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We All Scream for Ice Scream

Lesson Details


Subject: Math
Learning Levels: High School, College
Author(s): Tosha Williams
Submitted by:

Abstract

Basically, students have a hard time visualizing three dimensional operations when it comes to working with volume. Why is it cubed? Where did the third measurement come from? Sphereical means what?? This acitivty came as a result of these and many other questions when starting my unit on volume in my applied math class. So, the night before, I came up with this fun lab while scooping ice cream for my kids at home. Before this lab, we had covered the formulas for volume of three dimensional objects. Given the name of the object and formula with the various measurements given, the students had no problem calculating the answer but given situations (such as those described on various standardized tests) the students did not know where to begin. This "lab" will give students an experience to recall when working with volume or three-dimensional problems.

Lesson fundamental understandings:
Essential Questions:


Standards

National Standards

Analyze characteristics and properties of two- and three-dimensional geometric objects

State Standards


Lesson

Prerequisite Skills

Students should have a basic understanding of formulas for two- and three-dimensional objects.

Teacher Information/Situations/Setting/Time

Materials Needed: ice cream cones, mini-chewy Sweet-tarts(or any small sperical candy), gum balls(or any larger sperical candy), vernier calipers, metric ruler, ice cream scoopers, ice cream, paper, pencil and plenty of napkins.

**Special Note: This is an excellent lab for students to work in cooperative groups.**

The most work involved in planning this lesson is gathering the materials needed. Several options are to check with your schools book-keeper and ask if there are funds to cover the cost; check with several local ice cream shops to donate the ice cream and/or cones; ask students to each bring $.50 to help differ the cost.

When I did this lab with my applied math students, I did not let them eat the candy. That way, I used the same candy for all five classes. Those students that brought in money for the ice cream, got to eat the ice cream. Everyone did the calculations and participated in the lab but only those that wished to eat the ice cream were asked to pay.

This lesson is also an excellent 'Day Before Break' activity. It's messy and adds to the pre-break festive mood(be it Winter Holidays, Spring Break, Three-day Week-ends, etc.) but is also great opportunity for students to have fun while 'talking and working' math.

Assessment

Assessment would be first to check the accuracy of information listed and calculations made on the student lab sheet.

Further assessment would come from the class discussion at the end of the lab as you are eating your ice cream.

A final assessment for my students was to write in a journal entry a summary of their learning experience through this lab activity. How did this activity help you better understand the formulas for three-dimensional objects?

Student Activity/Tasks

1) CALCULATE THE VOLUME OF ICE CREAM CONE. Each group gets a ruler, vernier caliper and one ice cream cone. They are to measure the diameter and height of the ice cream cone(amount of accuracy is up to them - explain later).

2) CALCULATE THE VOLUME OF ONE GUM BALL. One student from each group comes to the supply table and gets one gum ball. Using the vernier caliper, measure the diameter of the gum ball and then calculate the volume.

3) HOW MANY GUM BALLS WILL FIT INTO THE ICE CREAM CONE? Once the group has calculated the amount of gum balls that will fit into the ice cream cone, one member of the group goes to the supply table and gets the number of gum balls needed.

4) HOW MANY GUM BALLS ACTUALLY FIT INTO THE ICE CREAM CONE? Students should write down how many actually fit into the ice cream cone and discuss why that number is or is not the same as calculated.

5) CALCULATE VOLUME OF ONE 'MINI CHEWY SWEET-TART'. One student from each group comes to the supply table and gets onw sweet-tart. Using the vernier caliper, measure the diameter of the sweet-tart and then calculate the volume.

6) HOW MANY 'MINI CHEWY SWEET-TARTS' WILL FIT INTO THE ICE CREAM CONE? Once the group has calculated the amount of sweet-tarts that will fit into the ice cream cone, one member of the group goes to the supply table and gets the number of sweet-tarts needed.

7) HOW MANY SWEET-TARTS ACTUALLY FIT INTO THE ICE CREAM CONE? Students should write down how many actually fit into the ice cream cone and discuss why that number is or is not the same as calculated. Included in the discussion may be why this amount was more or less accurate than that of the gum ball count.

8) CALCULATE THE VOLUME OF ONE SCOOP OF ICE CREAM. For this calculation, you must assume the scoop is a perfect sphere. Measure(best of your ability) the diameter of the ice cream scooper. You may want to ask groups to come up with ways to make calculation more accurate(use clay to create the 'scoop', etc.).

9) CALCULATE THE NUMBER OF SCOOPS IN EACH HALF-GALLON CONTAINER OF ICE CREAM. Of course, after calculating, you must check your answers. Dip out the ice cream(into the cones, one per student). How many scoops were actually dipped out? Discuss with the class(as they eat their ice cream) the accuracy of the calculated number of scoops. You may want to ask various groups to what degree of accuracy did they make their measurements? Would this be a factor?



Enrichment/Alternate Activity:

Cross-Curricular:

Technology Requirements/Tools/Materials

Integration: This lesson could be team taught with a business class. Teams could present reports written on businesses that use volume and measurement to be successful. Example: Baskin Robbins Ice Cream

Acknowledgements:


Additional Resources

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