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Lesson Planning Sheet Title: Similar Volumes Learning Objectives: By the end of the lesson: All students should be able to calculate the volume scale factor given two corresponding lengths in similar solids. Most students should be able to derive and apply the volume scale factor to calculate unknown volumes in similar solids Some students should be able to derive and apply the volume and length scale factors to calculate unknown measurements in solid shapes. Keywords: Volume Scale Factor, Similar, Corresponding, Length Scale Factor Learning Activities Starter/Introduction Students recap deriving the length and area scale factors for similar shapes. Have the class work on mini-whiteboards to first calculate the length scale factor and then apply it to determine the length of w. Once the length scale is found the area scale factor can be calculated for x. If needed, use the interactive Excel file to review similar areas. Development Introduce the Volume Scale Factor as the ( ) Work through the first example as shown in figure 1. It is important to emphasise the relationship between the length, area and volume scale factors when using one scale factor to calculate another. Resources: Miniwhiteboards Interactive Excel File Calculators

Figure 2

Work through the second example using a similar approach. Have the class discuss how the third example, Figure 1 shown in figure 2, is different than the previous two. Ideally they will recognise that the volume scale factor is now used to determine the length scale factor. Use the interactive Excel file to provide additional examples for the students to attempt on mini-whiteboards. When ready the class should be able to progress through the problems on the third slide independently. Emphasise the need to include sketches as part of the working out. Plenary The plenary provides a greater element of problem solving with volume scale factors since the class first need to identify the frustum is part of a two similar cones. It may be necessary to make this explicit to the class by sketching a larger and smaller cone with the difference between them being the frustum. Have the class work in pairs to provide peer support. Solutions could be presented on mini-whiteboards for assessment and feedback. Differentiation More able: Students could calculate dimensions for solids with algebraic dimensions. Similar surface areas could also be included with the solids.

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Less Able Students may benefit from having integer length scale factors from 2 to 5 to simplify calculations. Emphasise the link between the scale factors using powers and roots.

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