The purpose of this activity is to encourage students to use algebraic techniques when solving a measurement problem.
This activity assumes the students have experience in the following areas:
The problem is sufficiently open ended to allow the students freedom of choice in their approach. It may be scaffolded with guidance that leads to a solution, and/or the students might be given the opportunity to solve the problem independently.
The example responses at the end of the resource give an indication of the kind of response to expect from students who approach the problem in particular ways.
Task: A cosmetic company wants to sell a bottle of perfume that is cylindrical and holds 50 mL (50 cm3) of scent, but looks like it holds 100 mL. The glass bottle will stand 6 cm high (not including the atomiser) with the side thickness of the glass being 0.50 cm.
Find x, the thickness of the top and bottom of the perfume bottle.
The following prompts illustrate how this activity can be structured around the phases of the Mathematics Investigation Cycle.
Introduce the problem. Allow students time to read it and discuss in pairs or small groups.
Discuss ideas about how to solve the problem. Emphasise that, in the planning phase, you want students to say how they would solve the problem, not to actually solve it.
Allow students time to work through their strategy and find a solution to the problem.
Allow students time to check their answers and then either have them pair share with other groups or ask for volunteers to share their solution with the class.
The student finds unknowns that lead to the solution of the problem.
Click on the image to enlarge it. Click again to close.
The student finds unknowns that lead to the solution of the problem.
Click on the image to enlarge it. Click again to close.
The student finds unknowns that lead to the solution of the problem, independently and with appropriate accuracy.
Printed from https://nzmaths.co.nz/resource/marketing-tricks at 12:03pm on the 20th April 2024