• Digest the concept of Volume
• Remember and apply formula for volume of a cuboid.
• Be comfortable working in both cm³ and m³

• Ensure everyone leaves the lesson feeling they are confident finding the volume of a cuboid.

• Achieve quiet and the attention of whole class during the instruction phases.
• Handle any low-level disruption.

• Role of in-class support by others (where applicable): Ruth Howe will be in the class monitoring this lesson. If required, she can help the pupils with the worksheet.

• Definition of cube and cuboid
• Area of triangle, circle and various quadrilaterals

• This has proved a difficult lesson in the week to teach: last lesson before lunch, with many pupils arriving late due to a French/German lesson on the other side of school. The room entrance is at the front of the class, which means that students can cause a scene on their arrival, if allowed to, and no teacher can enter the room without the pupils being aware. Several pupils at the front on teacher's left have restricted visibility of the whiteboard.

• Volume is the amount of space that a shape takes up in three dimensions.
• You can find the volume of a cuboid by counting cubes.
• Volume = Area of Base x Height.
  • Applies to both cubes and cuboids.
  • Area of Base = Length x Width
  • Usually in textbooks you will not be able to see the base, but you will see the top. And the top is the same shape as the base. So the dimensions of the base are the same as those of the top. And top and base will have the same area.
• So Volume of a Cuboid = Length x Width x Height
• 1 m³ = 1 000 000 cm³
• l = V/(wxh)
• w = V/(lxh)
• h = V/(lxw)
• (To end) A cuboid is also a prism, and we will see in the next lesson how we can adapt this rule for calculating the volume of other types of prism.

• A cuboid from the set of 3D shapes
• Some building cubes, arranged into two strips of 5x1, and two layers of 5x2.
• Whiteboard pens
• EW pen
• 35 copies of any worksheet
• This lesson plan (two hard copies)
• Whiteboard rubber
• PowerPoint file
• Copy of Euclid

• Extension material: Ex 15E Q6, 7 and 8.

• No abnormal risks -- today will be just worksheet and whiteboard.

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• Get them to copy down the PowerPoint slide.
• Take the Register

• Today we're talking about volume.
• Can you give me some examples of things that have volume?
• Yes, everything in the real world has volume. The 2D world doesn't really exist, except on paper and in our imaginations.
• Volume is the amount of 3D space that an object takes up.
• Some objects are also hollow, and they have what is known as a capacity. Can you give me an example of something that is hollow that we use to hold stuff?
• Both Volume and Capacity can be measured in centimetres cubed.
• This box has a volume, and it also has a capacity.
• This cube has a volume of 1 cm cubed.
• Defn of a cube -- six faces, each face is a square.
• So if I put five together in a row, what is their combined volume? (5)
• And if I put another line of five next to it, how many cubes do I have? What is their combined volume? (10)
• This can be considered a layer. If I add two more identical layers beneath it, how many bricks do I have in the object? What is the volume of the new object? (30)
• Can anyone tell me what this object is called? A cuboid?
• Defn of a cuboid -- six faces, each face is a rectangle. It is sometimes called a rectangular block.
• Counting cubes exercise from the Web.
• Defn: Volume of a 3D shape
• Defn: Capacity of a hollow 3D shape.
• Recipe for Calculating Volume:
  1. Decide what the shape is.
  2. Write down the correct rule.
  3. Replace the letters with numbers.
  4. Calculate the answer.
  5. Use the correct units.
• Volume of a cuboid, as per p.264 in Impact 2(R)
• Examples from Exercise 15E Q1 on p.265, then get them to do a few. (15 mins)

• Ask for comments, R-A-G display of homework diaries
• WWW (what went well?)
• EBI (even better if...)

• (If there is time):
• What is the connection between this topic and this painting: 'School of Athens' (1510-11) by Raphael, hanging in the Vatican? (display on PowerPoint)
• Painted almost exactly 500 years ago, it is a scene imagined by the artist from 300 B.C. -- i.e. 2,300 years ago.
• In bottom right, using his compasses, is depicted a man called Euclid.
• He wrote the most popular textbook of all time -- a geometry textbook called 'Elements' -- which was still widely used in schools 100 years ago.
• And in it, he writes his definition of a solid: A solid is that which has length, breadth and depth.
• And though this is the most widely reprinted textbook in the world, it was almost lost to civilisation in the Middle Ages -- the only people who had a copy from the 8th century to the early 12th century were the Arabs.
• So it is only thanks to Islamic scholars of the Middle Ages that you are able to study the volume of a cuboid today.

• Q1 and Q2 from Exercise A, from p.56 of KS3 Measures, Shape and Space: Year 8
  • You will need a calculator to do some of the questions.
  • It will be taken in tomorrow.
  • You may write the answers on the sheet, but you must stick the sheet in your exercise book. I will not take in your homework if it is not stuck in.