AMC 10 · 2007 · #19
Grade 11 geometry-3dPick an answer.
Once you know the can's radius and height in terms of the rhombus, this is one line of algebra. So the entire problem is the sentence before that line: which length of the rhombus goes around the can, and which one goes up it. Both candidates are 6-ish quantities living in the same figure, and guessing wrong changes the answer, so the temptation is to assert the answer to that question from a picture. Tool #17 (Visualize Spatial Relationships) and Tool #10 (Create a Physical Representation) are used instead to derive it: first track what the tape actually identifies — B becomes C, so the untaped side BC closes into a loop — and then unroll the finished can, which is bending run backwards and therefore hands the rhombus back. In that unrolled picture the two rims are straight lines and the answer to 'which direction goes around' is forced, not chosen. Tool #1 (Draw a Diagram) supplies the right triangle that turns the rhombus's height into 6sinθ, Tool #4 (Introduce a Variable) keeps the unknown lap count in the algebra instead of quietly setting it to 1, and Tool #13 (Convert to Algebra) writes the single volume equation. Tool #14 (Extreme Principle) then does two jobs at the end that are easy to skip: the bound sinθ ≤ 1 is what kills every lap count past the first, and running the construction forwards shows that a rhombus with the answer's angle really does roll into a can of volume 6 — necessity alone would leave the problem's 'is rolled to form a cylinder of volume 6' unearned. Tool #3 (Eliminate Possibilities) settles the sharp-versus-blunt ambiguity and checks the four rejected choices by computing the volume each one would give.
Track what the tape identifies
The taping turns two sides into the two rims.
The sides you tape become a seam buried in the surface, so the sides you do not tape are what is left to be the rims.
10.G-MG.A.1Visualize Spatial RelationshipsUnroll the can to fix the directions
Unrolling fixes which direction goes around.
Unrolling gives the rhombus back with the rims drawn as two parallel lines, so the flat picture itself says which way is around and which way is up.
10.G-GMD.A.1Create A Physical RepresentationA closed trip around the rim gives the radius
A closed trip around the rim gives the radius.
Walking a closed loop on a circle means the distance walked is a whole number of circumferences.
Walking a closed loop around the rim means the distance walked is a whole number of circumferences.
▸ Why?
A circle's way around is two pi times its radius, so the rim length names the radius directly.
▸ Why?
A path that returns to its start must have covered a whole number of laps, never a fraction of one.
The height is six times the sine
The height is the side times the sine.
The sine of the corner angle is the fraction of the slanted side that survives as straight-up height.
10.G-SRT.C.8Draw A DiagramOne equation for the volume
The volume becomes one equation in that sine.
The rhombus enters the volume only through its height, so volume and sine are locked together by one proportion.
9.A-CED.A.1Convert To AlgebraOne lap only, and it really works
More than one wrap would push the sine past one, so only one lap works.
Wrapping twice would need a rhombus standing taller than its own side, which no rhombus can do.
9.A-REI.B.3Extreme PrincipleBoth rhombi, one sine
Either rhombus gives the same sine, π/9, choice (B).
A rhombus and the same rhombus viewed from its other corner have one height between them, so the sharp and blunt angles must share a sine.
11.F-TF.A.2Eliminate PossibilitiesThe whole problem is deciding which side of the rhombus becomes the circle: the sides you tape turn into a seam, so the sides you do not tape are the rims, and after that it is one volume formula.
- Track what the tape identifies
- Unroll the can to fix the directions
- A closed trip around the rim gives the radius
- The height is six times the sine
- One equation for the volume
- One lap only, and it really works
- Both rhombi, one sine