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Provide each student access to graph paper and a scientific calculator.
A shipping company makes cube-shaped boxes. Their basic box measures 1 foot per side. They want to know how to scale the basic box to build new boxes of various volumes.
The company decides to create a graph to help analyze the relationship between volume () and scale factor (). Complete the table, rounding values to the nearest hundredth if needed.
Then, on graph paper, plot the points, and connect them with a smooth curve.
| volume in cubic feet | scale factor |
|---|---|
| 0 | |
| 1 | |
| 5 | |
| 8 | |
| 10 | |
| 15 | |
| 20 | |
| 27 |
The goal of this discussion is to draw conclusions from the graph about the relationship between volume and scale factor.
A group of scientists is designing a satellite that orbits Earth. The surface of the satellite is covered with solar panels that supply the satellite with energy. The interior of the satellite is filled with scientific instruments. The scientists are trying to find the best size to make the satellite by scaling their original design.
Students may be unsure how to find the original surface area or volume. Ask them what the scale factor would be, and then direct them to use the graph to find the value that gives an output of one.
The purpose of this discussion is to share strategies in preparation for the Lesson Synthesis. Ask students to describe what steps they took to solve these problems. What was the easiest part, and what was most difficult?
When finding the scale factor needed to achieve a volume of 10 cubic feet, some students may divide 10 by 3, resulting in a scale factor of approximately 3.3. Ask them if they divided 27 by 3 in the prior problem.
Some students may struggle to set an appropriate scale for the -axis. Ask them to identify the largest -value they'll need to graph.