Maximizing Volume with only 1 sheet of construction paper

1. Maximum Popcorn Volume
Michelle Heizer & Brit Quarnberg
Follow us on Twitter! @MichelleHeizer & @britqb
Learning Objective
Participants will find the maximum volume a container can hold with a
limited amount of surface area. ​(​CCSS.MATH.CONTENT.7.G.B.6​)
Making Objective
Participants will create, revise, and improve containers to hold a maximum amount of popcorn,
engaging in a competition to increase the creativity.
Introduction
This Maker Faire station engages participants, is fun, transferable to situations beyond the
Maker Faire, and keeps within the Maker mindset: making to solve a problem or answer a
question (Halverson & Sheridan, 2014). Participants creatively make a container to hold the
greatest volume of popcorn. It leads to questions about surface area and volume (all math
standards include volume and surface area). To encourage greater problem solving, after a first
trial at making, participants can reconsider and rebuild to see if there is another, better way to
get more popcorn. Questions of why more popcorn fits in one container over another, how ​much
popcorn fits in a container, and how to ​compare​ or measure the volume versus the surface area
may follow. Outside the Maker Faire, participants can use these skills to make a snack
container, create a container to hold miscellaneous objects to save space at home, and
discover why a shovel is more flat than deep.
Outline
With a single sheet of construction paper, scissors, and tape, participants will create a container
to hold popcorn. The volume of the container will be measured by scoops, using a uniform sized
cup for comparison. People running the booth will encourage the participants and engage with
them about their containers. Participants can change their design to increase the volume. Final
volume amounts will be recorded in a leaderboard. Participants will leave with a prepackaged
bag of popcorn.
Materials
● 1 sheet construction paper per maker
● Scissors
● Tape (masking)
● 1 large bag packing peanuts (more
sanitary than popcorn)
● 2 large totes for holding packing
peanuts
● Measuring scoops (we used cups)
● Prepackaged popcorn for each maker
● Computer, screen, and smartphone for
entering and projecting a leaderboard
● Tables for workspace
● Markers (optional)

2. Preparation Work and Setup
1. Make signs with clear instructions to display in various locations. ​Pro­tip: Suggested
instructions and signs:
○ Goal: MAKE your own container to put the MAXIMUM amount of popcorn in to take with
you.
○ What will you MAKE?
○ TO MAKE:
● 1 sheet of paper ● Creativity
● Tape ● Markers
● Scissors ● Name on container
○ Maximum volume competition
○ Creative design competition
○ Mathematically find the volume and get a prize
2. (Optional) Create example containers to place on tables for inspiration.
3. Arrange workspace for participants with supplies (paper, tape, scissors, markers,
directions and other signage clearly placed). ​Pro tip: pre­tear lots of small pieces of tape for
participants to use, approximately 1 to 2 inches long.
4. Prepare monitors for displaying the leaderboard, including a way to enter name and
number of scoops of participants ​Pro tip: Use a google form on your end (with a smartphone
or the like) to enter the participant’s first name and number of scoops. Display the leaderboard
with the google sheet of responses to the form, sorting to put highest on top occasionally.
5. Place enough packing peanuts in each tote, along with the measuring scoops.
6. Have at least one person manning the official measuring of the scoops and at least one
person interacting with participants.
Activity
1. As participants arrive, explain the goal and constraints: one sheet of construction paper
to build and decorate a container to hold as much popcorn as possible. ​Pro­tip: while
participants are creating containers, ask about their thinking and strategies.
2. Once participant’s container is completed, they have the volume measured at the official
scoop measuring station. Fill the container, counting the scoops until half or more of the
peanuts fall out of the container. ​Pro­tip: be sure to use full scoops. Encourage makers to
make adjustments to try and increase their volume. This is also a discussion point with
participants.
3. Enter the participant’s name and number of scoops in the google form.
4. Upon completion, participants may take their container with them and grab a bag of
popcorn.

3. 5. Reward any particularly creative or unique designs (we gave more popcorn). After the
first 15 minutes or so, reward the participant with the greatest volume or most creative
design. If any participant finds the mathematical volume, reward that as well.
6. Periodically sort the leaderboard by the number of scoops (​by choosing the Z → A option​).
Other Pro-Tips Not Included Above
● Use a masking tape dispenser.
● Celebrate the creativity and ingenuity of different designs to encourage problem solving.
Adaptations and Changes
● Have participants leave with the amount of popcorn their containers can hold.
● Make a container to ​contain​ popcorn. In other words, popcorn cannot overflow from the
top of the container. This could provide a more in depth discussion about volume.
● Get a popcorn maker for added fun and authenticity.
● Limit amount of tape allowed to prevent construction of sides. We did not incorporate this
limitation and saw great creativity in their designs.
● For younger learners, provide pre­made containers to have them choose which
container they’d like their popcorn in and explain why.
● To extend the discussion, make containers that hold the same volume but have different
dimensions. Or keep one dimension rigid and alter others, making the volumes different.
● Provide a smaller item for measuring volume, such as rice or beans, for learners to play
and experiment.
● Measure in a clear container that shows the levels of volume, not relying on the scoops.
References:
Halverson, E.R. & Sheridan, K. (2014). ​The maker movement in education​. ​Harvard Educational
Review, 84​(4), 495­505.