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6-8 Accelerated 7 Unit 6 Lesson 16

Gradeband

K-5 Math •6-8 Math 9-12 Math

Course

Accelerated 6 •Accelerated 7

Unit

Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 •Unit 6 Unit 7 Unit 8 Unit 9

Lesson

Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson 6 Lesson 7 Lesson 8 Lesson 9 Lesson 10 Lesson 11 Lesson 12 Lesson 13 Lesson 14 Lesson 15 •Lesson 16 Lesson 17 Lesson 18 Lesson 19 Lesson 20 Lesson 21 Lesson 22 Lesson 23

K-5
6-8
9-12

Accelerated 6
Accelerated 7

Grade 6
Grade 7
Grade 8

Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Unit 6
Unit 7
Unit 8
Unit 9

Lesson 1
Lesson 2
Lesson 3
Lesson 4
Lesson 5
Lesson 6
Lesson 7
Lesson 8
Lesson 9
Lesson 10
Lesson 11
Lesson 12
Lesson 13
Lesson 14
Lesson 15
Lesson 16
Lesson 17
Lesson 18
Lesson 19
Lesson 20
Lesson 21
Lesson 22
Lesson 23

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Unit 6, Lesson 16

Finding Cone Dimensions

Accelerated 7

Practice

Problem 1
ForLesson 15: The Volume of a Cone
Student Task Statement

The volume of this cylinder is cubic units.

What is the volume of a cone that has the same base area and the same height? Explain how you know.

Lesson 16 Resources

Student Materials

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Problem 2

Student Task Statement

A cone has volume cubic inches. Its height is 4 inches. What is its radius? Explain how you know.

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Problem 3

Student Task Statement

A cone has volume

cubic units.

If the cone’s radius is 1 unit, what is its height?
If the cone’s radius is 2 units, what is its height?
If the cone’s radius is 5 units, what is its height?
If the cone’s radius is unit, what is its height?
If the cone’s radius is units, what is its height?

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Problem 4

ForLesson 5: Even More Graphs of Functions

Student Task Statement

Three people are playing near the water.

Person A stands on the dock.

Person B starts at the top of a ladder, slides into the water, then climbs out of the water.

Person C climbs out of the water and up the slide ladder.

Coordinate plane, x, negative 1 to 8 by 1, y, negative 10 to 20 by 5. Three lines.

Match the people to the graphs on the coordinate plane where the horizontal axis represents time in seconds and the vertical axis represents height above the water level in feet.

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Problem 5

ForLesson 3: Equations for Functions

Student Task Statement

A room's ceiling is 15 feet tall. An architect wants to include a window in the room that is 6 feet tall. The distance between the floor and the bottom of the window is feet. The distance between the ceiling and the top of the window is feet. This relationship can be described by the equation .

Which variable is independent based on the equation given?
If the architect wants to be 3 feet, what does this mean in the context of the room? What value of would work with the given value for ?
The customer wants the window to have 5 feet of space above it. Is the customer describing or ? What is the value of the other variable?

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