Engineering Through Middle School Mathematics. Longwood University Webinars With Dr. Virginia Lewis and Mrs. Diane Leighty. Quote from Cathy Seeley: . “The active engagement of students in their own learning is perhaps our most important tool in our battle for equity.” .
Longwood University Webinars
With Dr. Virginia Lewis and Mrs. Diane Leighty
“The active engagement of students in their own learning is perhaps our most important tool in our battle for equity.”
2 paper bowls
2 rubber bands
3 feet of string
Pushpin or thumbtack
Tape (duct or masking)
Then thread the string through the bottom of Bowl 2, coming from the outside.
Tear off four 2-inch squares of tape. For now, stick them where they will be easy to grab.
Line up the bowls so the holes are even with each other.
Stick the tape so the pieces are across from each other.
Bring your hands together so the string is loose and the wheel sags down a bit. The Robo Wheel will keep spinning and will twist the string in the other direction.
How far does your wheel travel?
How many rotations did your wheel make?
What mathematics can be learned or practiced from this activity?
Y=3.2421x - 3.2
Cut a piece of fishing line three times the length of a straw. Thread it through one of the narrow straws.
When the string pokes through the end of the straw, bend it over the tip and tape it. Leave the other end loose.
Pull the loose strings of both narrow straws into and through the wider straw.
Wedge the ends of both of the narrow straws into the wider straw, far enough down that they are secure. Both strings should now hang out of the bottom of the wider straw.
Decorate your puppets! Add a head, body, and eyestalks, arms, and legs.
Question How can you convert a cereal box into a new, cubical box having the same volume as the original?
Grade/Subject 6-8 Math
Area, volume, surface area, measurement
•Students should know how to determine both the surface area and volume of a rectangular prism.
•Students should be able to measure lengths accurately to the nearest millimeter.
1. Measure each dimension (length (L), width (W), and height (H)) of your box to the nearest millimeter.
L = ___________ W =___________ H =_____________
2. Calculate the surface area (SA) of your box. SA = __________
3. Calculate the volume (V) of your box. V = ___________
Open the glued edges of your box. Cut off any parts of flaps that were hidden from view when the box was still intact. The hidden parts are usually easy to spot because they generally don’t have any color on them and/or they do have dried glue on them.
4. Using the volume you determined in step 3, calculate what the length of any side of your new cube-shaped box should be.
Length of any side =
5. On the inside of your opened-out box, draw the six identical squares you will need to make your cube-shaped box. Remember that their sides must all equal the length you calculated in step 5, and the sides must meet at 90° angles. You may find that you can will have to take some of the remaining scraps and will have to take some of the remaining scraps and tape them together, rather like a jigsaw puzzle, to make the last one or two sides of your cube.
6. After you have figured out how to obtain all six sides of your cube, cut them out. Important: save any remaining scraps! Put them in an envelope or zipper-type plastic bag. (It’s okay to fold them if you need to.)
7. As neatly as you can, tape the six squares together to form your cube-shaped box. It will be sturdy and look good if you use masking tape on the inside of the cube to attach adjacent squares and then use clear tape only on the outside for additional strength.
8. Calculate the surface area of your cube-shaped box.
SA of cube =
9. Find the area of each of the scraps. Since some of them may be oddly-shaped, you may want to divide them into squares and rectangles that will be easier to measure and calculate areas for. After you have determined all of their areas, add them up to get one total area of the scraps.
Total area of scraps =
Compare the new surface area of the cube to the surface area of the original box. Are they the same? If not, by how much do they differ?
Difference in surface areas =
How does this difference in surface areas compare with the surface area of the scraps?
What is the ratio of the new surface area to the old surface area?
Do you think this ratio will be the same for other boxes? Why or why not?
Which shape box is the most efficient? Explain.
www.mthmtcs.net for the PowerPoint and Lessons
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