# Creating Tin Men to Explore Surface Area Project

I read about the amazing Tin Man project on Elissa’s blog Misscalcul8.  Please go there and read all about it in more detail!   I had to duplicate it for my 6th grade students.  They love being creative and surface area is tricky.

A best aspect of the project was applying the aluminum foil to their tin men.  The students had calculated how much foil they needed to cover their man using surface area.  Once cut, if the amount of foil was too little or too much, they had to meet with me to talk about why this happened.  It was math in action!

Another great piece of the project was coming up with how much foil to cut.  They had to take their total surface area and divide it by the width of the foil roll (30 cm) before cutting the foil.  I made them figure this out before cutting the foil to deepen their thinking about area.  They then had to talk about why they divided my 30 in their reflection.  It was great to see that every student did understand why they divided by 30.

This project took longer than I thought it would, but was worth it. On the unit test,  my students scored better on surface area than on volume, even with the Play-doh activity!  Their biggest challenge were actually applying the foil to the tin men.  Next year, I will have them apply the foil first, then tape their tin men together.  They also wanted more time to decorate their tin men, but I had too much I wanted to squeeze in at the end of the year to give them an extra day.  Next year I will try to build in one more day.

I can’t thank Elissa enough for this project idea OR all of the help and suggestions that she gave me via email.  I love all of the fabulous math teachers in my PLN and am such a better teacher because of them!  Reach out teachers and connect with each other on Twitter.  Read their blogs, try their ideas.  It makes teaching a blast, and the students love it.  Everybody wins!

# Volume of 3D Shapes with Play-doh

When my students are excited about what they are doing in class, they are engaged.  They will listen and best of all, learn.  The kids were ecstatic when they saw the Play-doh.  They couldn’t wait to get their hands on it!  The benefits for learning were amazing.  All I had to say was “Remember the Play-doh?” and they knew what to do for any volume problem.

Supplies per student:

• One fun-sized Play-doh
• Ruler
• Plastic knife
• Ruler

Instructions:
Many of my students had heard somewhere along the way that volume equaled length times width times height.  So, I started by having them make a rectangular prism out of their Play-Doh.

Once it was made, I had them draw a picture of it in their Geometry Booklets.  Then they measured and recorded the length, width, and height of their prism in centimeters.  Next, I had them cut their prism into 1 centimeter lengths.  They observed that the cross sections were squares.  I had them find the area of this square.  We talked about how many slices they had.  So if their area was 6 centimeters squared and they had four slices how could they find the volume of the box?  They quickly deduced that they needed to multiply the 6 by 4 to arrive at 24 cm cubed.

I repeated this for a cylinder and a triangular prism.  We observed what the cross sections were, found the areas of our cross sections, and then found the volume.  To sum it all up, we talked about how volume of a prism or cylinder is the area of the base (cross-section) times the height (number of slices).

It was so much fun!

# Turning Words into Math – Graphic Organizer

I made this graphic organizer to help my students quickly (and visually) reference the math symbols that words often translate into.  I had them glue it onto the back cover of their notebooks for easy reference.  The words are not centered on the page so that the paper can be easily cut down to fit onto spiral bound notebook pages.  The PDF file is below.  Thanks!  🙂

Words Into Math Graphic Organizer and Word Bank