##### The Big Idea (global relevance)

Improving cafeteria menu options will have a positive impact on student experience in the cafeteria and have a positive impact on their social interactions. Students will work collaboratively to design ice cream cones that have a 6 ounce capacity and maximize the use of the ice cream cone.

##### Essential Questions

- How could we improve the social climate of our cafeteria?

##### The Challenge

Maximize the ice cream cone so that 6 ounces of ice cream will fit into the cone, while using the least amount of cone-wrapper material.

##### The Hook

Our school has a problem with the social interactions between students. The school cafeteria is a microcosm of the social climate of the school. Let’s start there!

##### Guiding Questions

- How many cubic centimeters are in one ounce?
- How do you find the Surface Area/Volume of a cone?
- If the radius was 1 cm, 2 cm, 3 cm, etc. how tall would the height be?
- How do you calculate the curved surface area using those values?
- Could you use a spreadsheet to do the repeated calculation more efficiently?

##### ACS (Real world applications; career connections; societal impact)

Designing ice cream cone wrappers pertains to improving the food options in the cafeteria. Students who previously looked forward to building a new high school in the near future look to make smaller positive improvements to their high school. By adding ice cream to the lunchroom experience, students can enjoy the benefits of a delicious treat and know that they do have a voice.

**Unit Academic Standards**

*High School Geometry Standards*

Domain: Geometric Measurement and Dimension G.GMD

- Cluster: Visualize relationships between 2-d and 3-d objects (G.GMD.4)
- Cluster: Use volume formulas for cylinders, pyramids, cones, and spheres to solve problems (G.GMD.A.3)

Domain: Modeling with Geometry G.MG

- Cluster: Apply geometric concepts in modeling situations