ALEX Resources

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Learning Activities (1) Building blocks of a lesson plan that include before, during, and after strategies to actively engage students in learning a concept or skill. Classroom Resources (2)


ALEX Learning Activities  
   View Standards     Standard(s): [MA2019] REG-7 (7) 19 :
19. Describe the two-dimensional figures created by slicing three-dimensional figures into plane sections.
[DLIT] (7) 29 :
23) Demonstrate the use of a variety of digital devices individually and collaboratively to collect, analyze, and present information for content-related problems.

Subject: Mathematics (7), Digital Literacy and Computer Science (7)
Title: Slicing Three-Dimensional Figures and Identifying the Resulting Cross-Sections
Description:

In this activity, students will use the Interactivate Cross Section Flyer Tool to discover the cross-sections that result from slicing three-dimensional figures. Students will use a graphic organizer to collect data on prisms, pyramids, and cylinders.

Cross-Section Graphic Organizer




ALEX Learning Activities: 1

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ALEX Classroom Resources  
   View Standards     Standard(s): [MA2015] GEO (9-12) 35 :
35 ) Give an informal argument for the formulas for the circumference of a circle; area of a circle; and volume of a cylinder, pyramid, and cone. Use dissection arguments, Cavalieri's principle, and informal limit arguments. [G-GMD1]

[MA2015] PRE (9-12) 38 :
38 ) (+) Give an informal argument using Cavalieri's principle for the formulas for the volume of a sphere and other solid figures. [G-GMD2]

[MA2019] REG-7 (7) 19 :
19. Describe the two-dimensional figures created by slicing three-dimensional figures into plane sections.
[MA2019] REG-8 (8) 30 :
30. Use formulas to calculate the volumes of three-dimensional figures (cylinders, cones, and spheres) to solve real-world problems.
[MA2019] GEO-19 (9-12) 16 :
16. Identify the shapes of two-dimensional cross-sections of three-dimensional objects, and identify three-dimensional objects generated by rotations of two-dimensional objects.
[MA2019] GEO-19 (9-12) 17 :
17. Model and solve problems using surface area and volume of solids, including composite solids and solids with portions removed.

a. Give an informal argument for the formulas for the surface area and volume of a sphere, cylinder, pyramid, and cone using dissection arguments, Cavalieri's Principle, and informal limit arguments.

b. Apply geometric concepts to find missing dimensions to solve surface area or volume problems.
[MA2019] GEO-19 (9-12) 23 :
23. Develop definitions of rotation, reflection, and translation in terms of angles, circles, perpendicular lines, parallel lines, and line segments.
Subject: Mathematics (9 - 12), Mathematics (7 - 12)
Title: Cone Surface Area | School Yourself Geometry
URL: https://aptv.pbslearningmedia.org/resource/geometry-cone-surface/cone-surface-area-school-yourself-geometry/
Description:

Use the Pythagorean theorem to unroll a cone and find its surface area with this interactive video from the School Yourself Geometry series.



   View Standards     Standard(s): [MA2019] REG-7 (7) 19 :
19. Describe the two-dimensional figures created by slicing three-dimensional figures into plane sections.
Subject: Mathematics (7)
Title: Grade 7 Mathematics Module 6, Topic C: Slicing Solids
URL: https://www.engageny.org/resource/grade-7-mathematics-module-6-topic-c-overview
Description:

Module 6, Topic C introduces the idea of a slice (or cross-section) of a three-dimensional figure. Students explore the two-dimensional figures that result from taking slices of right rectangular prisms and right rectangular pyramids parallel to the base, parallel to a lateral face, and slices that are not parallel to the base nor lateral face, but are skewed slices (7.G.A.3). The goal of the first three lessons is to get students to consider three-dimensional figures from a new perspective. One way students do this is by experimenting with an interactive website that requires students to choose how to position a three-dimensional figure so that a slice yields a particular result (e.g., how a cube should be sliced to get a pentagonal cross-section). 



ALEX Classroom Resources: 2

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