Using this data, students sketch the prism's net on grid paper. Clarifying Activity Students use grid paper to make nets for different-sized cylinders, then count the squares on the grid paper to estimate the surface areas of the cylinders. The student uses procedures to determine measures of solids. Given a rectangular prism, students establish the area of the base by covering the bottom with cubes. Layering the cubes to match the first layer on the base, students fill the prism to estimate the volume of the prism.
Students see that it takes three of the volumes of the cone to fill the corresponding cylinder.
The student uses procedures to determine measures of solids. Then, students design packages to get the greatest volume with a given surface area. Finally, students discover that a cube is the rectangular prism that has the least surface area for a given volume. Clarifying Activity Students build a model of a room or building. Using the dimensions of the model, and the scale of the model, students determine how many square feet, square yards, or square meters of carpet would be needed to carpet the floor of the actual room or building.