We All Scream for Ice Scream
Part of Curriculum Unit:3 D Math - A Study in Volume
Teacher Information help
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.
**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.
Student Activity help
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?
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 / Alternative Activity help
Have students calculate the cost of a one-dip, two-dip and three-dip ice cream cones. Prior to this extension, call a local ice cream shop and get the wholesale price and size of the ice cream containers. Review percentages and cost factors by adding 30% increase to the cost for profit. Is this enough? How much does it cost to run an ice cream shop?
BIG QUESTION #1 -- Could volume, measurement and accuracy have anything to do with successfully owning an ice cream shop?
BIG QUESTION #2 -- What other business(es) would also use volume and measurement?
BIG QUESTION #1 -- Could volume, measurement and accuracy have anything to do with successfully owning an ice cream shop?
BIG QUESTION #2 -- What other business(es) would also use volume and measurement?
Technology Requirements/Integration help
Integration: As demonstrated in the alternative lesson section, 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