Volume and Surface Area: Free Response
5 questions in parts, 55 points in total. Work each one out on paper, taking a hint if you get stuck. When you have an answer, reveal the answer to check it, and the full solution only if you still want it. The rubric is there so you can mark your own work.
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1. Filling a crate, one layer at a time . Foundational, 10 points. Question 1 of 5.
A wooden crate measures cm along its length, cm across its width, and cm from its floor to its rim. A bag of small wooden cubes with cm edges is poured in, and the cubes settle into flat layers with no gaps, no overlaps, and none standing proud of the rim. Counting those cubes is the whole of what volume means, so this question counts them twice over, from two different faces of the crate.
- Part A.
Fill the crate one layer at a time, beginning with a single layer of cubes covering the floor. Say how many cubes that one layer holds, how many such layers reach the rim, and how many cubes the crate holds altogether. Give the crate's volume with its unit.
Solve and show your work Write each step out, and end with the value and its units. 3 points
- Part B.
The crate is emptied, tipped onto its cm by cm end, and filled the same way, so that the layers now run from that end towards the opposite one. Say how many cubes one layer holds now, how many layers there are, and what the crate holds in total.
Solve and show your work Write each step out, and end with the value and its units. 3 points
- Part C.
Compare your two totals, and explain what forces that comparison to come out as it does. Then explain what kind of unit the result must carry and why, saying what each of the three measurements contributes to it.
Carry your own answer forward Work from the two totals you reached in parts A and B, whatever they came out to. The credit here is for the reason behind the comparison, not for the counting.
Explain why it works A sentence or two. Reasons, not steps. 4 points
Hints
One at a time, each one a step further than the last. Take only as many as you need.
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Hint 1 of 3
Nothing in this question needs a formula quoted from memory. Picture the cubes actually sitting in the crate: one flat layer resting on the floor, and then however many such layers it takes to reach the rim.
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Hint 2 of 3 · Part B
Turning a crate over does not add or remove a single cube. What it does change is which two measurements describe a layer and which one counts the layers.
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Hint 3 of 3 · Part C
Ask what each of the three numbers being multiplied is measuring, and in which direction. That is where the little raised three in the unit comes from.
That is every hint for this question.
Answer and solution
Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.
The answer
Part A
One floor layer holds cubes, layers reach the rim, and the crate holds cubes altogether, so its volume is .
Part B
A layer resting on that end holds cubes and there are such layers, so the crate again holds cubes, a volume of .
Part C
Both fillings multiply the same three measurements, and the order of the factors does not change the product, so the two counts run through the same cubes in a different sequence. The unit is cubic because each of the three factors contributes one centimetre in a direction of its own.
Not what you got? Look for the slip on your own paper before you open the solution. Finding it yourself is worth more than reading it.
Worked solution
Part A
The floor of the crate is a rectangle cm by cm. Each cube has a cm square face resting on the floor, so one cube sits on each square centimetre of it, and a single layer holds one cube for each of those squares:
Every cube is cm tall, so each layer raises the pile by cm. The crate is cm from floor to rim, so exactly layers fit, and each is an identical copy of the first:
No cube belongs to two layers and none is left over, so the count is exact. The crate is filled by cubes of side cm, and that is what its volume is:
The unit is cubic centimetres because what has been counted is cubes. Adding the three measurements instead would give , which is a length and measures nothing about the space inside.
Part B
Nothing about the crate has changed except which face is underneath. The face now in contact with the table is cm by cm, so one layer of cubes lying on it holds
The measurement that is left, cm, is now the direction the layers stack in, so there are layers:
The total is the same cubes as before, and so the volume is the same . The two fillings disagree about what a layer is and about how many layers there are, in layers against in , and agree exactly about the crate.
Part C
Look at what the two fillings actually computed. The first multiplied by to get a layer and then by to count the layers. The second multiplied by and then by . The same three numbers appear in both, in a different order, and the order of the factors in a product does not change the product:
That is the arithmetic reason. The reason underneath it is that both fillings are describing the same crate. Each cube position in the crate can be pinned down by saying which row it is in, which column, and how high up it is, and turning the crate onto another face does not change how many such positions there are; it only changes which of those three labels is read last. So the two countings are two routes through one collection, and a collection has one size.
Now the unit. The crate is cm in one direction, cm in a second, and cm in a third, and every one of those factors is a length in centimetres. Multiplying two of them measures a flat region, which is why an area is in square centimetres. Multiplying all three measures a solid region, so the answer carries three factors of centimetres and is written . The raised is a count of directions, not decoration: it says the measurement spans three of them.
In one line
Filled from the floor, one layer holds cubes and layers reach the rim, so the crate holds cubes and its volume is . Tipped onto its cm by cm end, one layer holds cubes and there are layers, giving the same cubes. The two fillings must agree because both multiply the same three measurements and the order of the factors does not change the product, so they count one collection of cubes along different routes. The unit is because three lengths, one in each direction, are multiplied together.
Rubric
Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.
Part A 3 points
Counts the cubes in one floor layer from the measurements that describe the crate's floor. . Worth 2 points.
Multiplies that layer by the number of layers that reach the rim, and reports the total with a cubic unit attached. . Worth 1 point.
Part B 3 points
Takes the new layer from the face the crate now rests on, and counts the layers along the measurement left over. . Worth 2 points.
Reports the total for this filling and sets it beside the total from the first one. . Worth 1 point.
Part C 4 points
Explains what the comparison between the two totals comes to, and grounds it in the relationship between the two fillings' computations rather than only asserting it. . Worth 3 points. needs an explanation, not just an answer
Justifies the unit the result carries by reference to the three measurements, rather than only asserting it. . Worth 1 point.
Try a similar problem (Optional)
Same idea, different numbers. Work it on paper, then check yourself the same way.
A second crate is cm by cm by cm and is filled with the same cm cubes. Count the cubes in a floor layer and the number of layers, then count them again with the crate resting on a cm by cm end, and say what the two counts show.
The answer
The first filling gives cubes per layer in layers, and the second gives cubes per layer in layers. Both total cubes, so the volume is either way, which shows the count does not depend on which face the crate stands on.
Resting on its cm by cm floor, one layer holds
and the crate is cm deep, so there are layers and the total is cubes.
Resting instead on a cm by cm end, one layer holds
and the cm measurement now counts the layers, giving cubes again.
The two fillings describe different layers, cubes taken times against cubes taken times, and report the same crate, because both multiply , and together.
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2. A barn end that is not a standard shape . Reasoning, 11 points. Question 2 of 5.
A barn has the same end wall at both ends and runs straight between them, so every slice taken parallel to an end is an identical copy of that wall. The wall itself is not one of the standard shapes: an upright rectangle m wide and m tall carries a roof spanning the same m and rising a further m to a ridge above the middle. The barn measures m from one end wall to the other.
The end wall of the barn, seen face on. The barn runs m back from this wall to an identical one. Text description of this figure
The end wall of the barn is a five-sided outline. Its lower part is an upright rectangle 10 metres wide and 6 metres tall. Above that the two sides slope inwards and meet at a ridge directly over the middle, 3 metres higher than the top of the rectangle. Dimension lines below and to the right mark the 10 metre width, the 6 metre height to the eaves, and the further 3 metres to the ridge.
- Part A.
Find the area of the end wall in square metres. Say which two familiar shapes you take it apart into, and give the area of each before you combine them.
Solve and show your work Write each step out, and end with the value and its units. 3 points
- Part B.
Now treat the barn as a solid whose cross-section is that wall. Say how much space one slice m thick encloses, how many such slices fit between the two end walls, and hence how much space the whole barn encloses.
Carry your own answer forward Continue from the cross-sectional area you found in part A, whatever value you reached there. The credit here is for stacking that area along the length of the barn, not for finding it a second time.
Solve and show your work Write each step out, and end with the value and its units. 3 points
- Part C.
A classmate objects that the layer argument only worked for a box, because whole unit cubes tile a rectangle exactly, and no arrangement of whole cubic metres fills the sloping part of this barn. Settle the objection by cutting the solid itself, not just its end wall, into pieces whose volumes follow from the box rule; work out each piece and compare the total with the volume the base-area-times-length rule gives for this same barn, working that product out again here. Then state what the rule genuinely needs from a solid, and what it turns out not to need.
Justify your claim State the claim, then give the reason it has to be true. 5 points
Hints
One at a time, each one a step further than the last. Take only as many as you need.
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Hint 1 of 3
A shape with no formula of its own can usually be cut into two that have one, and the areas of the pieces simply add. The same trick is available on the solid, not only on its end.
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Hint 2 of 3 · Part B
Once the end has an area, the building is that end repeated along its length, one thin slab after another, each slab an exact copy of the one before it.
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Hint 3 of 3 · Part C
Each half of the roof is a prism with a right-angled triangle at its end, and two copies of such a prism fit together into a box. That is enough to price the sloping part without cutting a single cube.
That is every hint for this question.
Answer and solution
Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.
The answer
Part A
A m by m rectangle of area and a triangle of base m and height m of area make up the wall, so its area is .
Part B
One slice m thick encloses , and of them fit between the ends, so the barn encloses .
Part C
The barn splits into a rectangular prism of and a roof of , totalling , exactly what base area times length gives. The rule needs only that every cross-section parallel to the ends is a copy of the base, not that the base can be tiled by whole cubes.
Not what you got? Look for the slip on your own paper before you open the solution. Finding it yourself is worth more than reading it.
Worked solution
Part A
The wall is not a shape with an area formula of its own, but it comes apart into two that are. Cut straight across it at the level of the eaves, where the upright sides stop and the roof begins.
Below the cut is a rectangle m wide and m tall:
Above the cut is a triangle. Its base is the cut itself, m long, and its perpendicular height is the m rise from the eaves to the ridge, so
The two pieces overlap nowhere and between them cover the whole wall, so their areas add:
Note that the sloping edges were never measured. The triangle's area needs its base and the perpendicular height only, and both of those were given.
Part B
A slice m thick standing on the end wall is the same idea as one layer of unit cubes standing on the floor of a box. Its face has an area of square metres, and it is m thick, so it encloses
Every slice parallel to the end wall is an identical copy of that wall, so every slice encloses the same . The barn is m from one end wall to the other, so slices reach across it with nothing left over:
That is the rule that volume is base area times height, with the barn lying on its side: the base is the end wall and the height is the m run of the building. The unit is cubic metres because a square-metre area has been carried through a length in metres.
Part C
The objection is worth taking seriously, because it is true that whole cubic metres cannot be packed under a sloping roof. The answer is to cut the barn into pieces that the box rule already covers.
Cut the whole building horizontally at eaves level. The lower piece is an ordinary rectangular prism, m by m by m, and the box rule applies to it directly:
The upper piece is the roof. Cut it once more, vertically down the line of the ridge, and each half is a solid whose end is a right-angled triangle with legs m across and m up, running m along the barn. Two copies of such a solid fit together to make a box: turn one of them upside down and slide it against the other along the sloping face, and the two right-angled triangular ends make a m by m rectangle. That box is
so each half of the roof is half of that, , and the two halves together are . Nothing here needed a cube to be cut.
Adding the two pieces of the building gives
which is exactly what base area times length gave, since . The rule survives the objection.
What the argument actually leaned on is worth naming. It needed the barn to have identical cross-sections parallel to its ends all the way through, so that one slice stands for every slice, and it needed the area of that cross-section to be known. It never needed the cross-section to be a rectangle, and it never needed whole unit cubes to fit inside it. Where cubes have to be cut, the pieces along the slope match up exactly as the pieces of area do in the base, which is why the same number that measures the base area measures the volume of a slice one unit thick. That is also why the identical argument works for a cylinder, whose base is a circle that no arrangement of unit squares tiles either.
In one line
The end wall cuts into a m by m rectangle of area and a triangle of base m and height m of area , so the wall is . Each slice m thick encloses and slices reach the far end, giving . Cutting the solid instead gives a rectangular prism of and a roof of , found because two copies of half the roof make a box; the total agrees. The rule needs identical cross-sections parallel to the ends and a known cross-sectional area, and does not need whole unit cubes to fit inside the base.
Rubric
Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.
Part A 3 points
Cuts the wall into two shapes whose areas are already known, and finds the area of each from the measurements given. . Worth 2 points.
Adds the pieces and reports the area of the wall in square metres. . Worth 1 point.
Part B 3 points
Relates the space enclosed by a slice m thick to the area of the end wall. . Worth 2 points.
Multiplies by the number of slices that reach the far end and reports the result in cubic metres. . Worth 1 point.
Part C 5 points
Cuts the solid into pieces whose volumes follow from the box rule, and finds the volume of each piece. . Worth 3 points. needs an explanation, not just an answer
Compares the combined total with what base area times length gives, and names the property of the solid the rule depends on as well as the one it does not. . Worth 2 points.
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3. Cutting sheet metal for a tin . Application, 11 points. Question 3 of 5.
A cylindrical tin has a radius of cm and stands cm tall. It is made in a workshop out of flat sheet metal: pieces are cut from the sheet, rolled or pressed into shape, and sealed along their seams. Nothing can be ordered until it is known exactly which flat shapes come off the sheet and how big each one is, so the tin has to be taken apart on paper before it is built. Use throughout.
- Part A.
The curved side of the tin is slit along a straight line running from the base to the rim, then unrolled flat on the bench. Name the shape it becomes, give both of its measurements, and find its area.
Solve and show your work Write each step out, and end with the value and its units. 3 points
- Part B.
The tin is closed, with a base and a lid. Add those two pieces to the unrolled side to get the total sheet metal in the tin, and then work out how much the tin holds when it is filled to the brim. Report each result with its unit, and say what makes the two units differ.
Carry your own answer forward Add the two ends to the area you found for the unrolled side in part A, using your own value from there. The credit here is for completing the list of pieces, not for measuring that one again.
Solve and show your work Write each step out, and end with the value and its units. 4 points
- Part C.
An apprentice cuts the side by measuring straight across the tin instead: the tin is cm from one point of the rim to the point opposite, so the apprentice cuts a rectangle cm by cm. Say what the cm measures and why a piece of that width is the wrong piece for this cut, state what the width has to be instead and why, and work out how much sheet the apprentice's piece falls short by.
Carry your own answer forward Measure the shortfall against the area you found for the unrolled side in part A, using your own value from there. The credit is for the comparison and the reason behind it.
Find and correct the error Say which line first goes wrong, why it is wrong, and then do it correctly. 4 points
Hints
One at a time, each one a step further than the last. Take only as many as you need.
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Hint 1 of 3
Take the tin apart on paper before touching any formula. Exactly three flat pieces come off it, two of them are shapes you have measured many times, and only the third needs any thought.
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Hint 2 of 3 · Part A
Wrap a paper strip once round the rim and mark where it meets itself, then peel it off and lay it straight. The length of that strip is one side of the piece you are after.
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Hint 3 of 3 · Part C
Ask what the distance through the middle of a circle has to do with the distance round its edge, and which of the two the metal actually followed when it was wrapped.
That is every hint for this question.
Answer and solution
Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.
The answer
Part A
It unrolls into a rectangle cm wide, the distance around the rim, and cm tall, so its area is .
Part B
The ends add , so the sheet metal totals , while the tin holds : flat metal is square, enclosed space is cubic.
Part C
The cm is the distance straight across the tin, not around it, so a piece that wide reaches only part of the way round. The width must be the length of the rim, cm, and the apprentice's falls short.
Not what you got? Look for the slip on your own paper before you open the solution. Finding it yourself is worth more than reading it.
Worked solution
Part A
The slit runs straight from base to rim, so it is a straight edge cm long, and it becomes both the left and the right edge of the flat piece. The rim and the base circle become the other two edges, and once flattened they lie straight. So the piece is a rectangle, cm from bottom edge to top edge.
Its width is the measurement that matters here. The metal wrapped once around the rim, so laid flat it stretches exactly as far as the distance around that rim, which is the circumference:
A rectangle's area is width times height:
So the curved side alone takes square centimetres of sheet.
Part B
The base and the lid are circles of radius cm. One of them has area
so the pair contribute . Every piece cut from the sheet is now accounted for, so the total is the unrolled side plus the two ends:
What the tin holds is a different question with a different answer. Filling it means stacking the base circle through the height, so its capacity is the base area times the height:
The units differ because the two quantities count different things. The sheet metal is a collection of flat pieces, and a flat piece is measured by multiplying two lengths, so it is in square centimetres. The contents are a solid region, counted in cubes of side cm, which takes three lengths, so it is in cubic centimetres. A workshop that quoted for the contents, or for the metal, would have confused a wrapping with a filling.
Part C
Start with what the apprentice measured. The distance from one point of the rim to the point opposite, straight through the middle, is the diameter, and here it is cm because the radius is cm. That measurement crosses the tin. The metal does not cross the tin; it travels round the outside of it.
So the width of the piece has to be the distance a point travels going once round the rim, which is the circumference. The two are not close:
Going round is about times as far as going straight across, which is exactly what means. The apprentice's piece would wrap less than a third of the way around before running out, leaving most of the tin open.
Measure the loss. The piece cut is
while the side needs , so it is short by
The mistake is not a slip in arithmetic. It is a piece of geometry: unrolling a curved surface preserves the length of the rim, and the rim was never cm long.
In one line
The curved side unrolls into a rectangle cm by cm, since , so it has area . The two circular ends contribute , making of sheet metal in all, while the tin holds ; the metal is square because it is flat and the capacity is cubic because it is space. The apprentice's cm is the distance straight across the tin, not around it, and the width must instead be the rim's own length, cm, which is times as far. The piece cut measures and so falls short.
Rubric
Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.
Part A 3 points
Names the shape the side unrolls into, and identifies both of its measurements on the tin. . Worth 2 points.
Multiplies the two measurements and reports the area in square centimetres. . Worth 1 point.
Part B 4 points
Finds the area of one circular end and counts both of them. . Worth 2 points.
Adds the ends to the unrolled side to total the metal in the whole tin. . Worth 1 point.
Gives the capacity as well, attaches to each result the unit its measure demands, and says what makes the two differ. . Worth 1 point.
Part C 4 points
Names what the straight measurement across the tin is, and explains why a piece of that width is the wrong one for this cut. . Worth 2 points. needs an explanation, not just an answer
States the width the cut actually needs, and turns the difference between the two pieces into a figure in square centimetres. . Worth 2 points.
Try a similar problem (Optional)
Same idea, different numbers. Work it on paper, then check yourself the same way.
A wider, shallower tin has radius cm and height cm. Give the two measurements of its unrolled side and that side's area, find the total sheet metal in the closed tin, and say whether the side or the pair of ends takes more metal. Use .
The answer
The unrolled side is cm by cm, an area of ; the two ends add , so the closed tin takes of sheet. The ends take more metal than the side.
The unrolled side is a rectangle as tall as the tin and as wide as the rim is long:
so it measures cm by cm, with area .
Each end is a circle of radius cm:
so the two ends come to . The whole tin therefore takes
Here the ends take more metal than the side, against . That is the opposite of the tall tin, where the side dominated, and it makes sense: a shallow tin gives the side almost no height to occupy, while its ends keep growing with the square of the radius.
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4. Twice as long in every direction . Reasoning, 12 points. Question 4 of 5.
A workshop makes a closed storage box measuring cm by cm by cm, and is then asked for a larger version of exactly the same shape, with every edge twice as long. Two lines on the order form have to be filled in: how much sheet the larger box takes to make, and how much it holds. Both lines have to be worked out before either can be trusted.
- Part A.
Find the volume and the surface area of the original box, each with its unit.
Solve and show your work Write each step out, and end with the value and its units. 3 points
- Part B.
Write down the three measurements of the larger box, find its volume and its surface area, and then express each of those as a multiple of the matching figure for the original box.
Carry your own answer forward Compare against the two figures you found for the original box in part A, whatever values you reached there. The credit here is for forming the comparison, not for measuring the small box a second time.
Solve and show your work Write each step out, and end with the value and its units. 4 points
- Part C.
Explain what decides the multiple by which each of the two measures grows when every edge is doubled, in terms of how many measurements are multiplied together to make that measure, and check your explanation against the individual faces rather than only against their total. Then say what each multiple becomes if every edge is multiplied by a factor instead of by , and read the two results back as one line of advice for the workshop.
Justify your claim State the claim, then give the reason it has to be true. 5 points
Hints
One at a time, each one a step further than the last. Take only as many as you need.
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Hint 1 of 3
Get all four figures onto the page before saying anything about factors. A multiple is a comparison, and there is nothing to compare until both boxes have been measured both ways.
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Hint 2 of 3 · Part B
Work the enlarged box from its own three measurements. Guessing what the earlier answers do is precisely the habit this question is testing.
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Hint 3 of 3 · Part C
Count the lengths multiplied together in each quantity. A face is two lengths across; the space inside is three, and the doubling reaches every one of them.
That is every hint for this question.
Answer and solution
Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.
The answer
Part A
and .
Part B
The larger box is cm by cm by cm, with , which is times the original volume, and , which is times the original surface area.
Part C
Volume carries three factors of length, so doubling each multiplies it by ; a face carries two, so each of the six faces, and therefore their total, grows by . Multiplying every edge by multiplies volume by and surface area by .
Not what you got? Look for the slip on your own paper before you open the solution. Finding it yourself is worth more than reading it.
Worked solution
Part A
The volume multiplies the three measurements together:
The surface area adds the six faces, which come in three matching pairs. One face of each kind measures
all in square centimetres, and each kind occurs twice:
The first result is cubic and the second is square, because one counts space and the other covers it.
Part B
Doubling every edge turns , and into , and . Its volume is
and its faces are , and square centimetres, so
Compare each with the original by dividing:
So the same doubling multiplies one measure by and the other by . Both boxes are the same shape, and one instruction was applied to both measures, yet the two multiples are not equal.
Part C
Everything follows from counting how many lengths are multiplied together in each measure.
A volume is three measurements multiplied together. Doubling every edge doubles each of the three factors, so the product is multiplied by
A face is flat, so its area is only two measurements multiplied together. Doubling both of them multiplies that face by .
Check that face by face rather than trusting it once. The three kinds of face were , and square centimetres, and they became , and :
Every face grew by the same factor of , and the box still has six of them, so the total had no choice but to grow by as well. That is why the surface area multiple can be argued without adding anything up.
Now replace the doubling by a factor . Nothing in the argument used the number ; it used only that every length was multiplied by the same thing. So the volume is multiplied by and the surface area by :
The advice for the workshop is that scaling up pays for itself: the big box takes four times the sheet metal but holds eight times as much, so every square centimetre of metal is working twice as hard as it did on the small box.
In one line
The original box has and . The larger box measures cm by cm by cm, so and , which are times and times the originals. The multiples differ because a volume multiplies three lengths and doubling each gives , while a face multiplies only two and gives ; face by face, , and , so their total grows by too. With a general factor the volume is multiplied by and the surface area by , so the larger box takes four times the metal and holds eight times as much.
Rubric
Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.
Part A 3 points
Computes both measures for the original box, using each measurement where it belongs. . Worth 2 points.
Attaches a cubic unit to one result and a square unit to the other. . Worth 1 point.
Part B 4 points
Doubles each measurement and computes both measures for the enlarged box from the new measurements. . Worth 2 points.
Divides each new figure by the matching original one to turn it into a multiple. . Worth 1 point.
Reports a multiple for each of the two measures, making clear which belongs to which. . Worth 1 point.
Part C 5 points
Explains each multiple by counting how many measurements are multiplied together in that measure, rather than by quoting the numbers found earlier. . Worth 3 points. needs an explanation, not just an answer
Checks the surface-area claim on the individual faces, not only on their total. . Worth 1 point.
States what happens to each measure for a general factor, and turns the pair of results into a practical remark. . Worth 1 point.
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5. Two containers with no lids . Application, 11 points. Question 5 of 5.
A garden centre makes two open metal containers. The first is a planter cm long, cm wide and cm deep, open at the top so that soil can be poured in, with metal on the base and on all four sides. The second is a shallow tray, also open at the top, whose base measures cm by cm; the sheet used to make it, base and four sides together, comes to .
- Part A.
List the faces the planter is made of, give the area of each, and find the total area of metal in it.
Solve and show your work Write each step out, and end with the value and its units. 4 points
- Part B.
The tray's depth was never stated. Write the area of metal in the tray as an expression containing that unknown depth, accounting for every face it has, and then use the figure for the sheet to find the depth.
Model the situation Name your unknown first, then write every other quantity in terms of that one letter. 3 points
- Part C.
A supplier quotes for the planter by putting its three measurements straight into the surface-area formula for a closed box. Say what the number that formula returns is the area of, name the face it counts that the planter has not got, and say what has to be done to that number to turn it into the metal the planter really takes. Then say whether the amount of soil the planter holds is affected by the open top, and why.
Explain what it means Words, not just symbols. Say what the number is telling you about the situation. 4 points
Hints
One at a time, each one a step further than the last. Take only as many as you need.
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Hint 1 of 3
Do not reach for a formula first. Start by walking round the object and writing down the faces it really has, one at a time, and only then measure them.
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Hint 2 of 3 · Part B
Each wall has one measurement given and one unknown, so its area is a multiple of that unknown. Collect those multiples with the base and you have something to solve.
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Hint 3 of 3 · Part C
Set your list of faces against the six a sealed box has, and ask what the gap between the two totals is the area of. Then ask whether space cares about the lid.
That is every hint for this question.
Answer and solution
Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.
The answer
Part A
The base is , the two long sides are each and the two ends are each, so the metal comes to .
Part B
Writing for the depth, the five faces give , so and the depth is cm.
Part C
The formula returns , the metal for a closed box of those measurements; it counts a cm by cm top the planter has not got, so subtracting that leaves the metal really used. The soil is unaffected at : a lid is material, not space.
Not what you got? Look for the slip on your own paper before you open the solution. Finding it yourself is worth more than reading it.
Worked solution
Part A
Unfold the planter and see what is actually there. It has a base and four walls, and no lid, so five faces in all.
The base is the full footprint, cm by cm:
The two long walls each run the full length and rise the full depth, cm by cm, so each. The two end walls are cm by cm, so each.
Add the five faces:
So the planter takes square centimetres of metal. Every piece counted was flat, which is why the answer is in square centimetres however deep the planter is.
Part B
Call the unknown depth centimetres and go round the tray face by face, exactly as with the planter.
The base is cm by cm, an area of , and it does not involve the depth at all. Each long wall is cm by cm, so the pair contribute . Each end wall is cm by cm, so that pair contribute . Collecting the terms,
That expression is the metal in a tray of depth . The sheet used was , so
Subtract the base area from both sides, leaving the walls alone: . Then divide by :
The tray is cm deep. Check it by rebuilding the total: the base is , the long walls are , the ends are , and as required.
Part C
The formula is not wrong, it is answering a different question. Applied to these measurements it gives
which is the metal in a sealed box cm by cm by cm. It counts six faces because a closed box has six. The planter has five: everything except the top, which is a cm by cm rectangle of area . Taking that one face away gives
the same figure as counting the five faces directly. The lesson is that a surface area is the faces a solid actually has, and a formula is only a shortcut for one particular list of faces.
The soil is a separate matter. The planter holds
filled level with the rim, and leaving the top open does not change that by a single cubic centimetre. A lid is a piece of material laid across the opening, not a piece of the space underneath it, so removing it changes what the container is made of and not what it can contain. That is also the practical reason the two measures are quoted separately: a change to the design can move one of them and leave the other exactly where it was.
In one line
The planter has five faces: a base of , two long sides of and two ends of , giving of metal. For the tray of depth , the faces give , and makes the depth cm. The closed-box formula returns , which is the metal for a sealed box: it counts a cm by cm top the planter has not got, and recovers the right figure. The soil is unaffected, since the planter still holds level with the rim; a lid is material, not space.
Rubric
Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.
Part A 4 points
Lists the faces the container actually has, and no others. . Worth 2 points.
Finds each face's area from the correct pair of measurements. . Worth 1 point.
Adds them and reports the total in square centimetres. . Worth 1 point.
Part B 3 points
Builds an expression in the unknown depth that accounts for every face the tray has. . Worth 2 points.
Solves the resulting equation and states the depth with its unit. . Worth 1 point.
Part C 4 points
Says what the closed-box figure is the area of, and names the face of it the planter does not have. . Worth 2 points.
States the correction that turns that figure into the metal the planter really takes. . Worth 1 point.
Says whether the capacity changes when the top is left open, and gives the reason rather than only the verdict. . Worth 1 point. needs an explanation, not just an answer
Try a similar problem (Optional)
Same idea, different numbers. Work it on paper, then check yourself the same way.
A deeper planter, also open at the top, is cm long, cm wide and cm deep. Find the metal it takes, and say how much less that is than a sealed box of the same measurements would take.
The answer
The open planter takes of metal, which is less than the a sealed box of the same measurements would take, and that difference is the area of the missing top.
List the five faces. The base is . Each long side is and each end is , so
A sealed box of the same measurements would take
so the open planter takes less. That difference is exactly the missing top, , which is the check worth doing: the gap between a container and the sealed box of the same measurements is exactly the total area of whatever faces it lacks.
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