Fortunately, my mom is an AP Biology and Environmental Science teacher so she supplied me with the graduated cylinders, marbles, and some rocks. Also I am fortunate that my parents never gave away my old building blocks from when I was younger so I can use them for my math lesson.
length x width x height
So, I measured the sides of the prisms. The larger prism had a length of 11.5 cm, a width of 5.5 cm, and a height of 2.4 cm. So, 11.5 x 5.5 x 2.4= 149.16 centimeters cubed.
The smaller rectangular prism had a length of 5.3 cm, a width of 3.4 cm, and a height of 2 cm. So, 5.3 x 3.4 x 2= 36.04 centimeters cubed.
1/2 x Base x Height x Length.
Here is a diagram that I found on Google Images that might be helpful for when you find the volume of a triangular prism:
The larger triangular prism had a base of 2.6 cm, a height of 3 cm, and a length of 11.5 cm. So, 1/2 x 2.6 x 11.5 x 3= 44.85 centimeters cubed.
pi (3.14) x radius squared x height.
So I measured the bigger cylinder first the radius was 1.5 cm and the height was 10 cm. So I then I did (1.5)^2 x 10 x Pi= 70.69 cm cubed.
The smaller cylinder had a radius of 1.4 cm and a height of 3.9 cm. So, (1.4)^2 x 3.9 x Pi= 24.01 cm cubed.
This volume activity led me into finding the volume of irregular solid shapes. I decided to find the volume of a marble, a granite rock, and a quartz mineral.
The first object I measured was the marble. I dropped it in and the water filled up to 42 ml. So, 42-40= 2. So the volume of the marble is 2 ml or 2 cm cubed.
The second object I measured was the quartz mineral. I dropped it in the water and the water increased to 44 ml, so 44-40= 4 ml or 4 cm cubed.
Then the last object I dropped into the graduated cylinder was the granite rock. When I dropped it in the cylinder the water increased to 43 ml so 43-40= 3 ml or 3 cm cubed.
I think this activity would be good for upper elementary school students since there is no complicated equations involved and this activity is more visual. All the students have to do is be able to measure out water and subtract numbers. It's necessary to have objects that will sink to the bottom of the graduated cylinder or measuring cup, because the activity will not work with items that float.
Feedback: Would these activities benefit students knowledge of volume? What other ways could I teach volume besides the ways we've done in class and the two ways I just did?