This problem can be a great way to let students use their own surroundings to apply knowledges they know about logic deduction and math concepts. i.e. we can design a project to let students take a random photo on their way to school, and ask them to calculate the volume of an object in the photo, as a testament to their understanding of volume and ratio concepts.
Monday, November 10, 2025
Campbell's soup can
One way I see that can approach this problem is to start with the bicycle. The bike's height is somewhat common enough to measure and use as a start, then we can continue by using the photo to come up with an estimated ratio of the bike's height vs the can's width. Then using an actual soup can we can come up with the ratio between can's width (diameter of the cylinder) vs its height. Through this series of ratios all parameters of the tank becomes a ratio to the bike's height, and therefore its volume can be calculated.
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You’ve got a clear, sensible strategy here — starting with the bike as your anchor point is exactly the kind of practical reasoning we want students to see, and I love how naturally you move into the idea of using ratios to connect everything. Your extension idea is strong too; it opens the door for real mathematical noticing in the world, which is gold.
ReplyDeleteThe only thing I’d push you on is to show a bit more of your own reasoning as you go via showing your working — even one concrete estimate or a quick check would help bring your process to life. The mathematical story is there; let us hear a little more of it.