Geometry
Activity 37
Engage: Ice Cream Cone Excursion
Texas Essential Knowledge and Skills (TEKS):
G.8D
Find surface areas and volumes of prisms, pyramids, spheres, cones, cylinders, and
composites of these figures in problem situations
The focus of this investigation is to study the surface areas and volumes of cylinders and cones
(TEKS G.8D).
Materials:
For each student/group:
• Ice Cream Cone Excursion activity sheet
Teacher Note:
• It is assumed that students know how to calculate the volume of a cylinder.
• This activity assumes no knowledge about the volume of a cone.
(Note that TEKS 8.8A and B relate to cylinders and cones, so some familiarity should
exist.)
Mathematics TEKS Connections: Geometry
Engage – Ice Cream Cone Excursion
414
Geometry
Ice Cream Cone Excursion
Answer Key
John, Alice, and Shelby had a major geometry test today. They had been studying together all
week. To celebrate that the test was finally over, the three decided to visit the local ice cream
parlor for ice cream cones.
John ordered a sugar cone with a scoop of
chocolate!
Alice ordered a cake cone with a scoop of vanilla!
Shelby was very thoughtful before she announced her choice. She felt that she had done very
well on her test and really deserved this treat. She wanted to order the type of cone that would
hold the most ice cream. The dimensions of the cones were provided on the sign above the cash
register.
The sugar cone was 4 85 inches tall with base 1 78 inch diameter.
The cake cone was 2 78 inches tall with 2 14 inch diameter top and 1 83 inch diameter bottom. The
top part is 1 inch tall.
Shelby realized that she could calculate how much ice cream the cake cone would hold. The
geometry test that the three had just completed had several questions about the volume of
cylinders and the cake cone was basically two cylinders stacked on top of one another. The
volume of cones is the next section of geometry, but that doesn't help Shelby decide which type
of cone to choose today.
What are some ways that Shelby might determine which cone holds more ice cream?
Allow students to brainstorm ideas of how to estimate the volume. Students may suggest
estimating the volume of each cone as compared to the volume of the cylinder. Fill one cone with
sprinkles pour the sprinkles into the cylinder, marking the height of the sprinkles on the cylinder.
Students can then empty the cylinder and repeat the process with the second cone to determine
how the two compare.
Mathematics TEKS Connections: Geometry
Engage – Ice Cream Cone Excursion
415
Name: __________________________________________
Date: _____________________
Ice Cream Cone Excursion
John, Alice, and Shelby had a major geometry test today. They had been studying together all
week. To celebrate that the test was finally over, the three decided to visit the local ice cream
parlor for ice cream cones.
John ordered a sugar cone with a scoop of
chocolate!
Alice ordered a cake cone with a scoop of vanilla!
Shelby was very thoughtful before she announced her choice. She felt that she had done very
well on her test and really deserved this treat. She wanted to order the type of cone that would
hold the most ice cream. The dimensions of the cones were provided on the sign above the cash
register.
The sugar cone was 4 85 inches tall with base 1 78 inch diameter.
The cake cone was 2 78 inches tall with 2 14 inch diameter top and 1 83 inch diameter bottom. The
top part is 1 inch tall.
Shelby realized that she could calculate how much ice cream the cake cone would hold. The
geometry test that the three had just completed had several questions about the volume of
cylinders and the cake cone was basically two cylinders stacked on top of one another. The
volume of cones is the next section of geometry, but that doesn't help Shelby decide which type
of cone to choose today.
What are some ways that Shelby might determine which cone holds more ice cream?
Mathematics TEKS Connections: Geometry
Engage – Ice Cream Cone Excursion_Student Page
416