School: a monthly record of educational thought and progress . Fig. 3.—Square Prism which can be brokeninto two Triangular Prisms. there will be no trouble in establishing the more generalstatement that the volume of any regular prism (including the cylinder)= area of end x vertical m 3 pyramids = i prism (if of same end and height).•. Any pyramid = \ corresponding prism = J area of end by vertical height. These models are used by filling the pyramid with wateror fine sand and finding out, in each case, how manytimes greater the prism is than the pyramid. Fig. 4.—Pentagonal and Hexago

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School: a monthly record of educational thought and progress . Fig. 3.—Square Prism which can be brokeninto two Triangular Prisms. there will be no trouble in establishing the more generalstatement that the volume of any regular prism (including the cylinder)= area of end x vertical m 3 pyramids = i prism (if of same end and height).•. Any pyramid = \ corresponding prism = J area of end by vertical height. These models are used by filling the pyramid with wateror fine sand and finding out, in each case, how manytimes greater the prism is than the pyramid. Fig. 4.—Pentagonal and Hexagonal Prismsbuilt from Triangular Prisms. (ii) Pyramids.—The set of hollow models shownFig. 5 help the student to establish the fact that ? For details of these and other models, see writers pamphletpublished by P. Harris and Co., Birmingham, by whom theblocks for this article have been kindly lent.

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