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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.

Free response · work it on paper Question 1 of 5
  1. 1. Filling a crate, one layer at a time . Foundational, 10 points. Question 1 of 5.

    A wooden crate measures 99 cm along its length, 77 cm across its width, and 44 cm from its floor to its rim. A bag of small wooden cubes with 11 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.

    1. 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

    2. Part B.

      The crate is emptied, tipped onto its 77 cm by 44 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

    3. 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.

    Answer and solution

    Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.

    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 1313 cm by 44 cm by 55 cm and is filled with the same 11 cm cubes. Count the cubes in a floor layer and the number of layers, then count them again with the crate resting on a 44 cm by 55 cm end, and say what the two counts show.

  2. 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 1010 m wide and 66 m tall carries a roof spanning the same 1010 m and rising a further 33 m to a ridge above the middle. The barn measures 1414 m from one end wall to the other.

    The end wall of the barnA five-sided end wall: an upright rectangle 10 metres wide and 6 metres tall, with a roof of the same 10 metre span rising 3 metres to a ridge above the middle. Dimension lines mark the width below and the two heights at the right.10 m6 m3 m
    The end wall of the barn, seen face on. The barn runs 1414 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.

    1. 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

    2. Part B.

      Now treat the barn as a solid whose cross-section is that wall. Say how much space one slice 11 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

    3. 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.

    Answer and solution

    Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.

    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 11 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.

  3. 3. Cutting sheet metal for a tin . Application, 11 points. Question 3 of 5.

    A cylindrical tin has a radius of 1717 cm and stands 2525 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 π3.14\pi \approx 3.14 throughout.

    1. 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

    2. 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

    3. Part C.

      An apprentice cuts the side by measuring straight across the tin instead: the tin is 3434 cm from one point of the rim to the point opposite, so the apprentice cuts a rectangle 3434 cm by 2525 cm. Say what the 3434 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.

    Answer and solution

    Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.

    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 1919 cm and height 66 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 π3.14\pi \approx 3.14.

  4. 4. Twice as long in every direction . Reasoning, 12 points. Question 4 of 5.

    A workshop makes a closed storage box measuring 1010 cm by 66 cm by 55 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.

    1. 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

    2. 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

    3. 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 kk instead of by 22, 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.

    Answer and solution

    Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.

    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.

  5. 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 1212 cm long, 88 cm wide and 55 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 1515 cm by 66 cm; the sheet used to make it, base and four sides together, comes to 258 cm2258 \text{ cm}^2.

    1. 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

    2. 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

    3. 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.

    Answer and solution

    Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.

    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 2020 cm long, 99 cm wide and 66 cm deep. Find the metal it takes, and say how much less that is than a sealed box of the same measurements would take.