Course Guide - USAID Teacher Education Project

• Difference between Volume and Capacity: http://tinyurl.com/Volume-vs-Capacity• Pythagorean Theorem: http://tinyurl.com/Alt-Pythag-TheoremDownload and print out for student use:• Geoboard dot paper: http://tinyurl.com/Dot-Paper-Geoboard• Plain dot paper: http://tinyurl.com/Dot-Paper-Plain• Alternative Proof of the Pythagorean Theorem:http://tinyurl.com/PythagProof2Bring to class:• Graph paper• RulersRead through the plans for this week's three sessionsWeeklong Overview:Session 1 addresses the concept of volume, noting that volume is a characteristic ofall 3-dimensional objects, not just the cubes, cuboids, and cylinders that will bestudied in this session.The volume of a rectangular box is expressed in cubic units, meaning how many “unitcubes” would fill the box.To visualize this, students should think of covering the bottom of the box with a layerunit cubes. This would be the area of the base. From that base, additional layerswould be built until the box is full. Thus, the volume of the box would be the area ofthe base multiplied by the number of layers (the height in units of the box).In the following illustration, the base of the cuboid is covered by 6 cubes. Then threemore layers are added. The area of the base (6 cubic units) multiplied by a height of (4layers) results in a volume of 24 cubic units.This "layering" model helps students visualize why multiplying the length, width, andheight is how volume is calculated.