Gr ade 8 Mathemat ics

Shape and Space

Shape and Space (Measurement and 3-D Objects and
2-D Shapes)—8.SS.2, 8.SS.3, 8.SS.4, 8.SS.5
Note: Specific learning outcome 8.SS.1 is addressed in the discussion of Number and
Shape and Space (Measurement).

Enduring Understandings:
Many geometric properties and attributes of shapes are related to
measurement.
The area of some shapes can be used to develop the formula for the area,
surface area, and volume of other shapes.
While geometric figures are constructed and transformed, their proportional
attributes are maintained.
All measurements are comparisons.
Length, area, volume, capacity, and mass are all measurable properties of
objects.
The unit of measure must be of the same nature as the property being
measured.

General Learning Outcomes:

Use direct or indirect measurement to solve problems.
Describe the characteristics of 3-D objects and 2-D shapes, and analyze the
relationships among them.

Specific Learning Outcome(s): Achievement Indicators:

8.SS.2 Draw and construct nets for 3-D  Match a net to the 3-D object it represents.
objects.  Construct a 3-D object from a net.
[C, CN, PS, V]  Draw nets for a right circular cylinder,
right rectangular prism, and right
triangular prism, and verify [that the nets
are correct] by constructing the 3-D objects
from the nets.
 Predict 3-D objects that can be created
from a net and verify the prediction.

continued

Shape and Space 3

Specific Learning Outcome(s): Achievement Indicators:

8.SS.3 Determine the surface area of  Explain, using examples, the relationship
n right rectangular prisms between the area of 2-D shapes and the
n right triangular prisms surface area of a 3-D object.
n right cylinders  Identify all the faces of a prism, including
to solve problems. right rectangular and right triangular
[C, CN, PS, R, V] prisms.
 Describe and apply strategies for
determining the surface area of a right
rectangular or right triangular prism.
 Describe and apply strategies for
determining the surface area of a right
cylinder.
 Solve a problem involving surface area.

8.SS.4 Develop and apply formulas for  Determine the volume of a right prism,
determining the volume of right given the area of the base.
prisms and right cylinders.  Generalize and apply a rule for
[C, CN, PS, R, V] determining the volume of right cylinders.
 Explain the relationship between the area
of the base of a right 3-D object and the
formula for the volume of the object.
 Demonstrate that the orientation of a 3-D
object does not affect its volume.
 Apply a formula to solve a problem
involving the volume of a right cylinder
or a right prism.

8.SS.5 Draw and interpret top, front, and  Draw and label the top, front, and side
side views of 3-D objects composed views of a 3-D object on isometric dot
of right rectangular prisms. paper.
[C, CN, R, T, V]  Compare different views of a 3-D object to
the object.
 Predict the top, front, and side views
that will result from a described rotation
(limited to multiples of 90°) and verify
predictions.
 Draw and label the top, front, and side
views that result from a rotation (limited
to multiples of 90°).
 Build a 3-D block object, given the top,
front, and side views, with or without the
use of technology.
 Sketch and label the top, front, and side
views of a 3-D object in the environment,
with or without the use of technology.

4 G r a d e 8 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
Prior Knowledge
Students may have had experience with the following:
QQ Demonstrating an understanding of measuring length (cm, m) by
QQ selecting and justifying referents for the units cm and m
QQ modelling and describing the relationship between the units cm and m
QQ estimating length using referents
QQ measuring and recording length, width, and height
QQ Describing 3-D objects according to the shape of the faces, and the number of edges
and vertices
QQ Demonstrating an understanding of area of regular and irregular 2-D shapes by
QQ recognizing that area is measured in square units
QQ selecting and justifying referents for the units cm2 or m2
QQ estimating area by using referents cm2 or m2
QQ determining and recording area (cm2 or m2)
QQ constructing different rectangles for a given area (cm2 or m2) in order to
demonstrate that many different rectangles may have the same area
QQ Solving problems involving 2-D shapes and 3-D objects
QQ Describing and constructing rectangular and triangular prisms
QQ Demonstrating an understanding of volume by
QQ selecting and justifying referents for cm³ or m³ units
QQ estimating volume by using referents for cm³ or m³
QQ measuring and recording volume (cm³ or m³)
QQ constructing rectangular prisms for a given volume
QQ Describing and providing examples of edges and faces of 3-D objects, and sides of
2-D shapes, that are
QQ parallel
QQ intersecting
QQ perpendicular
QQ vertical
QQ horizontal
QQ Developing and applying a formula for determining the
QQ perimeter of polygons
QQ area of rectangles
QQ volume of right rectangular prisms

Shape and Space 5

 QQ Developing and applying a formula for determining the area of
QQ triangles
QQ parallelograms
QQ circles

Related Knowledge
Students should be introduced to the following:
QQ Demonstrating an understanding of perfect squares and square roots, concretely,
pictorially, and symbolically (limited to whole numbers)

Background Information
Measurement

The key to understanding measurement is developing an understanding of the formulas

for calculating surface area and volume and then being able to use the formulas to solve
problems.

Determining the surface area and volume of right cylinders, right rectangular prisms,
and right triangular prisms is an extension of already known formulas (area of a
rectangle, area of a triangle, area of a circle, circumference of a circle, and volume of a
rectangle) and the nets of these 3-D objects.

Definitions

cylinder
A geometric figure with two parallel and congruent, flat (plane) surfaces connected
by one curved surface (curved face).

Examples:

6 G r a d e 8 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
edge
A line segment where two faces of a 3-D figure intersect.

Example:
edge

face
A flat surface of a solid.

Example:

face

height
Can be used in the following ways:
QQ The measurement from base to top.
QQ The perpendicular distance from a vertex to the line containing the opposite
side of a plane figure; the length of a perpendicular from the vertex to the plane
containing the base of a pyramid or cone; the length of a perpendicular between
the planes containing the bases of a prism or cylinder.
Examples:

 

Shape and Space 7

 net
The 2-D set of polygons of which a 3-D object is composed.

Example:

3-D Figure

prism
A 3-D figure (solid) that has two congruent and parallel faces that are polygons (the
bases); the remaining faces are parallelograms. The name of the prism is determined
by the shape of the base.

Examples:

right cylinder
A geometric figure with two parallel and congruent, flat (plane) surfaces connected
at a right angle by one curved surface (curved face). A right cylinder has a 90° angle
where the base and height meet.

Examples:


8 G r a d e 8 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
right prism
A prism that has a 90° angle where the base and height meet.

right rectangular prism

A prism whose six faces are rectangles; a prism with a rectangular base.

Example:

right triangular prism

A prism with a triangular base whose faces meet the base at right angles.

Example:

surface area
The sum of the areas of the faces or curved surface of a 3-D object.

three-dimensional (3-D) object

An object that has length, width, and height (e.g., prism, pyramid, cylinder, cone).

two-dimensional (2-D) shape

A figure that has two measures, such as length, width, or height (e.g., circle, square,
triangle).

vertex
Can be used in the following ways:
QQ The common endpoint of two sides of a polygon.
QQ The common endpoint of two rays that form an angle.
QQ The common point where three or more edges of a 3-D solid meet.

view
A 2-D representation of a 3-D object.

Shape and Space 9

 volume
QQ In general, volume refers to an amount of space occupied by an object (e.g.,
solids, liquids, gas).
QQ In science, volume is expressed in cubic units (e.g., cubic centimetres (cm3) and
cubic metres (m3)).
QQ In mathematics, volume means the same thing as capacity. Both volume and
capacity are represented by the number of cubes (and parts of cubes) of a given
size it takes to fill an object.

Determining Surface Area

Surface Area of a Right Prism

To determine the surface area of the right prism, determine the areas of each face and
then add the areas together.
QQ Surface Area of a Right Cylinder
To determine the surface area of a right cylinder, the shapes that make up the
cylinder must be known. If you look at the net of a right cylinder, you will find that
the shapes of the right cylinder are two circles (if there is a top and a bottom) and a
rectangle.
Example:
A possible net of a right cylinder looks like this:
r

w Area of a rectangle Area of a cirlce

l•w pr2
l

To determine the surface area of the right cylinder, determine the areas of the
rectangle and the two circles, and then add the areas together.

Surface Area of Right Cylinder

= Area of rectangle + area of circles
= (l • w) + 2(pr2)
Surface area is measured in square units, written as cm², m², and so on.

Note: The length of the rectangle is the same as the circumference of the circle.

10 G r a d e 8 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
QQ Surface Area of a Right Rectangular Prism
To determine the surface area of a right rectangular prism, the shapes that make up
the rectangular prism must be known. If you look at the net of a right rectangular
prism, you will find that the shapes of the right rectangular prism are six rectangles,
with opposite sides of the boxes the same.
Example:
A possible net of a right rectangular prism looks like this:

Area A
Area of a rectangle
Area E Area B Area F
l•w
Area C

Area D

To determine the surface area of the right rectangular prism (Area A = Area C,
Area B = Area D, Area E = Area F), you need to determine the areas of all six
rectangles. Since opposite sides are equal, you only have to calculate the area of
three rectangles, double each area, and add them.
Surface Area of Right Rectangular Prism
= 2(Area A) + 2(Area B) + 2(Area E)
= 2(lA + wA) + 2(lB + wB) + 2(lE + wE)

Note: lA is the length of rectangle A, while lB is the length of rectangle B. The length
of rectangle A may or may not be the same as the length of rectangle B. Students
need to be careful to use the correct dimensions to find each area. They are not
expected to use the notation lA.

Surface area is measured in square units, written as cm², m², and so on.
QQ Surface Area of Right Triangular Prism
To determine the surface area of a right triangular prism, the shapes that make
up the triangular prism must be known. If you look at the net of a right triangular
prism, you will find that the shapes of the right triangular prism are three rectangles
and two triangles, with the opposite triangles being the same size.

Shape and Space 11

 Example:
A possible net of a right triangular prism looks like this:

The rectangles may or may not 1 2 3 Area of a rectangle

be the same size, depending on l•w
the type of triangle the base is
made from. Area of a triangle
b•h
2
height—perpendicular distance
from base to opposite side
base
To determine the surface area of the right triangular prism, you need to determine
the area of the two triangles and the area of the three rectangles. You may be able
to combine some areas if they contain similar measurements. A general formula for
determining the surface area of a right triangular prism is as follows:

Surface Area of a Right Triangular Prism

= (area of rectangle 1) + (area of rectangle 2) + (area of rectangle 3) +
2(area of triangle)
b•h
= (l1 • w1) + (l2 • w2) + (l3 • w3) + 2( )
2
Note: l1  length of rectangle 1; w1  width of rectangle 1.

Determining Volume

Volume of a Right Prism

To determine the volume of a right prism, determine the area of the base and multiply it
by the height.
QQ Volume of a Right Cylinder
The volume of a right cylinder is determined by multiplying the area of the base by
the height of the cylinder.
Example:
diameter – 2 cm
Area of base = pr2
= p (1 cm)2
= 3.14 cm2
Volume = Area of base • height
height – 5 cm
= 3.14 cm2 • 5 cm
= 15.7 cm3

12 G r a d e 8 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
 QQ Volume of a Right Rectangular Prism
Volume of a right rectangular prism is determined by multiplying the area of the
base of the rectangular prism by the height of the rectangular prism.
Example:

Volume of a rectangular prism

height – 20 cm = area of base times height
= 24 cm2 • 20 cm
= 480 cm3
base – 24 cm²

QQ Volume of a Right Triangular Prism

The volume of a right triangular prism is determined by multiplying the area of the
base of the triangular prism by the height of the triangular prism.
Example:

Volume of a triangular prism

height – 15 cm = area of base times height
= 30 cm2 • 15 cm
= 450 cm3
base – 30 cm²

Mathematical Language
2-D shapes net
3-D objects orientation of a shape
area radius
base of a prism right cylinder
diameter right rectangular prism
edge right triangular prism
face vertex
formula view
height of a prism volume

Shape and Space 13

Learning Experiences

Assessing Prior Knowledge

Materials: BLM 8.SS.2.1: Measurement Pre-Assessment

Organization: Individual
Procedure:
1. Tell students that they will be extending their understanding of
measurement over the next few lessons; however, you first need to
find out what they already know about measurement.
2. Hand out copies of BLM 8.SS.2.1: Measurement Pre-Assessment and
have students complete it individually, showing their work.

Observation Checklist

 Observe students’ responses to determine whether they can do the

following:
r Determine the area of a rectangle.
r Determine the circumference of a circle.
r Determine the volume of a right rectangular prism.
r Determine the area of a circle.
r Determine the area of a triangle.

Suggestions for Instruction

QQ Draw and label the top, front, and side views of a 3-D object on
isometric dot paper.
QQ Sketch and label the top, front, and side views of a 3-D object in the
environment, with or without the use of technology.

Materials: Cereal or macaroni boxes (ideally, multiples of the same type and size of
boxes), cubes/blocks, BLM 5–8.21: Isometric Dot Paper

Organization: Whole class/pairs/individual

14 G r a d e 8 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
Procedure:
1. Tell students that they will be learning about nets for 3-D objects.
2. Discuss the meaning of the following terms with the class:
QQ 2-dimensional
QQ 3-dimensional
QQ net
QQ net of a 3-D object
QQ view (with respect to 3-D objects)
3. Place boxes around the room, showing different faces of the boxes. Have students
draw the boxes from where they are sitting, so they will be drawing different
views.
4. Have students, working in pairs, each choose one of their drawings. Without
showing their drawings to each other, students take turns explaining how to draw
their respective views while the partners try to replicate the drawings based on
the explanations. Ask those students who were successful in having their partners
draw an exact replica of their drawings, what key words they used to help their
partners. (Observe whether students are able to use the terms face, edge, and vertex
in their descriptions.)
5. Show students a right rectangular prism. To describe 3-D objects, one needs to
count the number of faces, edges, and vertices on the objects.
QQ A face is a flat or curved surface.
QQ An edge is a line segment where two faces meet.
QQ A vertex is a point where three or more edges meet.
6. Provide each student with a copy of BLM 5–8.21: Isometric Dot Paper. Ask students
to redraw their boxes on the dot paper and identify the faces, edges, and vertices of
their boxes.
7. Ask students the following questions:
QQ What is the front of your box? What is the side? What is the top? Does it matter?
QQ Were you able to see all the views when you labelled your box? Do you need to
see all the views?
QQ Why do you need to have only one side view
if the top and front views are given?
Note: Students may need
8. Provide each student with 5 to 10 cubes/blocks. some time to explore how
Have each student create an object and then draw to use isometric dot paper.
and label the front, side, and top views of the The dots are at angles,
object on the isometric dot paper provided (see so students will need
BLM 5–8.21: Isometric Dot Paper). some time to learn how to
connect the dots to draw
and label their objects.

Shape and Space 15

 Observation Checklist

 Observe students’ responses to determine whether they can do the

following:
r Draw and label the top, front, and side views of a 3-D object on
isometric dot paper.
r Visualize 3-D objects in order to represent them in a 2-D picture.

Suggestions for Instruction

QQ Compare different views of a 3-D object to the object.

QQ Predict the top, front, and side views that will result from a described
rotation (limited to multiples of 90°) and verify predictions.
QQ Draw and label the top, front, and side views that result from a
rotation (limited to multiples of 90°).
QQ Sketch and label the top, front, and side views of a 3-D object in the
environment, with or without the use of technology.

Materials: Various 3-D objects (e.g., books, rectangular erasers, boxes, CD cases) that
students have gathered, BLM 5–8.21: Isometric Dot Paper, cubes, overhead or LCD
projector

Organization: Individual/whole class

Procedure:
1. Ask each student to select one object from the assortment that has been gathered.
Then have students do the following:
QQ Draw and label the top, front, and side views of the object on the isometric dot
paper provided.
QQ Rotate the object 90° clockwise and draw and label the top, front, and side views
of the object on the isometric dot paper.
QQ Compare the different views of the 3-D object.
2. Show students a picture of any type of box using an overhead or LCD projector.
Have them draw and label the top, front, and side views that result from a
270° clockwise turn. (Students may note that a 270° clockwise turn is the same as a
90° counter-clockwise turn.)
3. Show students a 2-D view of one of the objects and have them determine which
object it could be.

16 G r a d e 8 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
 Observation Checklist

 Observe students’ responses to determine whether they can do the

following:
r Draw and label top, front, and side views of a 3-D object that has
been rotated.
r Predict the top, front, and side views of an object to be rotated.
r Visualize the new image.
r Analyze the original view to determine the new view.
r Draw and label the views as they rotate.

Suggestions for Instruction

QQ Draw and label the top, front, and side views of a 3-D object on
isometric dot paper.
QQ Build a 3-D block object given the top, front, and side views, with or
without the use of technology.

Materials: Interlocking blocks/cubes, BLM 5–8.21: Isometric Dot Paper

Organization: Pairs

Procedure:
1. Pair up students in the class.

2. Have each student take approximately 20 blocks/cubes.

3. Ask each student to do the following:

QQ Use six cubes to make a 3-D object and keep it hidden from your partner.
QQ Use isometric dot paper to draw and label the top, front, and side views of your
3-D shape.
QQ Exchange your isometric dot paper views with those of your partner and have
your partner build the 3-D object you created.
QQ Compare the original 3-D object with the partner’s representation of it.
4. For the next rounds, increase the number of blocks to eight, and then to ten.

Shape and Space 17

 Observation Checklist

 Observe students’ responses to determine whether they can do the

following:
r Draw and label the top, front, and side views of a 3-D object.
r Build a 3-D block from the top, side, and front views.

Suggestions for Instruction

QQ Construct a 3-D object from a net.

QQ Draw nets for a right circular cylinder, right rectangular prism, and
right triangular prism, and verify [that the nets are correct] by
constructing the 3-D objects from the nets.
QQ Predict 3-D objects that can be created from a net, and verify the
prediction.
QQ Match a net to the 3-D object it represents.

Materials: BLM 8.SS.2.2: Nets of 3-D Objects, white paper

Organization: Individual

Procedure:
1. Hand out copies of BLM 8.SS.2.2: Nets of 3-D Objects. Have students, working
individually, predict what a net will make, and then have them construct the object
to verify their prediction.
2. Repeat the first step with a number of nets so that students are able to see how the
nets make the 3-D objects.
3. Place the following three names in a container: right circular cylinder, right
rectangular prism, and right triangular prism. Ask students to pick one of the
names out of the container and draw the net for the selected 3-D object, using the
white paper provided.
4. Have students construct a 3-D object from their net to determine whether their net
is correct.
5. Repeat the process to observe whether students can construct nets for all three 3-D
objects.

18 G r a d e 8 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
 Observation Checklist

 Observe students’ responses to determine whether they can do the

following:
r Predict a 3-D object based on the net.
r Construct a net for a right circular cylinder.
r Construct a net for a right rectangular prism.
r Construct a net for a right triangular prism.

Suggestions for Instruction

QQ Construct a 3-D object from a net.

QQ Match a net to the 3-D object it represents.

1
Materials: BLM 8.SS.2.3: 3-D Objects, white paper (8
2
× 11), BLM 8.SS.2.4: Matching
Organization: Whole class/small group/individual

Procedure:
1. Ask students to suggest examples of 3-D objects. Record their suggestions on the
whiteboard.
2. Hand out copies of BLM 8.SS.2.3: 3-D Objects. Ask students whether they notice
anything about the objects represented that would help them determine the names
of the objects.
3. Have students, working in small groups, draw nets of the 3-D objects shown on
BLM 8.SS.2.3: 3-D Objects, using the white paper provided.
4. Ask students to construct the 3-D objects from the nets they drew to see whether
they work.
5. Have students share their experience of creating the nets and constructing the 3-D
object.
6. Hand out copies of BLM 8.SS.2.4: Matching. Have students complete the sheet
individually.

Observation Checklist

 Observe students’ responses to determine whether they can do the

following:
r Construct a net from a 3-D object.
r Match a net to the 3-D object it represents.

Shape and Space 19

 Suggestions for Instruction

QQ Match a net to the 3-D object it represents.

Materials: Various 3-D objects (cube, rectangular prism, triangular prism, trapezoid
1
prism, cylinder, square pyramid, triangular pyramid), white paper (8 × 11)
2
Organization: Individual/whole class

Procedure:
1. Have each student select from a container one of the following objects: cube,
rectangular prism, triangular prism, trapezoid prism, cylinder, square pyramid, or
triangular pyramid.
2. Have students, working individually, draw a net for their selected objects.
3. Using students’ nets, construct a scavenger hunt around the class. Students need to
locate and identify each net that was created.

Observation Checklist

 Observe students’ responses to determine whether they can do the

following:
r Identify 3-D objects from their nets.

Suggestions for Instruction

QQ Explain, using examples, the relationship between the area of 2-D

shapes and the surface area of a 3-D object.

Materials: Math journals

Organization: Whole class/individual

Procedure:
1. Tell students that they have constructed 3-D objects from nets, and now they
are going to see how the area of 2-D shapes is connected to the surface area of
3-D objects.

20 G r a d e 8 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
 2. Ask students: What is area? Have a conversation with students if they say area is
length times width. Length times width is the way to calculate area (for a limited
few 2-D shapes), but area is actually the number of square units that cover the
surface that lies within a 2-D shape.
3. Come up with a class definition of surface area.
4. Have students respond to the following question in their math journals:
Explain, using words and diagrams, the relationship between area and surface
area. Give examples.

Observation Checklist

 Observe students’ math journal responses to determine whether they

can do the following:
r Relate the area of 2-D shapes with the surface area of 3-D objects.

Suggestions for Instruction

QQ Explain, using examples, the relationship between the area of 2-D

shapes and the surface area of a 3-D object.
QQ Identify all the faces of a prism, including right rectangular and right
triangular prisms.
QQ Describe and apply strategies for determining the surface area of a
right rectangular or right triangular prism.

Materials: BLM 8.SS.3.1: Nets, square tiles, BLM 5–8.9: Centimetre Grid Paper (copied
onto transparency), rulers

Organization: Pairs/whole class/individual

Procedure:
1. Pair up students, and provide each pair with two copies of a net of a
right rectangular prism.
2. Have pairs use one net to construct the 3-D object.
3. Ask students to come up with a procedure for determining the surface area of
the object. Let them know that square tiles, centimetre grid paper, and rulers are
available if they need them.
4. As a class, discuss the various procedures that students used.
5. Repeat the process with right triangular prisms.
6. Have individual students find an example of a right triangular prism or a right
rectangular prism in the classroom and find its surface area.

Shape and Space 21

 Observation Checklist

 Observe students’ responses to determine whether they can do the

following:
r Communicate mathematically.
r Apply reasoning skills to develop a procedure for determining the
surface area of a 3-D shape.
r Calculate the surface area of prisms.

Suggestions for Instruction

QQ Describe and apply strategies for determining the surface area of a

right cylinder.

Materials: White paper, a variety of cylinders, rulers, string, a camera, word processing
software

Organization: Whole class/pairs

Procedure:
1. Briefly review how to determine the area of a circle.
2. Pair up students and tell them that they will be working together to determine the
surface area of a cylinder. Have each pair select one cylinder to work with.
3. Students can use paper, rulers, string, or anything else in the class they would like
to use to help them determine the surface area of their selected cylinder.
4. Have students take pictures to document their steps, import these pictures into a
word processor, and describe the process they followed.

Observation Checklist

 Observe students’ responses to determine whether they can do the

following:
r Communicate mathematically.
r Describe a strategy for determining the surface area of a cylinder.

22 G r a d e 8 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
Suggestions for Instruction

QQ Describe and apply strategies for determining the surface area of a

right cylinder.

Materials: White paper

Organization: Individual

Procedure:
1. Provide each student with a piece of white paper.
2. Hold a sheet of paper in the landscape orientation, roll it to form a cylinder shape,
and tape the paper together.
3. Ask students the following questions:
QQ What was the original shape before the cylinder was formed? (rectangle)
QQ How do you calculate the area of a rectangle? (length times width)
QQ What is the length of the rectangle? (the height of the cylinder)
QQ What is the width of the rectangle? (the circumference of the circle)
QQ How do you calculate the circumference of a circle? (p • d)
QQ How do you calculate the area of the rectangular portion of the cylinder?
(p • d • h)
QQ What are the shapes at both ends of the cylinder?
(circles)
QQ How do you calculate the area of a circle? Note: Students use the
(p • r²) strategy for determining
QQ How many circles are on a cylinder? (two) the surface area of a
cylinder, but they do not
QQ How do you calculate the total surface area of need to memorize the
a cylinder? [2 (p • r²) + (h (p • d))] formula.

Observation Checklist

 Observe students’ responses to determine whether they can do the

following:
r Describe a method for determining the surface area of a cylinder.
r Apply a strategy for determining the surface area of a cylinder.
r Calculate the surface area of the cylinder.

Shape and Space 23

 Suggestions for Instruction

QQ Solve a problem involving surface area.

Materials: BLM 8.SS.3.2: Surface Area Problems, chart paper, math journals

Organization: Small group/whole class/individual

Procedure:
1. Have students form small groups, and provide them with copies of
BLM 8.SS.3.2: Surface Area Problems.
2. Assign each group one of the surface area problems. Ask the groups to solve their
assigned problem and record their answer on the chart paper provided. They must
explain what method they chose for solving the problem, why they chose that
method, and why they think their answer is reasonable.
3. Have each group present their problem and solution to the class. Provide
opportunities for the other groups to ask questions and add to the responses.
4. Ask students to create and solve a new surface area problem in their math journals.

Observation Checklist

 Observe students’ responses to determine whether they can do the

following:
r Solve surface area problems individually.
r Apply strategies for determining the surface area of 3-D objects.
r Communicate mathematically.

Suggestions for Instruction

QQ Explain the relationship between the area of the base of a right 3-D
object and the formula for the volume of the object.
QQ Determine the volume of a right prism, given the area of the base.

Materials: A variety of boxes (e.g., cereal, facial tissue), centimetre cubes, rulers

Organization: Pairs/whole class

24 G r a d e 8 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
Procedure:
1. Pair up students, and have each pair select a box.
2. Let students know that their goal is to figure out a strategy to determine the volume
of the box they have selected.
3. Have students share their strategies with the whole class. Ask guiding questions,
such as the following:
QQ How many centimetre cubes fill the bottom of your box? What is the area of the
bottom of your box?
QQ How many centimetre cubes stack up the corner of your box? What is the height
of your box?
QQ Can you use that information to determine the volume of your box? Explain.
QQ Can you just use measurements to determine the volume of the box? Explain.
QQ Why is it important to know the area of the base of the box in order to
determine its volume?

Observation Checklist

 Observe students’ responses to determine whether they can do the

following:
r Develop a strategy to determine the volume of a box.

Suggestions for Instruction

QQ Explain the relationship between the area of the base of a right 3-D
object and the formula for the volume of the object.
QQ Determine the volume of a right prism, given the area of the base.

Materials: Rulers

Organization: Whole class/individual

Procedure:
1. Tell students that they will now be exploring how to calculate the volume of right
rectangular prisms and right triangular prisms.
2. Ask students the following questions:
QQ What is volume? (Volume is the amount of space an object occupies. It is
measured in cubic units.)

Shape and Space 25

 QQ Have you ever had to determine the volume of an object before? (Some
students may say they have determined the volume of a cube by multiplying
length • width • height.)
QQ Can you draw a cube and label the length, width, and height of the cube? Have
students do this individually.
QQ If we multiply length by width, what do we determine? (the area of the base)
QQ Where have we calculated areas before? (when finding surface area)
QQ So, if we think of the prisms we have been working with, how can we
determine the volume of the prisms? (area of the base times height of the prism)
3. Draw different rectangular and triangular prisms on the whiteboard. Write the
area of the base and the height of each prism. Have students calculate the volume.

Observation Checklist

 Observe students’ responses to determine whether they can do the

following:
r Connect their prior knowledge of area and surface area in order
to determine the volume of right rectangular and right triangular
prisms.
r Use the given information to calculate the volume of the prisms.

Suggestions for Instruction

QQ Generalize and apply a rule for determining the volume of right

cylinders.

Materials: Paper

Organization: Whole class/pairs/individual

Procedure:
1. Draw at least four different cylinders on the whiteboard and label the area of the
base, the height, and the volume.
2. Have students make a table and label the cylinder number, the radius, the area of
the base, the height, and the volume.
3. Have students work with partners to see whether they can determine the
relationship between the numbers provided. (The relationship is the area of the
base times the height equals the volume.)

26 G r a d e 8 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
 4. Provide students with four more cylinders with the area of the base and the height
provided. Have them, independently, determine the volume of the right cylinder.

Observation Checklist

 Observe students’ responses to determine whether they can do the

following:
r Generalize a rule for determining the volume of a cylinder.
r Connect the area of a circle with the volume of a cylinder.

Suggestions for Instruction

QQ Demonstrate that the orientation of a 3-D object does not affect its
volume.

Materials: Variety of 3-D objects (2 identical objects of each shape) taped to tabletops in
differing orientations, math journals

Organization: Pairs/whole class/individual

Procedure:
1. Have students, working in pairs, determine the volume of a variety of specified 3-D
objects and make a note of anything interesting they discover as they determine the
volumes.
2. Ask students to record their measurements, calculations, and observations in an
organized fashion.
3. Discuss students’ interesting discoveries as a class.
4. Have students explain, in their math journals, why orientation of a 3-D object does
not affect its volume.

Observation Checklist

 Observe students’ responses to determine whether they can do the

following:
r Determine the volume of 3-D objects.
r Explain why orientation does not affect volume.

Shape and Space 27

 Suggestions for Instruction

QQ Apply a formula to solve a problem involving the volume of a right

cylinder or a right prism.

Materials: BLM 8.SS.4.1: Volume Problems, chart paper, math journals

Organization: Small group/whole class/individual

Procedure:
1. Tell students that they will be solving problems that involve right cylinders and
right prisms.
2. Divide students into small groups, and hand out chart paper and copies of
BLM 8.SS.4.1: Volume Problems, which presents a variety of volume problems.
3. Ask groups to record their answers to the volume problems on the chart paper.
They must explain what method they chose for solving the problem, why they
chose that method, and why they think their answer is reasonable.
4. Have groups take turns presenting their problems to the class. Provide
opportunities for the other groups to ask questions and add to the responses.
5. Ask students to create and solve a new volume problem in their math journals.

Observation Checklist

 Use students’ math journal responses to determine whether they can

do the following:
r Communicate mathematically.
r Apply effective strategies to solve volume problems.

28 G r a d e 8 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
Putting the Pieces Together
Connecting Surface Area and Volume in Real Life

Introduction:
Krispee Oats Cereal Company wants to save as much money as possible. In order to do
this, the company wants to have a high volume of cereal in the box, but a low surface
area to avoid wasting money on the cardboard packaging. Students will design a cereal
box that can hold 8750 cm³ of cereal.

Purpose:
Students will demonstrate a comprehensive understanding of surface area and volume
of right rectangular prisms, right triangular prisms, and right cylinders.

Curricular Links: Art, ELA

Materials/Resources: Cardboard, card stock, or other sturdy paper, markers,

BLM 5–8.21: Isometric Dot Paper

Optional Materials: Construction paper or other coloured paper, paint

Organization: Individual

Scenario:
QQ You work for Krispee Oats Cereal Company. Your job is to create a cereal box
that will hold 8750 cm³ of cereal but will have a low surface area, as the company
is trying to keep costs down and does not want to spend a lot of money on the
cardboard packaging.
QQ You must meet the following expectations:
QQ Demonstrate, using isometric dot paper, at least three different designs of the
cereal box showing all measurements, ensuring that the cereal box will hold
8750 cm³ of cereal.
QQ Determine the cost of each of your cereal boxes if the cardboard costs $0.50 per
square centimetre.
QQ Create a net, including measurements, of your chosen design.
QQ Choose the design that best meets the criteria for your company.
QQ Construct the cereal box.
QQ Decorate the cereal box to make it attractive to the consumer.

Assessment:
The following rubric can be used to assess achievement of the mathematics learning
outcomes.

Shape and Space 29

 Developing Beginning
Meeting
Criteria to Meet to Meet Incomplete
Expectations
Expectations Expectations
The student
n is able to r uses r uses r uses r does not
determine the understanding understanding understanding determine
dimensions of of volume to of volume to of volume to a possible
prisms that will determine three determine two determine dimension for
hold a particular different possible different possible one possible a particular
volume dimensions for a dimensions for a dimension for volume
particular volume particular volume a particular
volume
n demonstrates an r includes clear r includes most r includes few r includes no
understanding of step-by-step steps for steps for steps for
calculating the procedures for calculating the calculating the calculating
surface area of calculating the surface area of surface area of the surface
a prism surface area of a prism a prism area of a
a prism prism

n demonstrates r demonstrates a r demonstrates an r demonstrates r does not

how to solve comprehensive understanding of minimal attempt to
problems understanding of problem solving understanding show an
involving surface problem solving involving surface of problem understanding
area involving surface area by including solving involving of solving
area by including the cost of surface area problems
clear step-by- materials using when attempting involving
step procedures surface area to include the surface area
for calculating cost of materials
the cost of using surface
materials area

n demonstrates an r accurately draws r draws and labels r draws and r does not draw
understanding of and labels a net a net of a 3-D labels a net of or label a
a net of a 3-D object object that may a 3-D object net of a 3-D
that represents or may not but it does not object
the final product represent the represent the
final product final product

Extension:
What would be the volume and surface area of the cardboard box that could hold
20 boxes of your final product?

30 G r a d e 8 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
Shape and Space (Transformations)—8.SS.6

Enduring Understandings:
Many geometric properties and attributes of shapes are related to
measurement.
Tessellations are created using transformations.

General Learning Outcome:

Describe and analyze position and motion of objects and shapes.

Specific Learning Outcome(s): Achievement Indicators:

8.SS.6 Demonstrate an understanding of  Identify in a set of regular polygons

tessellations by those shapes and combinations of
explaining the properties of
n
shapes that will tessellate, and use angle
shapes that make tessellating measurements to justify choices.
possible  Identify in a set of irregular polygons
those shapes and combinations of
n creating tessellations shapes that will tessellate, and use angle
n identifying tessellations in the measurements to justify choices.
environment  Identify a translation, reflection, or
[C, CN, PS, T, V] rotation in a tessellation.
 Identify a combination of transformations
in a tessellation.
 Create a tessellation using one or more
2-D shapes, and describe the tessellation
in terms of transformations and
conservation of area.
 Create a new tessellating shape (polygon
or non-polygon) by transforming a
portion of a tessellating polygon, and
describe the resulting tessellation in terms
of transformations and conservation of
area.
 Identify and describe tessellations in the
environment.

Shape and Space 31

Prior Knowledge
Students may have had experience with the following:
QQ Identifying a single transformation (translation, rotation, or reflection) of 2-D shapes
QQ Demonstrating an understanding of angles by
QQ identifying examples of angles in the environment
QQ classifying angles according to their measure
QQ estimating the measure of angles using 45°, 90°, and 180° as reference angles
QQ determining angle measures in degrees
QQ drawing and labelling angles when the measure is specified
QQ Describing and comparing the sides and angles of regular and irregular polygons
QQ Performing a combination of transformations (translations, rotations, or reflections)
on a single 2-D shape, and drawing and describing the image
QQ Performing a combination of successive transformations of 2-D shapes to create a
design, and identifying and describing the transformations
QQ Performing and describing transformations of a 2-D shape in all four quadrants of a
Cartesian plane (limited to integral vertices)

Background Information
Tessellations

Three regular polygons—equilateral triangles, squares, and hexagons—will tessellate the

plane because their angles are a factor of 360º. Irregular polygons whose angles add to a
factor of 360º will also tessellate the plane. Polygons that tessellate the plane can be used
to make tessellations.

Examples:
Regular Polygon That Tessellates the Plane

The angles of an equilateral triangle are each

60º. Therefore, no matter how you arrange the
60º triangle, the shape will tessellate.

60º

60º

32 G r a d e 8 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
Irregular Polygon That Tessellates the Plane

The angles of every triangle add up to 180º

(which is a factor of 360º). Therefore, all
30º 30º
triangles should tessellate, although a little
more manoeuvring may be needed if they are
60º 60º
not equilateral triangles. The same is true of all
quadrilaterals.

Combination of Polygons That Tessellate the Plane

Sometimes it may take a combination of

regular and/or irregular polygons to create a
135º tessellation. In this example, a regular octagon
135º (with interior angle measure 135º) and a regular
quadrilateral (with interior angle measure 90º)
135º will tessellate, since the sum of the angles that
meet at a point is (135º + 135º + 90º = 360º) a
factor of 360º.

Polygons are transformed via translations (slides), reflections (flips), and rotations (turns)
in order to tessellate the plane.

M. C. Escher is an artist famous for his work in tessellations. Escher-style tessellations

begin with a regular polygon that tessellates. A portion of one side is removed and taped
onto the opposite side to create a new shape that has the same area as the original shape.
Inside the shape, creative images are filled in to make a work of art.

For more information, visit the following websites:

QQ The Official M. C. Escher Website. Note: These websites
<www.mcescher.com/>. were current in June 2015.
If they are not available,
QQ Tessellations.org. “Do-It-Yourself.” use a search engine with
<www.tessellations.org/>. the key words “Escher” or
“tessellations” to find other
possible resources.

Shape and Space 33

Mathematical Language
irregular polygon
quadrilaterals
reflection
regular polygon
rotation
tessellation
transformation
translation

Learning Experiences

Assessing Prior Knowledge

Materials: BLM 8.SS.6.1: Coordinate Image

Organization: Individual
Procedure:
1. Tell students that the purpose of this learning activity is to have them
demonstrate their understanding of transformations.
2. Have students transform image ABCD on BLM 8.SS.6.1: Coordinate
Image:
n Translate ABCD [7, –2].
n Reflect ABCD over the x axis.
n Rotate ABCD 90° clockwise, with the origin as the point of
rotation.
n Locate ABCD in its new location using coordinates.
Observation Checklist

 Observe students’ responses to determine whether they can do the

following:
r Translate images.
r Reflect images.
r Rotate images.

34 G r a d e 8 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
Suggestions for Instruction

QQ Identify in a set of regular polygons those shapes and combinations

of shapes that will tessellate, and use angle measurements to justify
choices.
QQ Identify in a set of irregular polygons those shapes and combinations
of shapes that will tessellate, and use angle measurements to justify
choices.

Materials: Regular polygons (square, equilateral triangle, regular hexagon, regular

pentagon, regular octagon) and irregular polygons (rhombus, rectangle, parallelogram,
isosceles triangle, trapezoid, irregular pentagon), BLM 8.SS.6.2: Tessellating the Plane,
math journals

Organization: Small group/pairs/whole class/individual

Procedure:
1. Divide the class into small groups, and provide each group with a set of shapes.
Using the Sort and Predict strategy, have students sort the shapes into the following
two categories: regular polygons and irregular polygons.
2. Review the results and, as a class, generate the definitions of regular polygons and
irregular polygons.
3. Using the regular hexagon, demonstrate how to tessellate the plane.
4. Use a regular pentagon to demonstrate that it does not tessellate the plane.
5. Using the Think-Pair-Share strategy, have students come up with the definition of
tessellating the plane.
6. As a class, come up with a common definition of tessellating the plane.
7. Let the groups try to tessellate the rest of the shapes they have. Once they have
done this, have students make a chart for the shapes, identifying each shape, noting
the sum of the interior angles of the common vertices, and indicating whether or
not the shapes tessellate the plane. (See BLM 8.SS.6.2: Tessellating the Plane.)

Example:
The following is a shape that tessellates. Four of these shapes create a tessellation.
Angles a, b, c, and d form the interior angles of the common vertices. The sum of
angles a, b, c, and d must equal 360° in order to tessellate.

ab
dc

Shape and Space 35

 8. Demonstrate to students how to measure the interior angles of the common
vertices. Then have them measure the interior angles of the common vertices of
those that tessellate the plane, as well as those that do not tessellate the plane.
9. Ask students:
Why do some shapes tessellate the plane and others do not?
10. After discussing why some shapes tessellate the plane and others do not, have
students answer the following questions in their math journals:
QQ What are three regular polygons that tessellate the plane?
QQ Why do they tessellate the plane?
QQ What are three irregular polygons that tessellate the plane?
QQ Why do they tessellate the plane?
QQ Why don’t regular pentagons and regular octagons tessellate the plane?

Observation Checklist

 Observe students’ responses to determine whether they can do the

following:
r Identify regular polygons that tessellate the plane.
r Identify irregular polygons that tessellate the plane.
r Explain why some polygons tessellate the plane and others do not.
Note: In their responses, students should indicate that only polygons
whose interior angles measure 360º or whose interior angles add to a
factor of 360º will tessellate the plane.

36 G r a d e 8 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
Suggestions for Instruction

QQ Identify in a set of regular polygons those shapes and combinations

of shapes that will tessellate, and use angle measurements to justify
choices.
QQ Identify in a set of irregular polygons those shapes and combinations
of shapes that will tessellate, and use angle measurements to justify
choices.

Materials: BLM 5–8.21: Isometric Dot Paper, BLM 5–8.22: Dot Paper

Organization: Individual

Procedure:
1. Tell students that they will be creating tessellations using dot paper and that they
will need to label their shapes and angles.
2. Have students create and label the following:
QQ a tessellation using one regular polygon
QQ a tessellation using one irregular polygon
QQ a tessellation using two or more regular polygons
QQ a tessellation using two or more irregular polygons

Observation Checklist

 Observe students’ responses to determine whether they can do the

following:
r Identify a regular polygon that tessellates.
r Identify a combination of regular polygons that tessellate.
r Identify an irregular polygon that tessellates.
r Identify a combination of irregular polygons that tessellate.

Shape and Space 37

 Suggestions for Instruction

QQ Identify a translation, reflection, or rotation in a tessellation.

QQ Identify a combination of transformations in a tessellation.

Materials: BLM 8.SS.6.3: Tessellation Slideshow, BLM 8.SS.6.4: Tessellation Recording

Sheet, 1 computer per small group, BLM 8.SS.6.5: Tessellation Transformation, math
journals

Organization: Small group/whole class/individual

Procedure:
1. Tell students that they will view the 10 tessellation slides included in
BLM 8.SS.6.3: Tessellation Slideshow. Hand out copies of BLM 8.SS.6.4: Tessellation
Recording Sheet.
2. Divide the class into small groups. Ask each group to view the slideshow and
decide which transformation was used for each of the 10 images, recording their
decisions on the recording sheet provided.
3. As a class, review the slideshow and come to a consensus on which transformation
was used for each tessellation.
4. Have students, individually, complete BLM 8.SS.6.5: Tessellation Transformation.

Observation Checklist

 Observe students’ responses to determine whether they can do the

following:
r Identify a translation used in a tessellation.
r Identify a reflection used in a tessellation.
r Identify a rotation used in a tessellation.
r Identify a combination of transformations used in a tessellation.

38 G r a d e 8 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
Suggestions for Instruction

QQ Create a tessellation using one or more 2-D shapes, and describe the
tessellation in terms of transformations and conservation of area.
QQ Create a new tessellating shape (polygon or non-polygon) by
transforming a portion of a tessellating polygon, and describe the
resulting tessellation in terms of transformations and conservation of
area.

Materials: BLM 5–8.9: Centimetre Grid Paper, white paper, scissors, math journals

Organization: Individual

Procedure:
1. Ask students to list the various shapes that tessellate.
2. Hand out copies of BLM 5–8.9: Centimetre Grid Paper, and have students,
individually, draw a shape of their choice that they know will tessellate.
3. Have students determine the area of the shape, and then cut out the shape.
4. Instruct students to draw the shape on the white paper provided. Have students
choose a transformation that works with their shape and transform the shape to
tessellate the plane.
5. Ask students to determine the area of the newly tessellated shapes.
6. Ask students to answer the following questions:
QQ What do you notice when you compare the area of the original shape and the
area of the new shape?
QQ What statement can be made about the area of the tessellating shapes?
7. Ask students to explain, in their math journals, why the area of a tessellating shape
stays the same.

Observation Checklist

 Observe students’ responses to determine whether they can do the

following:
r Describe a tessellation using transformations.
r Reason why area is conserved in a tessellation.

Shape and Space 39

 Suggestions for Instruction

QQ Identify and describe tessellations in the environment.

Materials: Paper and clipboard

Organization: Pairs or small groups

Procedure:
1. Tell students that they will be working in a small group to create a tessellation
scavenger hunt and then exchange clues with another group. Give them the
following parameters:
QQ You must have between eight and ten points of interest.
QQ A point of interest is a tessellation to which you want to draw attention.
QQ All your points of interest must be located within the school grounds.
QQ You need to provide a neat copy of your clues so that the other group can find
your points of interest without difficulty.
QQ You need to provide an answer key with a sketch of the tessellation and a clear
description of its location.
2. Have each group exchange clues with another group and try to find the other
group’s tessellation points of interest.
3. Have students meet up with the group they exchanged with to make sure both
groups have found all the tessellation points of interest.

Observation Checklist

 Observe students’ responses to determine whether they can do the

following:
r Identify and describe tessellations in the environment.

40 G r a d e 8 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
Putting the Pieces Together
Escher Tessellations

Introduction:
This task allows students to research M. C. Escher and then create a piece of artwork
that represents his use of tessellations.

Purpose:
Students will use the following skills: transformations to create tessellations, principles
and elements of art, the inquiry process.

Curricular Links: Mathematics, Art, ELA, LwICT

Materials/Resources: Internet access, various art media (e.g., pencil crayons, paint,
charcoal—depending on the comfort level of the teacher), manila tag paper to use for the
template, white paper for the end project

Organization: Individual/small group

Scenario:
You are going to research M. C. Escher and identify how he used geometric shapes
to create amazing works of art. Then, using his techniques, you will create your own
Escher-like tessellation for display in the classroom or in the school hallway.

You will prepare a report on your research findings about Escher. You will explain how
you used geometric shapes to create your tessellation and what transformations you
used. You can choose the format of your report from the following options: a written
report, a brochure, or a presentation (e.g., using PowerPoint, Photo Story, or Movie Maker).

Assessment:
The following rubric can be used to assess achievement of the mathematics learning
outcomes.
Note: Other rubrics may be added to assess Art, ELA, and LwICT learning outcomes.

Shape and Space 41

 Developing Beginning
Meeting
Criteria to Meet to Meet Incomplete
Expectations
Expectations Expectations
The student
n demonstrates an r provides r provides a r provides a r does not provide
understanding a creative tessellation that tessellation a tessellation
of tessellation tessellation that models Escher’s that somewhat
by creating clearly models work models Escher’s
tessellations Escher’s work work

n demonstrates an r provides a clear r provides r provides a vague r provides no

understanding explanation of a general or minimal explanation of
of tessellation how geometric explanation of explanation of how geometric
by explaining shapes were how geometric how geometric shapes were
the properties used to create shapes were shapes were used to create
of shapes that the tessellation, used to create used to create the tessellation
make tessellating including the tessellation the tessellation
possible reference to
interior angles

r provides a clear r provides r provides a vague r provides no

explanation a general or minimal explanation
of what explanation explanation of what
transformations of what of what transformations
were used transformations transformations were used
to create the were used were used to create the
tessellation to create the to create the tessellation
tessellation tessellation

42 G r a d e 8 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s