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10
LEARNING OUTCOMES
By the end of this topic, you should be able to:
1.
2.
3.
4.
5.
6.
7.
X INTRODUCTION
In the previous topic, we have discussed the perimeter and area of twodimensional shapes. In this topic, we shall deal with surface areas and volumes
of three-dimensional objects, especially cubes and cuboids. Before you proceed,
make sure that your students have already mastered the concepts of area and
perimeter. They must be proficient in operational skills that combine +, , u and y.
TOPIC 10
SOLID GEOMETRY
421
Figure 10.1
Source: flashydubai.com
Figure 10.2
Source: infoplease.com
The Burj Khalifa (Figure 10.1) which is located in Dubai, United Arab
Emirates (Figure 10.2), rises over 800m and is the tallest building constructed in
the world.
In Malaysia, the Petronas Twin Towers (Figure 10.3) in Kuala Lumpur stands at
452m. Ask the students if they have visited the towers.
Figure 10.3
Source: upload.wikimedia.org
422
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SOLID GEOMETRY
Figure 10.4
Source: photobucket.com
Figure 10.5
Source: www.lib.utexas.edu
Figure 10.6
Source: www.guardians.net
Figure 10.7
Source: www.lib.utexas.edu
These buildings or structures, are made up of basic shapes which are called
geometric solids. Geometric solids help us explore the three-dimensional space
that we live in.
TOPIC 10
10.1
SOLID GEOMETRY
423
GEOMETRIC SOLIDS
424
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SOLID GEOMETRY
2.
3.
As your students work along using the various definitions, ask them to
keep a note of any limitations or problems encountered in using them.
For example, does the definition for vertex apply to cones? Does the cone
have any edges, if the definition above for edges is used?
4.
Working in small groups of four, students can examine the solids and
describe the vertices, edges and faces of each one.
5.
Name
Description of
Vertices
Description of
Edges
Description of
Faces
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6.
SOLID GEOMETRY
425
Each group describes the properties of the solids to the class, highlighting
the definitions used and limitations encountered.
10.2
426
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SOLID GEOMETRY
Figure 10.9
The definitions given for a cube and a cuboid are quite similar. Therefore, we can
say that they have certain similar properties.
10.2.1
Let us now compare a cuboid (Figure 10.10) with a cube (Figure 10.11).
Figure 10.10
Figure 10.11
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SOLID GEOMETRY
427
We can then summarise the geometric properties of cubes and cuboids as per
Table 10.2.
Table 10.2: Geometric Properties of Cubes and Cuboids
Properties
Cubes
Cuboids
Shape
Regular
Regular
Faces
Square
Rectangular
Number of faces
Have edges?
Have vertices?
428
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SOLID GEOMETRY
Another graphic organisr you can use is one of the thinking maps proposed by
David Hyerle called the Double Bubble as shown in Figure 10.13.
10.2.2
In the frame model, the vertices and edges of the geometric solid are used
as the frame to construct the model. The frame can be made from wires,
sticks, straws or even folded paper strips.
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SOLID GEOMETRY
429
(b)
In the surface model, faces of the geometric solid made from flat materials
such as cardboards, are used to construct the model.
(c)
In the solid model, the geometric solids are made from solid or semi-solid
materials like wood, plasticine, or clay.
Each of these models, has its own advantages and disadvantages. For example,
the frame model of a cube allows the underlying structure of the cube to be
clearly seen through the representation of the vertices and edges. The surface and
solid models provide a solid feel and its faces are distinctly visible and can be
felt. The volume and mass of cubes and cuboids are also better visualised, when
represented by surface and solid models.
10.2.3
Teaching Sample Activity 10.3: Making a frame model of a cube and cuboid.
Instruct the students to bring drinking straws and paper clips to class.
1.
2.
(b)
(b)
(c)
(d)
430
TOPIC 10
SOLID GEOMETRY
Before we start, we must first modify our paper clips. These clips will be used to
hold the straws together when we construct our models.
Step 1: Students must have a paper clip ready as shown in Figure 10.14.
Step 3: Form three equal loops which are perpendicular to one another, as in
Figure 10.16.
Figure 10.16: Three equal loops which are perpendicular to one another
Step 4: Repeat the steps above for the other seven clips.
(a)
Join all the straws of equal length to form a cube model as shown in
Figure 10.17.
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SOLID GEOMETRY
431
(b)
Use the modified clips to hold the straws together at the vertices.
(c)
Join all the straws of 8cm, 6cm and 4cm lengths to form a cuboid model as
shown in Figure 10.18, using the same methods as that of the cube.
(d)
Do not forget to use the clips to hold the straws together at the vertices.
10.2.4
Teaching Sample Activity 10.4: Making a surface model of a cube and cuboid.
Instruct each student to bring:
1.
2.
A pair of scissors
3.
4.
A ruler
5.
Pen/pencil
432
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SOLID GEOMETRY
In order to construct a cube and cuboid from manila card, follow the steps below:
Step 1: Draw a layout of a cube, according to the dimensions in Figure 10.19, onto
a manila card. Make sure that each side of the cube is 5cm.
Step 2: Use the scissors to cut the layout out of the manila card.
Step 3: Fold the card along the dotted lines as in Figure 10.20.
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SOLID GEOMETRY
433
Step 4: Join the edges of the layout with cellophane tape and a cube will emerge,
as in Figure 10.21.
Step 5: Repeat the above steps, but this time using different dimensions, as in
Figure 10.22.
434
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SOLID GEOMETRY
Step 6: Fold the edges as indicated in Figure 10.20 and join the edges. A cuboid
will emerge as in Figure 10.23.
Figure 10.20 and Figure 10.22 are nets that when folded, form a cube and a
cuboid respectively. There are 11 nets that can be folded to form a cube. Can you
identify them?
Teaching Sample Activity 10.5: Investigating nets of cubes.
1.
2.
3.
Students can then check their predictions by cutting out the nets and
folding them to form the shape of a cube.
TOPIC 10
SOLID GEOMETRY
435
Extension: Students can be asked to investigate how many different nets they
can make for a 2 u 1 u 1 cuboid, a 2 u 2 u 1 cuboid, and a 1 u 2 u 3 cuboid.
SELF-CHECK 10.1
1.
2.
436
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SOLID GEOMETRY
10.3
Let us continue our study by looking at the surface area of cubes and cuboids.
10.3.1
The learning of surface area for geometric solids involve distinguishing the
concept from the concept of area of two-dimensional shapes. Although area and
surface area both describe the amount of space enclosed within a closed shape,
there are subtle but important differences between the two that students should
understand.
Teaching Sample Activity 10.7: Developing the concept of surface area.
1.
Show the students a picture of a cube, to represent the gift in the problem
posed in Teaching Sample Activity 10.6.
2.
Carry out a discussion with the students to inculcate their ideas and
opinions. The following questions can serve as a guide:
What kind of an object is a cube?
(Three-dimensional object)
What kind of shapes make up the faces of a cube?
(Squares)
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437
438
3.
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SOLID GEOMETRY
Figure 10.25: Double Bubble thinking map of the comparison between the concepts of
surface and area
10.3.2
Example 10.1
You are given a three-dimensional cube in Figure 10.26. One of its edges is
7cm. Calculate, in cm2, its surface area.
TOPIC 10
Solution:
Step 1: Understand the problem! What is the task?
To calculate, in cm2, its surface area.
Step 2: Plan! Recall the facts and use them.
Area of square = Side u Side
Its layout (or net) would probably be like this:
Figure 10.27
SOLID GEOMETRY
439
440
TOPIC 10
SOLID GEOMETRY
Solution:
Step 1: Understand the problem! What is the task?
To calculate, in m2, its surface area.
Step 2: Plan! Recall the facts and use them.
Area of square = Side u Side
100cm = 1m
? 70cm = 0.7m
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SOLID GEOMETRY
441
Teaching Sample Activity 10.8: Deriving the formula of surface area of a cube.
After the students have successfully solved a few problems on finding the
surface area of cubes, guide them to derive a general formula for a cube, with
an edge of a units.
442
10.3.3
TOPIC 10
SOLID GEOMETRY
Example 10.3
Figure 10.29 shows a three-dimensional cuboid with dimensions of 10cm u 4cm u
7cm. Find, in cm2, its surface area.
Solution:
Step 1: Understand the problem! What is the task?
To calculate, in cm2, its surface area.
Step 2: Plan! Recall the facts and use them.
Area of rectangle = Length u Breadth
Its layout (net) would look like that of Figure 10.30.
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SOLID GEOMETRY
443
Now, let us find the area for each rectangle in Figure 10.31.
n
[7cm u 4cm ]
[7cm u 10cm]
[7cm u 4cm]
[4cm u 10cm]
[7cm u 10cm]
[4cm u 10cm]
28cm2
70cm2
28cm
40cm2
70cm2
s
40cm2 = 276cm2
444
TOPIC 10
SOLID GEOMETRY
Example 10.4
In Figure 10.32, the cuboid measures 100cm by 40cm by 70cm. Find, in m2, its
surface area.
Solution:
Step 1: Understand the problem! What is the task?
To calculate, in m2, its surface area.
Step 2: Plan! Recall the facts and use them.
Area of rectangle = Length u Breadth
100cm = 1m
There are 6 rectangles in the layout.
Step 3: Execute! Compute the values.
Now, let us find the area for each rectangle in the layout, using the same method
as that of Figure 10.29.
n
[0.7 m u 0.4 m ]
[0.7 m u 1.0 m]
[0.7 m u 0.4 m]
[0.4 m u 1.0 m]
[0.7 m u 1.0cm]
[0.4 m u 1.0 m]
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445
0.28 m2
0.70 m2
0.28 m2
0.40 m2
0.70 m2
s
0.40 m2 = 2.76 m2
Solution:
Step 1: Understand the problem! What is the task?
To calculate, in cm2, its surface area.
Step 2: Plan! Recall the facts and use them.
Area of rectangle = Length u Breadth
There are six rectangles in the cuboid.
446
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SOLID GEOMETRY
[80cm u 20cm ]
[80cm u 20cm]
[80cm u x cm]
[80cm u x cm]
[20cm u x cm]
[20cm u x cm]
1600cm2
1600cm2
80x cm2
80x cm 2
20x cm 2
20x cm 2
= 5200cm2
3 200 3 200
200 y 200
5 200 3 200
3200 200x
5200
200x
2000
2000 y 200
10
Answer: 10cm
Step 4: Check! Look at your working solution and check your answer again.
TOPIC 10
SOLID GEOMETRY
447
Teaching Sample Activity 10.9: Deriving the formula for surface area of a
cuboid.
1.
After the students have successfully solved a few problems on finding the
surface area of cuboids, guide them to derive a general formula for a
cuboid with dimensions of a u b u c units.
c
a
2.
Instruct them to draw the layout or net for the cuboid as shown in
Figure 10.34, and to label all its sides. They should also label all its
rectangular faces.
3.
448
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SOLID GEOMETRY
Teaching Sample Activity 10.10: Calculationg of surface area and area of cubes
and cuboids.
To test their understanding, give the following problems to the students.
EXERCISE 10.1
1.
Figure 10.35 is of a cube which has sides of 8cm each. Calculate its
surface area, in cm2 and m2.
2.
3.
The length of a box is 20cm, its breadth is 10cm and its height is
5cm. What is its surface area? State your answer in cm2 and m2.
4.
The area of a face of a cube is given as 150cm2. Find, in cm2, the area
of its surface.
5.
SELF-CHECK 10.2
1.
2.
What are the formulaes to calculate the surface areas of a cube and
a cuboid?
TOPIC 10
10.4
SOLID GEOMETRY
449
Let us move on to learning how to find the volume of cubes and cuboids.
10.4.1
2.
Ask them to examine the empty space within each box. Question them:
Which box do you think has the largest amount of space inside?
(The largest box.)
Which box do you think has the smallest amount of space inside?
(The smallest box.)
If you are comparing two boxes that are almost the same size, how do
you know which one has more space within?
(By measuring the space.)
How can we measure this attribute, that is, the amount of space in the
box?
(We can fill them with objects and count the number of objects.)
450
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SOLID GEOMETRY
3.
You can then explain that the attribute to be measured is the amount of
space occupied in the box, and this measurement is called the volume.
4.
Inform them they are to find and compare the volumes of these boxes by
filling them with marbles.
5.
6.
Instruct them to estimate how many marbles can be filled in each box and
then check their estimations by comparing these with the actual number
of marbles. Record the findings in Table 10.3.
Table 10.3: Activity Sheet
Box
Estimated
(No. of Marbles)
Actual
(No. of Marbles)
Volume
(in Marbles)
TOPIC 10
7.
SOLID GEOMETRY
451
8.
Empty
spaces
452
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SOLID GEOMETRY
Provide your students with various nets drawn on a 1cm grid paper to
create open boxes as shown in Figure 10.37.
TOPIC 10
SOLID GEOMETRY
453
2.
Instruct them to cut out the nets and construct the boxes.
3.
Provide students with another 1cm grid paper and instruct them to make
50 unit cubes using the net as shown in Figure 10.37.
4.
5.
Estimated
(No. of Unit Cubes)
Actual
(No. of Unit Cubes)
Volume
(in Unit Cubes)
A
B
C
D
6.
7.
454
10.4.2
TOPIC 10
SOLID GEOMETRY
Volume of Cubes
If a cube is given with sides a unit as shown in Figure 10.39, the volume is
calculated as follows:
Figure 10.39
Solution:
Step 1: Understand the problem! What is the task?
To calculate, in cm3, its volume.
Step 2: Plan! Recall the facts and use them.
Volume of a cube = side u side u side
= auaua
= a3 unit3
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SOLID GEOMETRY
455
Solution:
Step 1: Understand the problem! What is the task?
To find the amount of space, that is, volume.
Step 2: Plan! Recall the facts and use them.
Volume of a cube = side u side u side
=auaua
= a3 unit3
Find the volume of the bigger box and smaller box. Then subtract.
456
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SOLID GEOMETRY
10.4.3
Volume of Cuboids
When the dimensions of a cuboid are given as shown in Figure 10.42, the volume
can be calculated as follows:
TOPIC 10
SOLID GEOMETRY
457
Example 10.8
Figure 10.43 shows a cuboid with a length of 6cm, width of 8cm and height of
10cm. Find, in cm3, its volume.
Solution:
Step 1: Understand the problem! What is the task?
To calculate, in cm3, its volume.
Step 2: Plan! Recall the facts and use them.
Volume of a cuboid = length u breadth u height
Step 3: Execute! Compute the values.
Volume of a cuboid = 6cm u 8cm u 10cm
= 480cm3
Answer: 480cm3
Step 4: Check! Look at your working solution and check your answer again.
458
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SOLID GEOMETRY
Example 10.9
A cuboid container has a base area of 68m2, as shown in Figure 10.44. If the
volume of the container is 884m2, what is the height of the container?
Solution:
Step 1: Understand the problem! What is the task?
To find the height of the container.
Step 2: Plan! Recall the facts and use them.
Volume of a cuboid = Length u Breadth u Height
= Base area u Height
Find the height by dividing its volume with its rectangular base area.
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SOLID GEOMETRY
459
= 884m2
68 u h
884
68h
68
884
68
Divide by 68
h 13m
?Height of container = 13m
Answer: 13m
Step 4: Check! Look at your working solution and check your answer again.
The formulae for cubes and cuboids can be derived inductively by students,
using the method similar to finding the area of triangles as described in the
previous topic. Using this method, allows the students to develop inductive
thinking in a more hands-on and constructive approach to learning mathematical
formulae.
460
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SOLID GEOMETRY
Teaching Sample Activity 10.13: Deriving the formula for the volume of a
cuboid.
1.
Use the same cuboid boxes as that of Teaching Sample Activity 10.12. The
students can use the results of measurement from the activity to conduct
their investigations for this one.
2.
For each cuboid box, instruct the students to determine how many unit
cubes are needed to fill the length, breadth, and height of the box as
shown in Figure 10.45.
3.
4.
After the students have completed the information, instruct them to write
a mathematical equation that shows the relationship between the length
(L), breadth (B ), height (H ), and volume (V ) of all the cubes.
5.
6.
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7.
SOLID GEOMETRY
461
Students can then draw a conclusion by writing the general formula for
finding the volume of a cuboid.
Table 10.5
Box
Length (L)
(Unit Cube)
Breadth (B)
(Unit Cube)
Height (H)
(Unit Cube)
Volume (V)
(Unit Cube)
Relationship
between V,
L, B, and H
A
B
C
D
Conclusion: The volume of a cuboid is given by: V =
8.
Discuss with the students how the formula can be modified for volume of
cubes.
9.
462
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SOLID GEOMETRY
EXERCISE 10.2
1.
You have 12 cubes, each with sides 1cm long. How many different
cuboids can you make using all the cubes for each? Figure 10.46
shows one cuboid with the dimension, 2 u 2 u 3. Find the rest and
describe them.
2.
You are given 125 cubes, each with sides of 1cm in length. Find the
surface areas of all possible cuboids formed by using, all the cubes.
(i)
(ii)
3.
4.
A farmer takes one day to dig a cuboid hole that is 3.5m long, 1.5m
wide and 4m deep. At this rate, how long will it take the farmer to
dig a hole that is 7m long, 3m wide and 8m deep?
TOPIC 10
5.
SOLID GEOMETRY
463
A cube is a geometric solid which has six square faces of the same size and
12 edges of the same length.
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SOLID GEOMETRY
Cubes
Framework
Cuboids
Properties
Cho, S. M., Mangai, R., Suhana Sebi, & Tiew, E. K. (2005). Glossary for
mathematics: Form 1 to form 3. Petaling Jaya: Sasbadi Sdn. Bhd.
Chua, M. K., Teh, E. K., & Ooi, S. H. (2002). Mathematics Form 1 Volume 2. Johor
Bahru: Penerbitan Pelangi.
Pusat Perkembangan Kurikulum. (2002). Integrated Curriculum Specifications:
Mathematics form 1. Kuala Lumpur: Ministry of Education Malaysia.