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Page 58 Classroom Strategies Blackline Master
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BUILD A MODEL
Figure B side
Figure B front
Figure B top
Figure A side
Figure A front
Figure A top• • • • • • • • • • • • • • • • • • •
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Name_______________________________________Date___________
Classroom Strategies Blackline Master Page 59
Interlocking Cubes
Build the seven 3-d figures described below. The top, end, and side views are given.
1. 2.
top
endside
top
endside
3. 4.
top
endside top end
side
5. 6.
top
end side topend
side
7.
top end side
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Name_______________________________________Date___________
Page 60 Classroom Strategies Blackline Master II - 26
Name_______________________________________Date___________
Interlocking Cube Tasks
1. Create the figure shown by using only two interlocking cubes.
2. Create one large cube using ALL the interlocking cubes. (This can be done
in several ways and it is a good idea first to place the cubes numbered 4, 6, and 7.
Use piece #1 last.
3. Using the following ten models, recreate these with your interlocking cubes.
4. Create your own model and then draw its end, top, and side view.
5. Exchange your drawing of your original model with a friend. Recreate each other’smodels from the side, top, and end views provided.
Classroom Strategies Blackline Master Page 61
Interlocking Cube Models
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Page 62 Classroom Strategies Blackline Master
Interlocking Cube Models (cont.)
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Classroom Strategies Blackline Master Page 63
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ISOMETRIC DOT PAPER
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e___
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3-D Drawing
Name_______________________________________Date___________
Classroom Strategies Blackline Master Page 65
Going Up Cooperative Task Cards-1
Going Up #1
There are nine blocks in all.
There are three colors used.
Going Up #1
No two blocks of the same color touch.
Going Up #1
The ends of the building are identical towers.
Top blocks of both towers arered.
Going Up #1
There are two red blocks onthe bottom level.
Going Up #1
All blue blocks are on the bottom level.
Going Up #1
There are 2 yellow blocks.
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Page 66 Classroom Strategies Blackline Master
Going Up Cooperative Task Cards-2
Going Up #2
There are seven blocks in all.
Two of the blocks are red.
Going Up #2
No two blocks of the same color share a face.
Going Up #2
The only block on the thirdlevel is green.
Going Up #2
The blue blocks share an edge.
The red blocks share an edge.
Going Up #2
Three different colored blocks form the bottom level.
Going Up #2
There are more green blocksthan any other color.
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Classroom Strategies Blackline Master Page 67II - 33
Name_______________________________________Date___________
Models for Surface Area and Volume
Materials needed: scissors, tape, black line masters of shapes, isometric dot paper
Procedure.
1. Cut out each net provided. You should have two copies for the large rectangularprism, a small rectangular prism, a cube, and a triangular prism. Note: It will beeasier to fold the shapes crisply if you first lightly go over the fold lines with thepoint of a scissors. Fold the shapes so the grid is on the outside of the shape.
2. Find the surface area and volume of each shape. Record below.
3. Now find new shapes by combining any two of your five models. The new shapesshould be formed by matching congruent faces of the original shapes. Surface areasand volumes are given below for new shapes, which are each combinations of two ofthe original blocks you built. Find out how to build the shapes described and recordthe solution by drawing it on isometric dot paper.
Original Shapes Surface Area Volume
Large Rectangular Prism _________ _________
Cube _________ _________
Small Rectangular Prism _________ _________
Triangular Prism _________ _________
Combination Shapes Surface Area Volume
1. 256 cm2 256 cm3
2. 288 cm2 256 cm3
3. 224 cm2 192 cm3
4. 208 cm2 192 cm3
5. ~212 cm2 192 cm3
6. ~244 cm2 192 cm3
7. ~180 cm2 128 cm3
8. ~164 cm2 128 cm3
9. ~176 cm2 128 cm3
10. ~196 cm2 128 cm3
Page 68 Classroom Strategies Blackline Master
Models for Surface Area and Volume – Large Rectangular
Prism (make 2 of these)
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Classroom Strategies Blackline Master Page 69II - 35
Models for Surface Area and Volume – Triangular Prism
Roundarea ofthis face tonearest sq. cm.
Act
ual l
engt
h ~
8.94
cm
Page 70 Classroom Strategies Blackline Master
Models for Surface Area and Volume – Small Rectangular Prism
(make 2 of these)
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Classroom Strategies Blackline Master Page 71
Models for Surface Area and Volume – Cube
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Page 72 Classroom Strategies Blackline Master
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ISOMETRIC DOT PAPER
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Name_______________________________________Date___________
Classroom Strategies Blackline Master Page 73II - 39
Models for Volume of a Prism
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Volume - 7a Name________________________ Date_______________
Find each volume below.
1. The volume of cylinder A is 25 cubic cm. Find the volumes of cylinders B and C.
2. The volume of prism A is 36 cubic cm. Find the volumes of prisms B and C.
1 cm
A B C
1 cmA B
C
Classroom Strategies Blackline Master Page 75II - 41
Volume - 7a Name________________________ Date_______________
Find each volume below.
1. Find the volume of the rectangular solid shown.
2. Find the volume of the prisms below.
24 cm10 cm
60 cm
15 cm8 cm
30 cm
15 cm8 cm
30 cm
Page 76 Classroom Strategies Blackline Master II- 42
Name_______________________________________Date___________
Coordinating Change
I. Plot the following points and draw the polygon, ABCD. A(0,0), B(0,5), C(5,5), D(5,0)What is the shape of ABCD? __________What is the perimeter of ABCD? _________What is the area of ABCD? __________
II. On a new grid, draw a new shape. Use the same coordinates as ABCD, but change each x-value to 3 times the original value. Keep the y-values the same.A’( , ), B’ ( , ), C’( , ), D’( , )How does the shape of A’B’C’D’ compare to the shape of ABCD?What is the new perimeter? _________What is the new area? _________
III. On a new grid, draw a new shape. Use the same coordinates as ABCD, but change each y-value to 2 times the original value. Keep the x-values the same.A’’( , ), B’’ ( , ), C’’( , ), D’’( , )How does the shape of A’’B’’C’’D’’ compare to the shape of ABCD?
What is the new perimeter? _________
What is the new area? _________
IV. On a new grid, draw a new shape. Use the same coordinates as ABCD, but change each x-value AND each y-value to 2 times the original value. A’’’( , ), B’’’ ( , ), C’’’( , ), D’’’( , )How does the shape of A’’’B’’’C’’’D’’’ compare to the shape of ABCD?What is the new perimeter? _________What is the new area? _________
Classroom Strategies Blackline Master Page 77II - 43
Name_______________________________________Date___________Coordinating Change (cont.)
V. Plot the following points and draw the polygon, ABCDEFGH. A(0,0), B(6,0), C(6,8), D(4,8), E(4,4), F(2,4), G(2,8), H(0,8)What is the shape of ABCDEFGH? __________What is the perimeter of the polygon? _________What is the area of the polygon? __________
VI. On a new grid, draw a new shape. Use the same coordinates as ABCDEFGH, but changeeach x-value to 3 times the original value. Keep the y-values the same.A’( , ), B’ ( , ), C’( , ), D’( , ), E’ ( , ), F’( , ), G’( , ), H’( , )How does the shape of the new polygon compare with the original?
What is the new perimeter? _________What is the new area? _________
VII. On a new grid, draw a new shape. Use the same coordinates as ABCDEFGH, but changeeach x-value to 3 times the original value. Keep the y-values the same.A’’( , ), B’’ ( , ), C’’( , ), D’’( , ), E’’ ( , ), F’’( , ), G’’( , ), H’’( , )How does the shape of the new polygon compare with the original?
What is the new perimeter? _________What is the new area? _________
VIII. On a new grid, draw a new shape. Use the same coordinates as ABCDEFGH, but changeeach x-value AND each y-value to 2 times the original value. A’’’( , ), B’’’ ( , ), C’’’( , ), D’’’( , ), E’’’ ( , ), F’’’( , ), G’’’( , ), H’’’( , )
How does the shape of the new polygon compare with the original?
What is the new perimeter? _________What is the new area? _________
Page 78 Classroom Strategies Blackline Master II- 44
Coordinating Change – Grid SheetI. II.
III. IV.
Name_______________________________________Date___________
Classroom Strategies Blackline Master Page 79II - 45
Coordinating Change – Grid SheetV. VI.
VII. VIII.
IX. Suppose a regular pentagon is drawn so that the area is 20 square inches. An enlargement ismade with each side of the new figure being twice the length of each side of the original.Predict the area of the enlarged pentagon.
_____________
Name_______________________________________Date___________
Page 80 Classroom Strategies Blackline Master II - 46
Name_______________________________________Date___________
In an old Hollywood movie, a woman suddenly grows to a height of 50 feet. Imagine a world where the women are normally 50 feet tall. Assuming everything else in their world is to the same scale as in ours, calculate the measurements of commonly found items in that world. Use 65 inches as the height of an average Earth woman. Item Measurement Measurement Can you find something
Earth Giant Planet on Earth about this size?
Dinner plate ___________ _____________ __________________(diameter)
Water glass ___________ _____________ __________________(height)
Sports car ___________ _____________ __________________(length)
Shoe ___________ _____________ __________________(length)
Ring ___________ _____________ __________________(diameter)
Banana ___________ _____________ __________________(length)
Watermelon___________ _____________ __________________(length)
Pet cat ___________ _____________ __________________(length)
Attack of the 50 Foot Woman
Classroom Strategies Blackline Master Page 81II - 47
Name_______________________________________Date___________Lost in Space
Suppose you are lost in space and land on various strange planets. You meet no creatures, but you find some of their belongings and decide to guess the height of the alien beings. Use 6 feet as the height of a human.
Found Item Item the same size Item size Height of the on Earth on Earth Alien
Dinner plate
Penny _____________ __________________
Water glass
Garbage Can _____________ __________________
Sports car
Match box _____________ __________________
Film canister
Oatmeal box _____________ __________________
Ring Hula Hoop _____________ __________________
Bed sheet Napkin _____________ __________________
Pencil Telephone pole _____________ __________________
Fridge Bar of Soap _____________ __________________
Page 82 Classroom Strategies Blackline Master II - 48
Similar Figures Name________________________ Date_______________
The shapes below are similar. Find x.
1.
2.
3. Figure ABC is similar to figure DEF.
4. Figure ABCD is similar to figure GHIK.
24
916
x
7.2
16x
36
A
B
C
DE
F40
25
20x 32
A B
CD
G
H
I
K34
688
x
Classroom Strategies Blackline Master Page 83 II - 49
Similar Figures Name________________________ Date_______________
5. Figure ABC is similar to figure ADE. Find x.
6. Figure ABCD is similar to figure AGHI. Find x.
A
B
C
D
E
1015
12 x
A
B
C
D
GH
I
2
4
21
7
6x