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4.2 from the left side:


4.3 from the right corner:


Activity 4:

To investigate and approximate volume of three-dimensional objects [LO 4.8]

  • You may work in groups. Each group will need: various small boxes, e.g. a matchbox; a rectangular container for margarine; a shoebox, etc. (try to have five of them); sugar cubes (or 1 cm wooden cubes from the Foundation Phase).

1. Pack sugar cubes into the matchbox and fill it with the cubes. How many do you need?

2. Now do the same with the other boxes and complete the table below:

Object (box) Number of sugar cubes needed to fill the box

3. Measure the cube of sugar and record your findings:

  • Length of cube:
  • Width of cube:
  • Height of cube:

4. The matchbox can contain …………. cubes; we say its volume is about ……..… cubic centimetres.

5. When we measure what can go into the space in a container, we are measuring VOLUME and we need three measurements: length, width and height.

6. Instead of counting each little cube of sugar, what would be a quicker way of calculating the volume of a box? Discuss this with a friend and then write down your answer on the dotted line.

7. How many sugar cubes will you need to fill a box that is 20cm long, 15cm wide and 7cm high (a 2 litre ice-cream container)? Write down your calculations and then compare them with those of a friend.


Learning outcomes(LOs)
LO 2
Patterns, Functions and AlgebraThe learner will be able to recognise, describe and represent patterns and relationships, as well as to solve problems using algebraic language and skills.
Assessment standards(ASs)
We know this when the learner:
2.1 investigates and extends numeric and geometric patterns looking for a relationship or rules, including patterns:
  • represented in physical or diagrammatic form;
2.1.2 not limited to sequences involving constant difference or ratio.
2.2 describes observed relationships or rules in own words.
LO 3
Space and Shape (Geometry ) The learner will be able to describe and represent characteristics and relationships between two-dimensional shapes and three-dimensional objects in a variety of orientations and positions.
We know this when the learner:
3.2 describes, sorts and compares two-dimensional shapes and three-dimensional objects from the environment according to geometrical properties including:
  • shapes of faces;
  • number of sides;
  • flat and curved surfaces, straight and curved sides.
3.3 investigates and compares (alone and/or as a member of a group or team) two-dimensional shapes and three dimensional objects studied in this grade according to the properties already studied, by:
3.3.1 making three-dimensional models using cut-out polygons (supplied);
  • drawing shapes on grid paper;
3.4 recognises and describes lines of symmetry in two-dimensional shapes, including those in nature and its cultural art forms;
3.5 makes two-dimensional shapes, three-dimensional objects and patterns from geometric objects and shapes (e.g. tangrams) with a focus on tiling (tessellation) and line symmetry;
3.6 recognises and describes natural and cultural two-dimensional shapes, three-dimensional objects and patterns in terms of geometric properties;
3.7 describes changes in the view of an object held in different positions.
LO 4
measurementThe learner will be able to use appropriate measuring units, instruments and formulae in a variety of contexts.
We know this when the learner:
4.8 investigates and approximates (alone and /or as a member of a group or team):
4.8.2 area of polygons (using square grids and tiling) in order to develop an understanding of square units;
  • volume/capacity of three-dimensional objects (by packing or filling them) in order to develop an understanding of cubic units.


ACTIVITY 1: 3D Objects

1. Investigation – practical

2. Using a net – practical

3. Practical – Tetrahedron (tetra – Greek = 4)

  1. Using investigations
Object Surfaces Flat or curved Corners Edges
Rectangular prism 6 Flat 8 12
Cube 6 Flat 8 12
Tetrahedron 4 flat 5 7

ACTIVITY 2: Symmetry

1. PROJECT – own – practical

2. Shapes

2.1 and 2.2 and 2.3 Cutting and folding and ruling lines of symmetry,


( Note: in a rectangle diagonals cannot be used for just folding.)

ACTIVITY 3: objects seen from different angles

1.1 to 1.4 Practical – studying a building from various angles

2. and 3. Practical – working with cubes

4.1 to 4.3 Drawing – difficult!

ACTIVITY 4: volume

1. own

2. own investigation

3. 1 cm; 1 cm; 1 cm

4. own

5. -

6. Discussion (length x breadth x height)

7. 2 100 sugar cubes

Questions & Answers

I only see partial conversation and what's the question here!
Crow Reply
what about nanotechnology for water purification
RAW Reply
please someone correct me if I'm wrong but I think one can use nanoparticles, specially silver nanoparticles for water treatment.
what is the stm
Brian Reply
is there industrial application of fullrenes. What is the method to prepare fullrene on large scale.?
industrial application...? mmm I think on the medical side as drug carrier, but you should go deeper on your research, I may be wrong
How we are making nano material?
what is a peer
What is meant by 'nano scale'?
What is STMs full form?
scanning tunneling microscope
how nano science is used for hydrophobicity
Do u think that Graphene and Fullrene fiber can be used to make Air Plane body structure the lightest and strongest. Rafiq
what is differents between GO and RGO?
what is simplest way to understand the applications of nano robots used to detect the cancer affected cell of human body.? How this robot is carried to required site of body cell.? what will be the carrier material and how can be detected that correct delivery of drug is done Rafiq
what is Nano technology ?
Bob Reply
write examples of Nano molecule?
The nanotechnology is as new science, to scale nanometric
nanotechnology is the study, desing, synthesis, manipulation and application of materials and functional systems through control of matter at nanoscale
Is there any normative that regulates the use of silver nanoparticles?
Damian Reply
what king of growth are you checking .?
What fields keep nano created devices from performing or assimulating ? Magnetic fields ? Are do they assimilate ?
Stoney Reply
why we need to study biomolecules, molecular biology in nanotechnology?
Adin Reply
yes I'm doing my masters in nanotechnology, we are being studying all these domains as well..
what school?
biomolecules are e building blocks of every organics and inorganic materials.
anyone know any internet site where one can find nanotechnology papers?
Damian Reply
sciencedirect big data base
Introduction about quantum dots in nanotechnology
Praveena Reply
what does nano mean?
Anassong Reply
nano basically means 10^(-9). nanometer is a unit to measure length.
do you think it's worthwhile in the long term to study the effects and possibilities of nanotechnology on viral treatment?
Damian Reply
absolutely yes
how to know photocatalytic properties of tio2 nanoparticles...what to do now
Akash Reply
it is a goid question and i want to know the answer as well
characteristics of micro business
for teaching engĺish at school how nano technology help us
How can I make nanorobot?
how did you get the value of 2000N.What calculations are needed to arrive at it
Smarajit Reply
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Read about ancient clocks like_ hour glass, water clock and sun dial for a quiz and hand on Activity in the class
Neha Reply

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Source:  OpenStax, Mathematics grade 4. OpenStax CNX. Sep 18, 2009 Download for free at http://cnx.org/content/col11101/1.1
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