thinking Space
Explore
Tessellations Around Us
Not all tessellations need to be made with the same polygon in the tiling
design.

Notice this tessellation is made up of quadrilaterals and hexagons.

Many different shapes combined can tile an entire surface. In many

quilting projects, various shapes are used to make intricate designs.

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 1 | 143

Section 3 | Lesson A: What Is a Tessellation Anyway?

Thinking Space
To create a tessellation, you start with a tessellation tile and use it to cover
an entire plane.

If you would like to explore a tessellations creation program

and you have Internet access, go to the Math 8 website at
http://www.openschool.bc.ca/courses/math/math8/mod1.
html. Look for Lesson 1.3A: What Is a Tessellation Anyway?

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 Section 3 | Lesson A: What Is a Tessellation Anyway?

Thinking Space

Try It!
Activity 2

1. Use this irregular shape to tessellate the entire grid.

2. Tessellations appear in kitchen backsplashes, fabrics, clothing,

upholstery, video games, and so much more.
a. Find a tessellation in your home, and copy a part of the tiled
pattern in the space below.

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Section 3 | Lesson A: What Is a Tessellation Anyway?

Thinking Space
b. Name the regular polygons, if any, that appear in the pattern.

c. Name the irregular polygons, if any, that appear in the pattern.

Turn to Solutions at the end of the module and mark your

work.

You’ve finished Lesson A. Now it’s time to return to the

Essential Questions from the beginning of the lesson and
complete the final column.

146 | MATH 8 eTEXT: MODULE 1 © OPEN SCHOOL BC

 Section 3 | Lesson B: Transformations in Tessellations

Lesson B
Transformations in Tessellations
For this lesson you will need:
• protractor (you can find one in the Appendix if you don’t have one)
• metric ruler

When you turn the page over, you’ll find the Essential Questions for this
lesson. Fill out the first column before you start working on the lesson. This
will help you think about what you already know about the lesson topics.

When you’re finished the lesson, go back to the Essential Questions page and fill in the
second column. Be sure to keep your page in a safe place while you’re working through
the lesson.

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 1 | 147

 Essential Questions Before the lesson: What I know After the lesson: What I learned

How can you identify a translation in a

tessellation?

148 | MATH 8 eTEXT: MODULE 1

How can you identify a reflection in a
tessellation?
Section 3 | Lesson B: Transformations in Tessellations

How can you identify a rotation in a tessellation?

© OPEN SCHOOL BC
 Section 3 | Lesson B: Transformations in Tessellations

Thinking Space
Warm-up

The starting polygon has been transformed five times. From one image to
the next, describe the transformation as a translation (slide), rotation
(turn), or reflection (flip).

1.

a.

b.

c.

2.

a.

b.

c.

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 1 | 149

Section 3 | Lesson B: Transformations in Tessellations

Thinking Space
3. Draw in all the lines of symmetry for each letter. The first one
has been done for you. Notice the image to the left of the line of
symmetry. It is the mirror image of what you see to the right of this
line.

a. b. c.

Turn to Solutions at the end of the module and mark your

work.

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 Section 3 | Lesson B: Transformations in Tessellations

Thinking Space
Explore
Using Reflections and Translations to Tessellate
Tessellations must cover an entire plane. A simple way to tessellate is by
repeatedly reflecting a polygon.

Polygon Polygon and Its Polygon and Two

Vertical Reflection Vertical Reflections

A repeated vertical reflection can create a row of patterned tiling.

A horizontal reflection creates a 2nd row.

Could the second

row of tiles have
been created using
a translation
rather than a
reflection?

Notice how the entire plane is covered by two different quadrilaterals:

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 1 | 151

Section 3 | Lesson B: Transformations in Tessellations

Thinking Space
Translations can also be used to create a tessellation. By sliding a shape
over and tracing it, the entire plane can be covered.

This is not a polygon,

since it has curved
edges.

The first row is made by repeatedly sliding the original tile to the right
and tracing it. The shape was translated across.

The second row is made by sliding the top row down and copying it. The
shapes were translated down.

In this example, we covered the entire plane using an irregular shape.

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 Section 3 | Lesson B: Transformations in Tessellations

Thinking Space

Try It!
Activity 1
1. The tessellation tile for this pattern is shaded.

a. Describe how this tiling was created using the shaded design.

b. Use the shaded shape to cover the entire grid to create a tessellation.

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 1 | 153

Section 3 | Lesson B: Transformations in Tessellations

Thinking Space
2. This design was created by repeatedly flipping the shaded shape.

a. Describe how this entire design was creating using the shaded
shape.

b. Other than pentagons, what shapes are in this tessellation?

Turn to Solutions at the end of the module and mark your

work.

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 Section 3 | Lesson B: Transformations in Tessellations

Thinking Space
Explore
Using Rotations to Tessellate
Slides and flips are used in many creations.

Translations, reflections, and rotations are used in tiling designs. Can you
see turns in some of these designs?

Rotations are easy to see when the shape is being turned around a point.

Original Original Original Original

Rotated 90° Rotated 180° Rotated 270°
Clockwise Clockwise Clockwise

Following is a square tile that has been painted.

When you tile a floor or wall, different patterns can be formed by using a
combination of translations, reflections, and rotations.

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 1 | 155

Section 3 | Lesson B: Transformations in Tessellations

Thinking Space
Here is a tile. Tessellation formed by translation.

Tessellation formed
by translation
and reflection.

Tessellation formed
by rotation
and translation.

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 Section 3 | Lesson B: Transformations in Tessellations

Thinking Space
This tessellation is
constructed within a circle.

The centre uses a triangular shape

which is rotated 60 degrees five
times, to form a flower pattern. The
pivot point for the rotation is the
bottom vertex of the triangle. The
pivot point becomes the centre of
the design.

Around this centre is a different flower shape. This shape

is also rotated 60 degress five times around the centre
point of the design. The outer ring uses the same shape,
but shrunk in size. It too is rotated around the centre
point.

The tessellation looks like a dome. Shrinking the shapes and presenting
the tessellation in a circle gives an illustion of depth as the smaller shapes
appear further away.

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 1 | 157

Section 3 | Lesson B: Transformations in Tessellations

Thinking Space

Try It!
Activity 2
1. Trace this triangle on another piece of paper. Draw a dot on the
bottom right vertex of this triangle as shown. Rotate this triangle
around the dot, and trace the triangle as you rotate it. Be sure not to
overlap or leave any gaps.

a. How many triangles rotate around the point?

b. All together these triangles have created another regular polygon.

Which one?

2. Which transformation(s) created each tessellation?

a. b.

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 Section 3 | Lesson B: Transformations in Tessellations

Thinking Space
c.

3. The artwork of M.C. Escher is very relevant to this module.

Find out more about his work on the Internet or by

visiting the library. Then write four sentences about
Escher’s art.

Turn to Solutions at the end of the module and mark your

work.

You’ve finished Lesson B. Now it’s time to return to the

Essential Questions from the beginning of the lesson and
complete the final column.

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 1 | 159

Section 3 | Lesson B: Transformations in Tessellations

160 | MATH 8 eTEXT: MODULE 1 © OPEN SCHOOL BC

 Section 3 | Lesson C: Creating a Tessellation

Lesson C
Creating a Tessellation
For this lesson you will need:
• scissors
• tape
• protractor
• metric ruler
• construction paper, card stock or index card (optional)

When you turn the page over, you’ll find the Essential Questions for this
lesson. Fill out the first column before you start working on the lesson. This
will help you think about what you already know about the lesson topics.

When you’re finished the lesson, go back to the Essential Questions page and fill in the
second column. Be sure to keep your page in a safe place while you’re working through
the lesson.

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 1 | 161

 Essential Questions Before the lesson: What I know After the lesson: What I learned

How do I create a tessellation?

162 | MATH 8 eTEXT: MODULE 1

How does the creation of a tessellation tile from
a shape affect the area of that shape?
Section 3 | Lesson C: Creating a Tessellation

© OPEN SCHOOL BC
 Section 3 | Lesson C: Creating a Tessellation

Thinking Space
Warm-up

1. Measure each angle using a protractor. Then fill in the blank. The first
one has been done for you.

a. b.
The angle is 39 °

°
The angle is

c. ° d. °
The angle is The angle is

2. Use a protractor to draw a regular hexagon on another piece of paper.

Each interior angle will measure 120º. Make each side measure 2 cm.

Hint: Start with a line 2 cm long and draw an angle of 120° to make a
second side.

Turn to Solutions at the end of the module and mark your

work.

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 1 | 163

Section 3 | Lesson C: Creating a Tessellation

Thinking Space
Explore
Using Shapes with Straight Edges

Three regular polygons can tessellate an entire plane: equilateral triangles,

squares, and hexagons.

A tessellation of triangles:

A tessellation of squares:

A tessellation of hexagons:

Transformations such as slides, flips, and turns are used to create

tessellations of polygons.

Translation:

Reflection:

Rotation:

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 Section 3 | Lesson C: Creating a Tessellation

Thinking Space
Notice that when any of these shapes are transformed the polygon stays
the same in size and shape. This means the shapes are all congruent.
Since the shapes are all congruent, this also means the area of the shapes
does not change.

Remember, area is the number of square units covered by a shape. So if

the size of the shape stays the same, then so does the area.

The area of a polygon does not change each time it is transformed.

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 1 | 165

Section 3 | Lesson C: Creating a Tessellation

Thinking Space

Try It!
Activity 1

1. Create a tessellation that covers the entire grid using graph paper from
the Appendix. Your tessellation should:
• use all of the different shapes
• use all the transformations: slides, flips and turns

2. Someone cut out a seahorse-head shaped piece from a rectangle and

taped that piece on the other end. The seahorse-head shaped piece
had an area of 3.2 cm2. If the area of the original rectangle was 10
cm2, what is the area of the new shape? Explain your answer.

Turn to Solutions at the end of the Module and mark your

work.

166 | MATH 8 eTEXT: MODULE 1 © OPEN SCHOOL BC

 Section 3 | Lesson C: Creating a Tessellation

Thinking Space
Explore
Using Shapes with Irregular Edges

For this Explore you will need:

• construction paper, card stock or index card (optional)

• ruler
• scissors
• tape

M. C. Escher created many interesting works of art in his tessellations.

Most of the shapes that he translated, reflected, or flipped were shapes
without straight edges.

Creating Escher-type Tessellations

We’ll explain how to create an Escher-type tessellation here. You’ll have a

chance to create some tessellation tiles in the activities.

Step 1: Draw and cut out a square.

Step 2: Begin cutting at one vertex to the next vertex beside it. Don’t use
a straight cut. Be creative. Here is an example. The cut was started
at the vertex on the top left corner and ended at the vertex on
the top right corner.

Step 3: Slide the piece out that you have cut. Do not flip it over or rotate
it.

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 1 | 167

Section 3 | Lesson C: Creating a Tessellation

Thinking Space
Move the piece to the OPPOSITE side of the original shape.

Tape these
together.

Tape the pieces together.

This is a tessellating tile.

When you trace your tile repeatedly, it will cover an entire paper
with no overlaps or gaps! The result will look something like this.

However, we were trying to create something as creative as

Escher’s design. Our tessellating tile still has straight edges. Here
is one more step to make a more creative tessellating tile.

Step 4: Cut a piece from the left side (remember to not use a straight cut).

Step 5: Move the piece from the left side to the right side and tape it.

All of Steps 1–4 can be performed using a simple graphics program on the
computer.

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 Section 3 | Lesson C: Creating a Tessellation

Here are the results of Steps 1–2 for a slightly different tile.
Thinking Space

Here is that same tile after performing Steps 3–4.

If you have Internet access, check out the links to drawing

or paint programs on the Math 8 website at: http://www.
openschool.bc.ca/courses/math/math8/mod1/.html.

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 1 | 169

Section 3 | Lesson C: Creating a Tessellation

Thinking Space

Try It!
Activity 2
1. a. Trace and cut out this tessellation tile.

b. Use the tile to create a tessellation on another piece of paper.

2. Create a different tessellation tile using the following instructions.

Go to http://media.openschool.bc.ca/osbcmedia/
ma08/course/html/ma0813c1f_tessellation.html and
open Create a Translation Tessellation!
Trace your tessellation tile here.

Turn to Solutions at the end of the Module and mark your

work.

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 Section 3 | Lesson C: Creating a Tessellation

Thinking Space
Explore
Creating Tessellations Using Rotation
How can we create a rotation tessellation? We’ll just explain it here, and
you’ll have a chance to create a tessellation tile in the activities. But you
can follow along and do this activity if you like.

Choose one of the following shapes:

• regular hexagon
• rhombus (or square)

Draw your shape on a piece of paper. Now complete the following steps to
create your tessellation.

Step 1: Draw your shape. We’ll start with a rhombus.

Step 2: Use a different colour and draw a curved line on one side, going
from vertex to vertex.

Step 3: Copy the curved line, and rotate it along to the next side. Use
the bottom vertex as the rotation point. Repeat this for all sides.

rotation
point for
second side

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Section 3 | Lesson C: Creating a Tessellation

Thinking Space
Step 4: The curved lines together form the outline of your tessellation
tile. If you’re using paper, cut out your tile.

Step 5: Trace an outline of your shape on a new pice of paper or copy

and paste your shape if using a computer. Pick a vertex on the
shape and rotate your tile around the point until it matches up
along one side. Draw or copy and paste another shape. Continue
this until you have drawn in a complete rotation.

rotation point

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 Section 3 | Lesson C: Creating a Tessellation

Thinking Space
Step 6: Once you have one complete rotation, you can add onto it by
finding where your shape fits and adding more.

Step 7: As a final touch, add colour or line details to your tessellation.

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 1 | 173

Section 3 | Lesson C: Creating a Tessellation

Thinking Space

Try It!
Activity 3
1. a. Draw a square. Label the corners A, B, C and D as shown on the
diagram.

b. Draw a curved line all the way along the left side from A to B. The
line can go outside of the square at some point.

Copy this drawing onto another piece of paper. You don’t have to
copy the straight line from A to B, just the curved one.

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 Section 3 | Lesson C: Creating a Tessellation

Thinking Space
c. Carefully cut out this figure. This will be your template to trace
the curved line on to the other three sides of the square.

Place the template on top of your drawing so that it matches up

perfectly.

Using B as the pivot point, rotate the template clockwise 90°. The
curved line should now be lying from B to C. Trace the curved line
onto the drawing of the square.

You should now have two curved lines like this:

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 1 | 175

Section 3 | Lesson C: Creating a Tessellation

Thinking Space
d. Now repeat the last step, but use C as the pivot point and swing
the template so the curved line is running from C to D. Trace.

e. Final side: Use D as the pivot point and swing the template so the
curved line is running from D back to A. Trace.

Your tile is done!

If you like, cut out your tile on the curved lines (ignore the straight
ones).

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 Section 3 | Lesson C: Creating a Tessellation

Thinking Space
On a fresh piece of paper, trace around your tile. Then choose a pivot
point on your drawing and rotate your tile around this point. Eventu-
ally one side should match up perfectly to the drawing underneath it.

Repeat this step using the same rotation point. How many rotations
do you need to match up with the original drawing?

Trace your tile as many times as you like, always matching up lines so
your drawing has no gaps. Then add colour and admire your artwork!

2. You have seen various tessellations throughout this section and while
researching.

a. Describe the one tessellation you liked the best by referring to the
colours or designs used in it.

b. Describe what you liked about it.

c. Describe what types of transformations were used.

Turn to Solutions at the end of the module and mark your

work.

You’ve finished Lesson C. Now it’s time to return to the

Essential Questions from the beginning of the lesson and
complete the final column.

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 1 | 177

Section 3 | Lesson C: Creating a Tessellation

Thinking Space
Section Summary
Completing this section has helped you to:
• distinguish between polygons that will and won’t tessellate
• create tessellations using flips, slides and turns
• create Escher-like tessellations tiles

178 | MATH 8 eTEXT: MODULE 1 © OPEN SCHOOL BC

 Appendix
Solutions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 181
Section 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 181
Section 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 192
Section 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 201
Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 209
Templates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 219
Section 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 219
Section 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 235
Section 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 237
Graph Paper . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 239
Isometric Dot Paper . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 276

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 1 | 179

 Appendix | Solutions: Section 1

Solutions
Section 1
Pretest
Lesson A: Visualizing in Three Dimensions

1.

2-D Shape 3-D Shape

rectangle cube
oval box
circle sphere
can of pop

2. a.
On the back: F
C
A B E

On the bottom is: D

b.
On the back: B

C
E F A

On the bottom is: D

Lesson B: Prisms and Their Nets

3. a. triangular prism rectangular prism

b. cylinder
c. cylinder
d. triangular prism

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 1 | 181

Appendix | Solutions: Section 1

4. a. Make each triangle the same size.

b. There are several solutions to thsi question. One solution is to make Side 5 the
same as Side 2.

1 2 3

4 5 6

5. a. T
 here is more than one solution to this question. Perhaps your answer looks like
one of these:

12 cm

10 cm
12 cm

8 cm 8 cm
12 cm 10 cm
10 cm 6 cm 6 cm

6 cm 8 cm 8 cm
6 cm
8 cm
6 cm

12 cm

182 | MATH 8 eTEXT: MODULE 1 © OPEN SCHOOL BC

 Appendix | Solutions: Section 1

b.
12 cm

6 cm

8 cm

6 cm

8 cm

c.

4 cm

12.56 cm

8 cm

4 cm

Lesson C: Top View, Side View, and Front View

6.
Top View Front View Side View

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 1 | 183

Appendix | Solutions: Section 1

7.
a.

b.

Lesson A: Visualizing in Three Dimensions

Warm-up

1.
a. parallelogram
c. square b. rectangle

c. square

d. rhombus
e. triangle
e. triangle

a. parallelogram

b. rectangle

d. rhombus

2. b

184 | MATH 8 eTEXT: MODULE 1 © OPEN SCHOOL BC

 Appendix | Solutions: Section 1

3.
a. moving right
d b. turning clockwise

c. moving left

d. turning counter-
clockwise
b

Try It! Activity 1

1. 2-D has length and width, 3-D has length, width, and depth

2. a. 3-D

b. 2-D

c. 3-D

d. 2-D

e. 3-D

3. a. b.
•
• • • •
• •• •
•• • •
• •

4. a. b.
• • •
• •• ••
• • •• • • •
• •

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 1 | 185

Appendix | Solutions: Section 1

Try It! Activity 2

1. a.

E
A
B

b.
C
D
E B

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 Appendix | Solutions: Section 1

Lesson B: Prisms and Cylinders and Their Nets

Warm-up

1. a.
b.
c.

2.
a. b. 3 cm
4 cm

4 cm
4 cm 5 cm

c. d.

1.5 cm

10 cm

3. a. equilateral triangle b. square c. isosceles triangle

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 1 | 187

Appendix | Solutions: Section 1

Try It! Activity 1

1. a. no b. no c. yes

2. Student is able to answer this when doing reconstructions, answers not required.

3. Student is able to answer this when doing reconstructions, answers not required.

Try It! Activity 2

1.

b art a. rectangular prism

b. triangular prism
c art
c. cylinder prism

a art d. rectangular and

triangular prism

d art

2. a. triangular prism b. rectangular prism c. cylinder

3. a. b.

4 cm

12.56 cm

20 cm

4 cm

4. Student is able to answer this when doing reconstructions, answers not required.

188 | MATH 8 eTEXT: MODULE 1 © OPEN SCHOOL BC

 Appendix | Solutions: Section 1

Lesson C: Top View, Front View, and Side View

Warm-up

1. a. circle, square
b. square, rectangle
c. triangle, parallelogram, rectangle

2.
a. b.

6 sides 5 sides

Try It! Activity 1

1.
a. Top View Front View Side View

b. Top View Front View Side View

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 1 | 189

Appendix | Solutions: Section 1

2.
a. Top View Front View Side View

b. Top View Front View Side View

c. Top View Front View Side View

Try It! Activity 2

1. a.

b. The net should create a 3-D brick-like object.

190 | MATH 8 eTEXT: MODULE 1 © OPEN SCHOOL BC

 Appendix | Solutions: Section 1

2.
a. b.

3. Answers will vary with size of building and placement of doors and windows, etc.
Possible answers:

Top Front View Side View

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 1 | 191

Appendix | Solutions: Section 2

Section 2
Pretest
Lesson A: Total Area in the Net

1. a. 112 cm2 b. 822 cm2 c. 164.9 cm2

2. a. 17.6 cm b. 281.5 cm2

Lesson B: More About Area in 2-D and 3-D

3. a. 27 cm2 b. 45 cm2 c. 71.7 cm2

4. a.
1m

1.5 m
2.9 m

2.9 m

2.5 m 2.5 m

b.
Top View Side View Back View

1m 1m
2.9 m
1.5 m 1.5 m
2.9 m

2.5 m

c. 8.15 m2

d. Answers will vary. It will be enough if only one coat of paint is used. If two coats
are used, then a second can is needed.

Lesson C: The Amount of Space

5. a. 64 cm3 b. 1242 cm3 c. 157.1 cm3

6. a. yes, each has a volume of 60 cm3

b. Option 1: 94 cm2 Option 2: 104 cm2

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 Appendix | Solutions: Section 2

c. Explanations will vary. Option 1 would be the better choice, since the surface
area is less than Option 2, which means less material would be used.

7. Explanations will vary. The surface area increases too. When the volume increases
then the overall size of the 3-D shape gets bigger. This means the surface gets larger
too.

Lesson A: Total Area of the Net

Warm-up

1. a. rectangular prism, triangular prism, cylinder, cube

b. triangular prism
c. cylinder
d. cube

2.
6 cm a. 9.1 cm2

h b. 113 cm2
4 cm
c. 9.6 cm2

d. 30 cm2
5 cm
g 3 cm e. 60 cm2
8 cm
f. 28.3 cm2
3.1 cm g. 12 cm2
c
h. 24 cm2

13 cm
5 cm
d

12 cm

a 1.7 cm

f 6 cm

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 1 | 193

Appendix | Solutions: Section 2

Try It! Activity 1

1. a. You can draw the shapes all connected or separately, but your drawing should
contain:
Top View Front View Side View
6 cm 6 cm 4 cm 4 cm

4 cm
8 cm
4 cm 6 cm 6 cm

8 cm

6 cm

b. Surface area = 208 cm2

area of 2 larger rectangles = 2 × ( 6 × 8) = 96 cm2
area of 2 medium sized rectangles = 2 × ( 4 × 8) = 64 cm2
area of 2 smallest rectangles = 2 × ( 4 × 6) = 48 cm2

2. For the prism in question 1:

a. l = 6 cm w = 4 cm h = 8 cm (length is typically longer than width)

b. SA = 2lw + 2wh + 2lh

SA = 2(6)(4) + 2(4)(8) + 2(6)(8)
SA = 208 cm2

3. a. Answers will vary. This one is a possibility:

10 cm

10 cm 18 cm 12 cm

3m 2m

1.2 m
h = 8 cm2.4 m
b = 12 cm

5m

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 Appendix | Solutions: Section 2

b. Surface area = 672 cm2

1
area of 2 triangles = 2 ×( × 12 × 8) = 96 cm2
2
area of largest rectangle = 12 × 18 = 216 cm2
area of 2 other rectangles = 2 ×( 10 × 18) = 360 cm2
1
c. SA = 2( bh) + 2sl + bl
2

Try It! Activity 2

1. a. b.
5 cm

5 cm

7 cm

7 cm

5 cm

2. a. The area of the 2 circles

= 2 × (π × 2.5 × 2.5)
= 39.3 cm2

b. Area of the rectangle in the net

= circumference of the circle × height
= (π × 5) × 7
= 110 cm2

c. SA = 2πr2 + πdh
= 2π(2.5)2 + π(5)(7)
= 149.2 cm2
3. a. They are the same except for the last part. One formula has πdh, the other
formula has 2πrh

b. Since the diameter of a circle is 2 times the radius (d = 2r), then the formulas πdh
and 2πrh are the same.

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 1 | 195

Appendix | Solutions: Section 2

Lesson B: More About Area in 2-D and 3-D

Warm-up

1. a. a triangle with a circle cut out of it

b. half a circle
c. a square with a rectangle added onto it, or a rectangle with a rectangle cut out
of it

2. a. BC = 3 cm, CD = 7 cm, DE = 2 cm

b. AC = 5.5 cm, AB = 2 cm, CD = 9 cm

Try It! Activity 1

1. a. area of the irregular shape

= (area of the triangle) minus (area of the circle)

= 1/2bh – πr2
= 1/2(8)(6) – π(2.5)2
= 24 – 12.6
= 11.4 cm 2

b. area of the irregular shape

= area of the rectangle minus area of the half circle
= lw – (πr2) ÷ 2
= (10)(5) – π(5)2 ÷ 2
= 50 – 39.3
= 10.7 cm2

2. a. One way to do this is by subtracting the window area from the wall area.

Area to be painted =
(area of the wall) – (area of the window)
= lw – lw
= (5)(2.4) – (2)(1.2)
= 12 – 2.4
= 9.6 m2
b. no

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 Appendix | Solutions: Section 2

c. two coats of paint = 9.6 + 9.6 = 19.2 m2.

Two cans of paint covers 8 + 8 = 16 m2, not enough.
Three cans of paint covers 8 + 8 + 8 = 24 m2, more than enough.
You need three small cans of paint.

d. Answers will vary. If you buy three small cans, it costs $30 and you have 3.2 m2 of
leftover paint. If you buy one large can, it costs $22, and you would have 30.8 m2 of
leftover paint. If the amount of savings is most important, you would buy one large
can. If you are concerned about the paint waste, you may choose to buy the 3 small
cans.

Try It! Activity 2

1. a.
Front View Back View Left Side View

36 36 30

50 50 50

Right Side View

30

50

20
25

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 1 | 197

Appendix | Solutions: Section 2

b. Front View
= area of front wall – area of all 20 windows
= 36 m × 50 m – 20 × 24 m2
= 1800 m2 – 480 m2
= 1320 m2
Back View
= 36 × 50 = 1800 m2
Left Side View
= 30 × 50 = 1500 m2
Right Side View
= same as left side view – area of parking garage entrance
= 30 × 50 – (π × 12.52) ÷ 2
= 1254.56 m2

c. 1320 + 1800 + 1500 + 1254.56 = 5874.56 m2

2. a. Answers will vary. The top view was labelled 25 by 15. Since the view is of a
curved surface, the actual dimensions are 39.27 by 15. These dimensions give a
larger area, which is why Painter One was wrong.

b. Area that needs to be painted = 677.41 m2

Rectangle = 39.3 × 15 = 589.05 m2
Area of larger half circle – area of smaller half circle
= (π × 12.52) ÷ 2 – (π × 102) ÷ 2
= 88.36 m2

Lesson C: The Amount of Space

Warm-up

1.
b surface area a. cm

b. m2
c volume
c. mm3
a length

2. a. V = lwh
V = (5)(2)(2)
V = 20 cm3

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 Appendix | Solutions: Section 2

b. V = lwh
V = (4)(3)(6)
V = 72 cm3

Try It! Activity 1

1. a. Volume
= (Area of base) × h
= 60 cm2 × 14 cm
= 840 cm3

b. Volume
= (Area of base) × h
= 25 cm2 × 5 cm
= 125 cm3

c. Volume
= (Area of base) × h
= 28.27 cm2 × 11 cm
= 311 cm3

d. Volume
= (Area of base) × h
= 79 cm2 × 7 cm
= 553 cm3

2. Answers will vary. The formula for the area of a circle is πr2. The formula for
volume is (Area of base) × h and if Area of base is replaced with πr2 then the formula
becomes πr2, or πr2h.

3. Answers will vary. The orientation of the boxes does not affect the volume. The
volume will be the same either way.

Try It! Activity 2

1. a. Option A: surface area = 112 cm3

Option B: surface area = 94 cm3
Option B would have the smallest surface area.

b. Answers will vary. The dimensions should multiply to 60.

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 1 | 199

Appendix | Solutions: Section 2

2. a. Students choices and reasons will vary.

b. Option 1 has more volume (251.32 cm3) Option 2 has a volume of 480 cm3.

c. Option 1 has a surface area of 226.2 cm2. Option 2 has a surface area of 408 cm2.

d. Answers will vary. Some possibilities are:

Option 1 since it can hold the most and will cost the least in materials since the
surface area is the smallest.

Option 2 might pack up easier and cost less to ship. Also, it might be more
difficult to cut out a circle than a triangle, so that might add to the cost.

200 | MATH 8 eTEXT: MODULE 1 © OPEN SCHOOL BC

 Appendix | Solutions: Section 3

Section 3
Pretest
Lesson A: What is a Tessellation Anyways?

1. a. irregular, all sides not equal

b. regular, all sides are equal

c. irregular, all sides are not equal

d. regular, all sides are equal

2. a. yes b. no c. yes

3. Yes. Explanations will vary. Joining all three vertices at a single point adds up to
180°. Creating three more duplicates of this triangle and joining it to the same point
will have the vertices add up to 360°.

4.

Lesson B: Transformations in Tessellations

5. a. translations

b. translations, rotations (since shapes are symmetric, could also say reflections)

c. reflection (or rotation, translation)

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 1 | 201

Appendix | Solutions: Section 3

6. a.

b.

Lesson C: Creating a Tessellation

7.

8. a. yes

b. yes

202 | MATH 8 eTEXT: MODULE 1 © OPEN SCHOOL BC

 Appendix | Solutions: Section 3

Lesson A: What is a Tessellation Anyway?

Warm-up

1. a. regular hexagon: has six equal sides and six equal angles
b. regular octagon: has eight equal sides and eight equal angles

2. a. irregular pentagon: An irregular pentagon has five sides that are not all equal
and five angles that are not all equal
b. An irregular hexagon has eight sides that are not all equal and eight angles that
are not all equal

3. A square is a regular polygon since all four sides are equal and all four angles are
equal.

Try It! Activity 1

1. equilateral triangles, hexagons

2. Each interior angle in a pentagon is 108º. 108 + 108 + 108 = 324, which is less than
360, so the regular pentagons would leave a gap. 108 times 4 = 432, which is more
than 360—so this arrangement would overlap.

3. Yes, by creating six of these polygons and joining the interior angles 50, 50, 60, 60,
70, 70 they will add up to 360º, so there will be no overlap or gaps.

Try It! Activity 2

1.

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 1 | 203

Appendix | Solutions: Section 3

2. Examples will vary. Regular polygons may include squares, equilateral triangles, or
hexagons. Irregular polygons may include rectangles.
a.

b. Answers will vary, but each shape identified should have sides that are all equal
in length.

c. Answers will vary, but each shape identified should have sides that are not all
equal in length.

Lesson B: Transformations in Tessellations

Warm-up

1. a. reflection b. translation c. reflection

2. a. rotation b. translation c. rotation, reflection

3.
a. b. c.

204 | MATH 8 eTEXT: MODULE 1 © OPEN SCHOOL BC

 Appendix | Solutions: Section 3

Try It! Activity 1

1. a. The shaded design was translated down and to the right.

b. Answers may vary. The grid should be entirely covered with the rectangle/square
pattern. Cut the edges that hang off the grid space.

2. a. Answers will vary. Repeatedly flip the pentagon vertically, then flip the row
horizontally.
b. star, diamond (or quadrilateral)

Try It! Activity 2

1. a. six
b. regular hexagon

2. a. translation
b. reflection and translation
c. rotation and translation

3. Answers will vary but should include references to the fact that this art uses
tessellations as well as optical illusions. Escher was also not strong in mathematics
in school and yet he was considered a mathematician by many.

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 1 | 205

Appendix | Solutions: Section 3

Lesson C: Creating a Tessellation

Warm-up

1. b. 90º c. 25º d. 115º

2.
2 cm
120° 120°

120° 120°

120° 120°

Try It! Activity 1

1. The tessellation will contain regular polygons and should include slides, flips, and
turns.

2. The area is still 10 cm2 because the area that was cut out was just moved.

Try It! Activity 2

1. Answers should look similar to this:

206 | MATH 8 eTEXT: MODULE 1 © OPEN SCHOOL BC

 Appendix | Solutions: Section 3

2. Answers will vary. Shape should have begun as a rectangle, and have a piece on one
edge cut out from vertex to another vertex, then slid to the opposite side.

Try It! Activity 3

1. Students art work. Answers will vary.

2. Students art work. Answers will vary.

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 1 | 207

Appendix | Solutions: Section 3

208 | MATH 8 eTEXT: MODULE 1 © OPEN SCHOOL BC

 Appendix | Glossary

Glossary
area
Area is the number of square units that fit inside a 2-D shape.

axis (axes)
The axes are the lines that show the number scale on a graph. The x-axis is horizontal,
and the y-axis is vertical. Axis is singular and axes is plural.

bar graph
A bar graph is a graph that uses vertical or horizontal rectangular bars to show the
quantity being measured. The longer (or higher) the bar, the higher value it represents.

basic operations
Basic operations include addition, subtraction, multiplication, and division.

bias
Bias occurs when a particular outcome is favoured over another.

circle graph/pie chart

A circle graph or pie chart are visual representations of data amounts that together form
a total amount or a single quantity.

circumference
Circumference is the distance around a circle.

coefficient
A coefficient is a number that multiplies a variable in a mathematical expression.
For example, in the expression 3x – 7, the number 3 is a coefficient. In the
x 1
expression + 8 , the coefficient is .
5 5

constant/constant term
A constant or constant term is a number in a mathematical expression that has no
variable attached to it. The number can’t be changed.
x
For example, in the expression 3x – 7, the constant is 7. In the expression + 8 ,
the constant is 8. 5

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 1 | 209

Appendix | Glossary

continuous data
Continuous data is data that is part of a set of numbers that can be infinitely divided
into smaller and smaller fractions.
For example, time or distance information can be thought of as continuous because
they exist in units smaller than we can measure.

coordinates
Coordinates are a set of numbers that can be used to describe a location of a point on a
coordinate plane.

coordinate plane or Cartesian plane

A coordinate plane or Cartesian plane is a rectangular area with one or more axes.
The plane is designed to show data in a visual way. It is named after its inventor, Rene
Descartes.

congruent
Congruent means “equal to.”

cross section
A cross section is a section cut from a prism or a cylinder. The cut is made parallel to
the base.

cylinder
A cylinder is a three-dimensional or 3-D shape which has two circular bases that are
parallel to each other and the same distance apart.

data
Data are numbers that represent measurements in the real world. Data may represent
money, time, distances, or any other amounts.

degrees
Degrees are the measurement of the size of an angle or part of a circle. A full circle is
360 degrees.

denominator
The denominator is the bottom number in a fraction. It represents the total number of
equal parts.
3
For example, in the fraction where 4 is the denominator, an object or group has
4
been divided into 4 equal parts. (See also numerator.)

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 Appendix | Glossary

diameter
In a circle, the diameter is a straight line from one edge of the circle to the other, which
passes through the centre of the circle.

discrete data
Discrete data is data that is grouped into separate categories, with no information
existing between the categories.

equation
An equation is a pair of mathematical expressions that are joined by an equals sign
( = ), and so they represent the same amounts. An equation is a mathematical “complete
sentence”.

equilateral triangle
An equilateral triangle is a triangle with three equal sides. In an equilateral triangle,
all of the interior angles are 60°.

equivalent
When two things are equivalent they have the same value.
1 2
For example and are equivalent expressions
2 4

event
An event is a specific outcome from the sample set of all possible outcomes.
For example, drawing a five of hearts from a normal deck of 52 cards is an event.

expression
An expression is a mathematical phrase. An expression is made of terms. Terms are
joined by the mathematical operators plus or minus (+ or – ) into expressions.
For example, 5x – 7 is a two-term expression.

extrapolate
To extrapolate means to estimate quantities or data beyond the last amounts measured;
to extend a graph line beyond the last data point. (See also interpolate.)

favourable outome
A favourable outcome means achieving a desired result in a probability experiment.

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 1 | 211

Appendix | Glossary

fraction
A fraction is a number that represents part of a whole.
1
For example, represents one part out of a total of two parts.
2
graph
A graph is a visual representation of data using lines, bars, symbols, or areas.

heptagon
A heptagon is a seven-sided closed figure.

hexagon
A hexagon is a six-sided closed figure.

histogram
A histogram is a vertical bar graph.

hypotenuse
1. the side of a right triangle that is not a leg.
2. the longest side of a right triangle.
3. the side of a right triangle that is opposite the right angle.

icon
An icon is a small symbol that represents a quantity of items for a pictograph or in a
graph legend. Usually a picture or line drawing of the item is used as an icon.

improper fraction
An improper fraction is a fraction where the numerator is larger than the denominator.
7
For example, is an improper fraction.
5

independent event
In a probability experiment, an independent event is when the outcome of one event
does not influence or change the possible outcome of another event.

intercept
The intercept is the location where a line graph intersects an axis.

interior angles
Interior angles are angles that are inside a figure. For polygons, interior angles are at
each vertex.

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 Appendix | Glossary

interpolate
To interpolate means to estimate the data amounts between data points that were
measured. (See also extrapolate.)

interval
An interval is the amount between two values; their difference.

irregular polygon
An irregular polygon is a closed figure where all the sides are not equal and all the
angles are not equal.

isosceles triangle
An isosceles triangle is one with two equal sides.

legs
Legs refer to:
1. the sides of a right triangle that form the right angle.
2. the part of the body that the feet are attached to.

line graph
A line graph is a graph using a straight, bent, or curved line to show continuous data.

linear equation/linear relation

A linear equation or linear relation is an equation, table, description or graph that
shows the relationship between two variables and forms a straight-line graph.

misinterpret
To misinterpret means to misunderstand or to gain a false impression from a
conversation, picture, data or text.

misleading information
Misleading information is information (such as a graph) that is technically correct but
would give most viewers an inaccurate impression.

misrepresent
To misrepresent is to present information falsely, visually or in words.

mixed number
A mixed number is a number composed of a whole number and a fraction.
1
For example, 2 is a mixed number.
3

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 1 | 213

Appendix | Glossary

model
1. To model is to create a representation of real-life data.
2. A model is the graph, map, computer program or another item that represents data.

net
A net is a two-dimensional or 2-D construction of a three-dimensional or 3-D object.

numerator
The numerator is the top number in a fraction. It represents the number of equal parts
you are working with.
3
For example, in the fraction where 3 is the numerator, you are working with only
4
3 of the parts out of 4 total. (See also denominator.)

octagon
An octagon is an eight-sided closed figure.

operations
When we do something with a number or numbers, it is called an operation. Addition,
subtraction, multiplication, and division are basic operations.

ordered pair
An ordered pair is a pair of numbers (x, y) that represent the values that satisfy a
relation and also represent a location on the graph of the relation.

origin
The origin is the point (0,0) on a two-dimensional graph at which the axes intersect.

outcome
The outcome is the result of a single trial or experiment.

pentagon
A pentagon is a five-sided closed figure .

percent
A percent is a fraction of a whole, expressed as a fraction out of 100.

perfect square
A perfect square is a number that represents the area of a square whose sides are whole
numbers.

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For example, if a square has sides of length 3, its area is 9, and 9 is a perfect square.
It is also the result when a whole number is multiplied by itself.
For example, 5 × 5 = 25, and 25 is a perfect square.

perspective
Perspective is the viewer’s perception, visually or psychologically.

pictograph
A pictograph is a graph that uses icons or symbols to represent the amount measured in
each category, instead of using an axis to show the measurements.

pie chart
See circle graph.

plane
A plane is a two-dimensional or 2-D surface.

point
A point is a location on a coordinate plane which can be represented by an ordered pair
(x, y).

polygon
A polygon is a closed geometric shape made of 3 or more line segments

prism
A prism has three-dimensional or 3-D shapes that have the same cross section along a
length.

proper fraction
A proper fraction is a fraction whose denominator is greater than its numerator.
2
For example, is a proper fraction.
3

probability
Probability is the chance or likelihood that a particular event will occur. Probabilities
3
are often listed as ratios (e.g. 1:2 or 2 to 5), fractions (e.g. ) or percents (e.g. 15%)
5

proportion
A proportion is a pair of equal ratios.

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pythagorean theorem
The Pythagorean Theorem states that a2 + b2 = c2

pythagorean triple
A Pythagorean Triple are three whole numbers that satisfy the Pythagorean Theorem.
For example, the numbers 3, 4, and 5 form one Pythagorean Triple. The first two
numbers in a Pythagorean Triple are the measurements of the legs, and the third
(the largest number) is the measurement of the hypotenuse.

quadrilateral
A quadrilateral is a four-sided closed figure.

radius
In a circle, the radius is the distance from the center to the edge of the circle.

random experiment
A random experiment is a a process leading to at least two outcomes with some
uncertainty about which will occur.

rate
A rate is a comparison of two quantities in which each quantity is measured in different
units. For example $8 per dozen roses (or $8.00/12 roses) is a rate. (See also unit rate.)

ratio
A ratio is a comparison of two or more numbers. Ratios are written with a “:” (e.g. 2:3),

using words (e.g. 2 to 3), or as a fraction (e.g. 2 ).

3

reciprocal
A reciprocal is a number that you multiply a fraction by so that the result equals one. If
you start with a whole number, put it over 1 first. The easiest way to find it is to just flip
the fraction over. (e.g., The reciprocal of 4 is 5 .)
5 4
rectangular prism
A rectangular prism is a six-sided three-dimensional or 3-D shape made up of
rectangles.

regular polygon
A regular polygon is a closed figure with all sides equal and all angles equal.

right angle
A right angle is an angle that measures 90°.

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right triangle
A right triangle has one right angle.

round/round off
To round or round off is to remove unwanted place values at the right end of a number,
adjusting the first remaining place value if necessary. (See also truncate.)

sample space
A sample space includes all the possible outcomes resulting from a probability
experiment.

satisfy
To satisfy means to replace variables with values that make an equation into a true
statement.

For example, y = 3x can be satisfied with the ordered pair (2, 6), but cannot be
satisfied with (4, 9).

square root
The square root symbol tells us to take the square root of the number that’s inside.
For example, 52 = 25. The square root of 25 is 5.

square root symbol

√ This symbol tells us to take the square root of the number that’s inside.
For example: 4=2

surface area
Surface area refers to the total area of the net of a three-dimensional or 3-D object. The
units are squared, for example, cm2, m2.

term
A term is an item in an expression that is a constant, or variable, or coefficient-and-
variable combination. (See also expression.)

tessellation
Tessellation is a tiling pattern that covers an entire plane without overlapping or leaving
gaps.

three-dimensional (3-D)
Three-dimensional refers to an object that has length, width and depth, or a
representation of an object that has the appearance of depth.

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triangular prism
A triangular prism is a five-sided three-dimensional or 3-D shape with two triangles
that are parallel and equal to each other and joined by rectangles.

truncate
To truncate means to remove unwanted place values at the right end of a number
without adjusting the remaining place value. (See also round/round off.)

two-dimensional (2-D)
Two-dimensional refers to an object that has length and width, but no depth.

unit rate
A unit rate is a rate where the second term is 1.
For example, wages are often given as a unit rate.
$10.00/hr represents $10.00 earned for every 1 hour worked.

unknown
An unknown is the value(s) that provide the solution to an equation. (See also variable.)

variable
A variable is a value that is unknown or that could change. It is often represented in
an expression by a letter such as x, but could be represented by a word or other symbol.
(See also unknown.)

vertex (vertices)
In a closed figure, the vertex refers to the point where two sides meet. Vertex is singular
and vertices is plural.

view
The view refers to a two-dimensional or 2-D drawing of a three-dimensional or 3-D
object from one particular position—front view, side view, top view, bottom view, etc.)

volume
The volume is the amount of space an object takes up. The units are cubed, for
example, cm3, m3.

x-axis
The x-axis is the horizontal axis of a coordinate plane. (See also coordinate plane and
axis.)

y-axis
The y-axis is the vertical axis of a coordinate. See also coordinate plane and axis.)

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Templates
Section 1
Lesson A: Visualizing in Three Dimensions
Try It! Activity 2

E B

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Lesson B: Prisms and Cylinders and Their Nets

Explore Nets and Rectangular Prisms

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Try It! Activity 1

a.

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b.

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c.

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Section 2
Pretest

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Section 3
Lesson B: Transformations in Tessellations

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