SUBJECT and GRADE Mathematical Literacy Grade 12

TERM 3 Week …
TOPIC Models: Packaging and Assembly diagrams
AIMS OF LESSON Packaging:
The following must be investigated:
• The most cost-effective and convenient way to pack cans or boxes
• The packaging must be such that the space is optimally utilized
 to use models to solve problems
Assembly diagrams:
You must be able to complete instructions and / or explain what the instructions mean and / or suggest, by using
everyday language in assembly / instruction diagrams
RESOURCES Paper based resources Digital resources
Refer to your textbook:
Consult : Maps and Plans -
Models
INTRODUCTION Packaging and Assembly Diagrams have already been covered in Grades 10 and 11. In Grade 12, this section is now
consolidated. Prior knowledge of the 3 - dimensional figures especially the identification of length, width and height;
rounding; ratio between radius and diameter, calculator skills and logical reasoning are knowledge and skills that come in
handy for the topic that actually contains a strong practical component.
CONCEPTS AND SKILLS The concepts and skills that will be mainly focused on are:
• packaging of a rectangular box and cylindrical can in a rectangular container / large box
• to use models to solve problems
• instructions must be able to be followed and also be explained in assembly diagrams
ACTIVITIES/ASSESSMENT Work through the examples thoroughly before embarking on the activities.
There are two activities to do:
- one that focuses on packaging problems and
- the other one that focuses on mounting diagrams.
(First, answer all the questions in the activities before using the memorandum to check your answers.)

CONSOLIDATION  Supplement activities with activities in your textbook.

 It is important to study previous papers to see questions that relates to the topic done now. By doing this, you will
see how questions could be posed in the end-of-year-examination.
 Thank you for showing your first step of independent working.
VALUES Work accurate and take responsibility to work and study independently.
 Directorate: Curriculum FET

Packing a rectangular box in a rectangular

container/large box:

PACKAGING METHOD 1:
Length - wise: The LENGTH of the small box is packed along the LENGTH
of the LARGE CONTAINER / BOX.
CALCULATION:
The number of small boxes that can be packed along length =
Length (ℓ) of large container / box ÷ length (ℓ1) of small box

Height - wise: How many boxes can be packed along the HEIGHT of the
BIG BOX / CONTAINER?
CALCULATION:
The number of small boxes that can be packed along the HEIGHT =
Height (h) of large container / box ÷ Height (h1) of the box

Width -wise: The WIDTH of the small box is packed along the WIDTH /
BREADTH of the LARGE CONTAINER / BOX.
CALCULATION:
The number of small boxes that can be packed along WIDTH =
Width (w) of large container / box ÷ width (w1) of the small box
TOTAL BOXES PACKED = number at length × number at width × number at height
NUMBER OF BOXES PACKED ON BASIS = Number on length × Number on width

2
 Directorate: Curriculum FET

Packing a rectangular box in a rectangular

Height - wise: How many boxes can be packed along the height?
container/large box: CALCULATION:
PACKAGING METHOD 2:
The number of small boxes that can be packed next to HEIGHT =
Length-wise: The width of the small box is packed along the LENGTH
Height (h) of large container / box ÷ Height (h1) of the small box
of the large container / box.
CALCULATION:
The number of small boxes packed along the length =
Length (ℓ) of large container / box ÷ width (b1) of the small box

height
h1

ℓ1

Width - wise: The LENGTH of the small box is packed along the
WIDTH of the large container / box.
CALCULATION:
The number of small boxes that can be packed along the WIDTH =
Width (w) of large container / box ÷ length (ℓ1) of the small box

3
 Directorate: Curriculum FET

EXAMPLE 1: EXAMPLE 1:
PROBLEM: SOLUTION:
The small boxes must be packed in the big box. OPTION 1:
Verify which of the following packaging options will be the most The length of the small box along
cost effective: the length of the large box / container
Option 1: The length of the small box along the length of the
large box/container Length - wise:
Option 2: The width of the small box along the length of the large The number of small boxes that can be packed along the LENGTH
box/container = length of large box ÷ length of small box
Show all calculations to justify your answer. = 56 ÷ 7 = 8 boxes

Width - wise:
The number of small boxes that can be packed along the WIDTH
= width of large box ÷ width of small box
Height (h) = 24 cm
= 40 ÷ 4 = 10 boxes

Height - wise:
Width (w) = 40 cm The number of small boxes that can be packed along the HEIGHT
Length (ℓ) = 56 cm = Height of big box ÷ Height of small box
= 24 ÷ 6 = 4 boxes

Height = 6 cm TOTAL BOXES PACKED

= Number at length × Number at width × Number at height
Width = 4 cm = 8 × 10 × 4
Length = 7 cm
= 320 boxes

4
 Directorate: Curriculum FET

OPTION 2:
The width of the small box along the length of the large box /
container.

Length-wise:
The number of small boxes packed along the LENGTH
= Length of large box ÷ width of small box
= 56 ÷ 4 = 14 boxes

Width - wise:
The number of small boxes that can be packed along the WIDTH
= Width of large box ÷ length of small box
= 40 ÷ 7 = 5.7 ≈ 5

Height:
The number of small boxes that can be packed along the HEIGHT
= Height of big box ÷ Height of small box
= 24 ÷ 6 = 4 boxes

TOTAL BOXES PACKED

= Number on length × Number on width × Number on height
= 14 × 5 × 4
= 280 boxes

Conclusion:
Option 1
(More boxes can be packed and it will be more compact)

5
 Directorate: Curriculum FET

Packaging of a cylindrical tin/can in a DETERMINING THE NUMBER OF CYLINDRICAL TINS/CANS IN A

rectangular container / large box: RECTANGULAR CONTAINER / LARGE BOX:

View of LENGTH of the large Length - wise: The DIAMETER of the tin is packed along the LENGTH of the large
box: container / box.
CALCULATION:
The number of tins that can be packed along the LENGTH =
Height (h) Length (ℓ) of large container / box ÷ diameter (d1) of the tin

Width - wise: The DIAMETER of the tin packed along the WIDTH of the large
(h1) container / box.
Width (w) CALCULATION:
(d1) The number of tins that can be packed along the WIDTH =
Length (ℓ)
Width (w) of large container / box ÷ diameter (d1) of the tin
Height (h1)
Height-wise: How many tins can be packed along the height?
View of WIDTH of the large
Diameter CALCULATION:
box:
(d1) The number of tins that can be packed along the HEIGHT
= Height (h) of large container / box ÷ Height (h1) of the tin

Height (h)

TOTAL TINS/CANS PACKED

= number at length × number at width × number at height
Length (ℓ)
(h1) NUMBER OF TINS/CANS PACKED ON BASIS = number at length × number at width

(d1)

6
 Directorate: Curriculum FET

EXAMPLE 2: EXAMPLE 2:
PROBLEM SOLUTION:
Determine how many cans/tins can be packed in the Diameter = 3.5 × 2 = 7 cm
box. Show all calculations. Conversion: Height = 180 mm ÷ 10 = 18 cm

Box dimensions: Length - wise:

Height = 180 mm The number of cans/tins that can be packed along the LENGTH
Convert mm to = Length of large box ÷ diameter of the tin
Width = 43 cm = 85 ÷ 7
cm, because all
Length = 85 cm = 12,14 ≈ 12 cans/tins
the dimensions
are in cm.
Width - wise:
Dimensions of the tin/can: The number of cans/tins that can be packed along the WIDTH
Radius = 3.5 cm = Width of large container / box ÷ diameter of the tin
Height = 8.57 cm = 43 ÷ 7
= 6,14 ≈ 6 cans/tins

Height - wise:
The number of cans/tins that can be packed next to HEIGHT
The radius is = Height of large container / box ÷ Height of the tin
given, but the = 18 ÷ 8.57
diameter is = 2,1 ≈ 2 (cans/tins/layers)
required.
TOTAL CANS/TINS PACKED = number at length × number at width × number at height
= 12 × 6 × 2
= 144 tins

TOTAL TINS/CANS PACKED = number at length × number at width × number at height

NUMBER OF TINS/CANS PACKED ON BASIS = number at length × number at width

7
 Directorate: Curriculum FET

SUMMARY: WE CANNOT USE THE ESTIMATION - AND CALCULATION

METHOD IN THE ABOVE CASES (Examples 1 and 2)
PRACTICAL - AND CALCULATION METHOD: FOR OPTIMAL / MAXIMUM USE OF SPACE!
In the previous packaging examples, the exact number of rectangular
boxes or cylindrical cans could be calculated, or even practically packed,
to determine which is the most cost-effective and convenient way to In which cases can the estimation and calculation method be used?
pack them.
In the pictures below, the clementines are packed in a box and the
The method was mainly to divide one side's length of the container oranges, onions, potatoes and butternuts are packed in bags.
into the other side or diameter of a box or tin to be packed.
In these cases, the volume of the box / average volume of the bag can be
ESTIMATION - AND CALCULATION METHOD: Volume ÷ volume determined as well as the average volume of the fruit or vegetables:
This method relies on estimation by working with (average) volumes!
Then the ESTIMATION - AND CALCULATION METHOD can be used:
EXAMPLE 2: Number of fruits / vegetables
The volume of the box = length × width × height = (average) volume of container ÷ average volume of fruit
= 85 cm × 43 cm × 18 cm
= 65 790 cm3
The volume of one can = π × radius2 × height
= 3.142 × 3.52 × 8.57
= 329.855015 cm3
Number of cans packed = 65 790 ÷ 329.855015
= 199,45 ≈ 199 cans

PRACTICAL - AND CALCULATION METHOD = 144 cans (See page 7)

ESTIMATION - AND CALCULATION METHOD = 199 cans
(Not possible for the size of the box)
Why the difference?
PRACTICAL - AND CALCULATION METHOD: The space is optimally used.
ESTIMATION - AND CALCULATION METHOD: The spaces are not taken
into account.

8
 Directorate: Curriculum FET

ACTIVITY ON PACKAGING: BOOKSHELF’S

DIMENSIONS:
1. Calculate the number of small boxes that can be packed in the large
BOOK ‘S
container/box if the length (ℓ) of the small box is packed along the
DIMENSIONS:
width(w) of the container / box. Height = 35 cm

Length = 90 cm h = 280 mm
h = 33,5 cm

h = 6,5 cm ℓ = 250 mm
w = 36 mm
ℓ = 54,8 cm 3. Use the bookshelf and a book's dimensions to determine mm how many
w = 87 mm
ℓ = 10,2 cm books can be packed into the TWO shelves if the books are packed in
w = 42,1 cm its width (w) along the length of the bookshelf.

4. Use the following diagrams to answer the question that follows:

THE TRAILER’S BOX’S DIMENSIONS:
2. A box of 24 cans of Diet Coke is displayed.
DIMENSIONS:
Height = 2,4 m h = 0,2 m
The radius of a can of Diet
Coke is 3.5 cm. The cans w = 0,25 m
Width = 2,8 m ℓ = 0,31 m
are packed as in the
picture. Calculate the Length = 10 m
minimum length and Verify which of the following packaging options will be the most cost-
minimum width of the effective:
box to contain the 24 Option 1: The length (ℓ) of the box along the length of the trailer
cans of Diet Coke. Option 2: The width (w) of the box along the length of the trailer
NB: Show all calculations to justify your answer.
9
 Directorate: Curriculum FET

ASSEMBLY / INSTRUCTION DIAGRAMS:

When certain items are purchased from a store, for example a piece of furniture, the item is sometimes not completely assembled. Then you will have
to assemble the item yourself. These items usually have a set of instructions and / or a assembly diagram.
It is expected from you to complete instructions and / or explain what the instructions mean/illustrate, using everyday language.

THE ASSEBLY OF AN ITEM: (i) EXAMPLE: (ii) LIST OF PARTS:

(IN THIS CASE A BAR CHAIR AS EXAMPLE): INSTRUCTIONS TO ASSEMBLE A BAR CHAIR:

1. In block (i) the complete item is displayed.

2. A list of the parts and the quantity of the
item can be given, as in block (ii).
3. The parts are indicated by letters e.g. A, B
etc. These letters are used in the
instructions instead of the names to
simplify the assembly of the item.
4. The instructions are given in 3 steps, as
shown in block (iii).

(iii) INSTRUCTIONS
STEP 1: Assemble base: STEP 2: Insert seat to C. STEP 3: Insert seat to the base:

10
 Directorate: Curriculum FET

ASSEMBLY / INSTRUCTION DIAGRAMS: ACTIVITY 1 Answer the questions regarding the assembly of the
table:

1. How many parts must be put together to assemble

the table?

2. How many screws will be needed to install the

tabletop to the support pole?

3. Write a complete instruction for STEP 2.

4. What will the drill be used for?

11
 Directorate: Curriculum FET

ACTIVITY 2: The assembly of a box

STEP 1: … STEP 2: … STEP 3: ….

STEP 4: … STEP 5: … Questions:

1. Identify the instruction from the list below
that matches steps 1; 3 and 5:

 Fold in all flaps (first small flaps, last large

flaps).
 Fold the box on its side, and fold the flap A
inwards.
 Lift flap A to vertical position, lift and fold
the extensions of valve B against the end
walls of the box.

2. Write an instruction for STEP 2.

3. Write an instruction for STEP 4.

12
 Directorate: Curriculum FET

ANSWERS: ACTIVITY ON PACKAGING

1. The length of the box is packed along the width of the container/box: 2. Diameter = 2 × 3,5 = 7

Conversion of box width = 87 mm ÷ 10 = 8,7 cm Minimum length =7×6

= 42 cm
Width - wise:
The number of boxes that can be packed along the WIDTH Minimum width = 7 × 4
= Width of large box ÷ length of small box = 28 cm
= 42.1 ÷ 10.2
= 4,127 ≈ 4 boxes 3. Conversion of width of book = 36 mm ÷ 10 = 3.6 cm

Length - wise: Number of books on 1 shelf = 90 ÷ 3.6

The number of small boxes packed along the LENGTH = 25 books
= Length of large box ÷ width of small box
= 54.8 ÷ 8.7 Number of books on 2 shelves = 25 × 2
= 6,298 ≈ 6 boxes = 50 books

Height - wise:
The number of small boxes that can be packed along the HEIGHT
= Height of big box ÷ Height of small box
= 33.5 ÷ 6.5
= 5,153 ≈ 5 boxes / layers

TOTAL BOXES PACKED = number at height × number at width × number at height

=4×6×5
= 120 boxes

13
 Directorate: Curriculum FET

OPTION 1: OPTION 2:
The length of the box along the length of the trailer. The width of the boxes along the length of the trailer

Length - wise: Length - wise:

The number that can be packed along the LENGTH The number of boxes packed along the length
= length of trailer ÷ length of the box = Length of trailer ÷ width of the box
= 10 ÷ 0.31 = 10 ÷ 0.25
= 32.25 ≈ 32 boxes = 40 boxes

Width - wise: Width - wise:

The number of boxes that can be packed along the WIDTH The number of boxes that can be packed along the WIDTH
= width of trailer ÷ width of the box = Width of trailer ÷ length of the box
= 2.8 ÷ 0.25 = 2.8 ÷ 0.31
= 11.2 ≈ 11 boxes = 9.03 ≈ 9 boxes

Height - wise: Height - wise:

The number of boxes that can be packed along the HEIGHT The number of boxes that can be packed along the HEIGHT
= Height of trailer ÷ height of the box = Height of trailer ÷ height of the box
= 2.4 ÷ 0.2 = 2.4 ÷ 0.2 = 12 boxes
= 12 boxes
TOTAL BOXES PACKED
TOTAL BOXES PACKED = number at height × number at width × number at height
= number at height × number at width × number at height = 40 × 9 × 12
= 32 × 11 × 12 = 4 320 boxes
= 4 224 boxes
Conclusion:
Option 2
(More boxes can be packed and it will be more compact)

14
 Directorate: Curriculum FET

ANSWERS: ASSEMBLY / INSTRUCTION DIAGRAMS: ACTIVITY 1 Answer the questions regarding the assembly of the
table:

1. How many parts must be put together to assemble

the table?
3 PARTS

2. How many screws will be needed install the tabletop

to the support pole?
4 SCREWS

3. Write a complete instruction for STEP 2.

Install the table base to the table support pole
using the included bolt and washer.

4. What will the drill be used for?

The screws will be fastened with it.

15
 Directorate: Curriculum FET

ANSWERS: ACTIVITY 2
STEP 1: Square up box on its side, and fold flap STEP 2: Fold extensions over on flap B, and fold STEP 3: Lift flap A to vertical position, then lift
A and fold extensions of flap B up against end

to closed position.
inside.
walls of box

STEP 4: ANSWERS:
Lower 1. Identify the instruction from the list below
flap A that matches steps 1; 3 and 5:
to  Fold in all flaps (first small flaps, last large
flaps). STEP 5
 Fold the box on its side, and fold the flap A
inwards. STEP 1
 Lift flap A to vertical position, lift and fold
the extensions of valve B against the end
walls of the box. STEP 3
The answers of questions 2 and 3 are in the
bottom of box. STEP 5: Fold all flaps in (small flaps first, large diagram.
flaps last. 2. Write an instruction for STEP 2.
3. Write an instruction for STEP 4.

16