| Activity Outcome | Identifying 3 dimensions in cubes. (Volume) Exploring enlargement of simple cube models. |
| MTS Set | MTS5
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| NATIONAL Curriculum | Shape |
| Topics | Measurement Relationships
Scales
3D Shape
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| Keywords | Volume and Capacity, Scale, 3D Shape |
| Grouping | Whole class, independent and learning pairs. |
| Resources | Twenty 1 cm or 2 cm cubes per student. Copy the activity to an overhead sheet, an overhead projector. |
| Lesson Notes | - Hold up a single cube and ask: How many cubes will I need to double the size of this cube? Why do you think that? Is the new shape we make also a cube? Why do you think that? If you double the size of a cube should it still be a cube and not another shape? Why do you think that? How can you double the size of a cube so that it is still a cube? What do you know about cubes? What do you know about the length, width and height of a cube?
- Direct students to task 1 on the overhead and ask: Can you tell me the 3 steps I need to go through to double the size of a single cube? How many cubes do you need to double the size of 1 cube?
- Direct students to build the double size cube model. Ask: How are the 2 models the same? How are they different?
- Direct students to task 2 and ask: How many cubes do you think you will need to double the size of this cube model? Why do you think that? Did you go through the 3 steps to double the cube model? How many cubes long will it be after you double the length? How many cubes wide will it be after you double the width? How many cubes high will it be after you double the height? How many cubes do you need to double the 2 cube model?
- Direct students to build the double size cube model. Ask: How are the 2 models the same? How are they different?
- Repeat as necessary as a whole class or direct students to carry out the tasks with a partner.
- (Reflection) Move around the class and re-ask the focus questions as above.
- Bring students together to share responses.
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| Reflections | See Lesson Notes.
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| Internet Links | |
| Answers | Not applicable |
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