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This lesson provided by:
Author: Anita Forrest
System: Cullman City
School: Cullman Middle School
General Lesson Information
Lesson Plan ID:
26400
Title:
Popcorn  Bucket or Box?
Overview/Annotation:
In this exploration, students will apply their knowledge of finding volume and surface area of cylinders and rectangular prisms. Students will make recommendations to the local movie theater after determining which package is cost effective. Students will support their decision through a presentation.
This lesson plan was created by exemplary Alabama Math Teachers through the AMSTI project.
Associated Standards and Objectives
Content Standard(s):
MA2015 (6) 22. Find the volume of a right rectangular prism with fractional edge lengths by packing it with unit cubes of the appropriate unit fraction edge lengths, and show that the volume is the same as would be found by multiplying the edge lengths of the prism. Apply the formulas V = lwh and V = Bh to find volumes of right rectangular prisms with fractional edge lengths in the context of solving realworld and mathematical problems. [6G2]
MA2015 (7) 16. Solve realworld and mathematical problems involving area, volume, and surface area of two and threedimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. [7G6]
MA2015 (8) 24. Know the formulas for the volumes of cones, cylinders, and spheres, and use them to solve realworld and mathematical problems. [8G9]
Local/National Standards:
NCTM Measurement Standards: Understand measurable attributes of objects and the units, systems, and processes of measurement
NCTM Measurement Expectations: Understand, select, and use units of appropriate size and type to measure angles, perimeter, area, surface area, and volume
Apply appropriate techniques, tools, and formulas to determine measurements develop strategies to determine the surface area and volume of selected prisms, pyramids, and cylinders;
Primary Learning Objective(s):
Students will compare a cylinder to a rectangular prism to see which holds more volume and which is more cost effective to manufacture.
Additional Learning Objective(s):
Students will make presentations of cost effectiveness of the packaging chosen.
Preparation Information
Total Duration:
61 to 90 Minutes
Materials and Resources:
Technology Resources Needed:
Computer with Internet access
LCD projector
Background/Preparation:
Procedures/Activities:
Engage
Tell the story of a local movie theater trying to decide on serving popcorn in a bucket or in a box. Emphasize that the two types of packages will contain the same volume. Show an example of a popcorn bucket (cylinder) and a popcorn box (rectangular prism) if you have them available. If you don't have these resources available, you may view pictures on popcorn packaging website . Question students as to how a decision would be made concerning which package to choose.
Explore
Give students dimensions of cylinder (radius = 2 inches and height = 7 inches) and rectangular prism (length = 4 inches, width = 2 inches, and height = 11 inches). Provide student with Popcorn Worksheet . You may also want to provide graph paper and calculators. Have students recall how to determine surface area and volume of cylinders and rectangular prisms. Have students to round values to the nearest tenth.
Explain
Remind students that they must show work. They will also have to explain their conclusion during presentation.
Extend
Give students dimensions of another cylinder and rectangular prism that will not have the same volume. Ask students how they might compare the cost effectiveness of the two types of packages. Students may also want to construct cylinders and rectangular prisms with the specified dimensions. Students still struggling on the concept of finding surface area and volume may want to practice on interactive surface area and volume website.
Evaluate
Students will be evaluated on presentations. Use Popcorn Rubric for evaluation.
Attachments: **Some files will display in a new window. Others will prompt you to download.
Assessment
Assessment Strategies
Teacher may want to do individual assessment while working on projects. Students will be assessed on presentation of material using the Popcorn Rubric.
Acceleration:
Give students a specific volume and see if they can come up with possible surface areas. For example, a rectangular prism with a volume of 180 cubic units might have dimensions of 6 by 5 by 3 or 30 by 3 by 2. How would these two different possibilities of dimension affect the surface area?
Some students may want to continue applying knowledge of surface area and volume to other types of solids such as cones, triangular prism, triangular pyramids, and rectangular pyramids.
Intervention: