Title – A Box in a Box in a Box

By – Cassie Bongiovanni

Primary Subject – Math

Grade Level – 6

Texas Essential Knowledge and Skills Math Standards:

6.8A-B Estimate measurements and evaluate reasonableness; select and use units, tools, or formulas to measure length, (including perimeter), area, time, temperature, volume, and weight.

Learning Objectives:

• The student will be able to identify the surface area of all given objects after reviewing formulas as a class.
  
• The student will be able to follow the steps and directions during the activity without teacher’s assistance.
  
• The student will be able to estimate and measure the lengths of each side of each box.

List of Materials:

• 12 boxes (4 small that fit into 4 medium that fit into 4 large boxes)
  
• wrapping paper assortment
• 4-8 rulers
  
• 23 worksheets
  
• 21 pencils
  
• 1 big trash bag
  
• tape
• a marker
  
• bag of candy (optional)

Pre-Activity:

• Make copies of the worksheet.
• Wrap the small boxes and place them inside the medium boxes.
• Wrap the medium boxes and place them inside the large boxes.
• Wrap the large boxes.

Transition:

• The students get out their pencils and erasers as quickly and quietly as possible.
• They must get into four groups if they are not already in them.

Introduction:

• To gain their attention, announce that the students get a treat at the end if they win. (
  
  For me, each student got a chocolate kiss and the winning team got an extra one.
  
  )
• You can also tell them the rules, and if they do not follow the instructions and rules of the classroom, then they don’t get candy.

Presentation/Procedure:

1. At the beginning of class, go over how to estimate and how to measure just to make sure they remember.
2. Place the large wrapped box in front of each group (four groups – 3 wrapped boxes inside of each other for each group) as well as a fill-in-the-blank worksheet that says the following:

   Box in a Box in a Box Directions : Each group will receive a big box wrapped in decorative paper. Each group will estimate the length, width, and height of the box using their hands, their eyes, or a piece of paper. Each group then measures the length, width, and height with a ruler and rounds to the nearest fourth of an inch. Each group must now find the surface area and volume of each box. When you think you have the right answer, raise your hand and check with the teacher who has the key. Once you get the okay, you can rip off the wrapping, and move on to the next box. The group that finishes the fastest and correctly wins. They will then wait patiently until the whole class finishes. Large Box : Estimations for length (longer side): ___________ Actual measurement: ______________ Estimation for width (shorter side): _____________ Actual measurement: ______________ Surface area : ______________ Estimation for height (tall side): _____________ Actual measurement: ______________ Volume : ______________ Medium Box : Estimations for length (longer side): ___________ Actual measurement: ______________ Estimation for width (shorter side): _____________ Actual measurement: ______________ Surface area : ______________ Estimation for height (tall side): _____________ Actual measurement: ______________ Volume : ______________ Small Box : Estimations for length (longer side): ___________ Actual measurement: ______________ Estimation for width (shorter side): _____________ Actual measurement: ______________ Surface area : ______________ Estimation for height (tall side): _____________ Actual measurement: ______________ Volume : ______________

3. You can remove the height, area, and/or volume calculations if inappropriate for your groups.
   

Closure:

• At the end of the lesson, each student will say their favorite method of estimation (or say the formula for surface area or volume from the top of their head).
• Then they will clean up their mess and receive their candy.
• All must be done quickly and quietly and to the best of their ability.

E-Mail

Cassie Bongiovanni

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