Beruflich Dokumente
Kultur Dokumente
(G.GMD.4)
Domain:
Language Objectives:
Students will be able to identify which threedimensional figure is created when a twodimensional figure is rotated around an axis.
Vocabulary:
Cone
Cylinder
Frustum
Hemisphere
Rectangle
Prior Knowledge:
Right Triangle
Rotation
Semicircle
Sphere
Trapezoid
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Common Misconceptions/Challenges:
Challenge: Students often struggle visualizing a threedimensional figure by only looking at two-dimensional
drawings because solids of revolution involve motion.
Strategy: To help students visualize the threedimensional figures, use technology such as 3D
Transmographer (shodor.org) . If technology is not
available, cut a half-inch slit in the end of a drinking
straw, and insert a cardboard cutout shape. Rotate the
straw and observe the three-dimensional solid of
revolution generated by the two-dimensional cutout.
ASSESSMENT:
Observe student work and listen to student discussions for:
Accuracy of students predictions
How well students are able to go backwards given the three-dimensional figure and determine the
two-dimensional figure.
You might use the Summary question as an exit task to assess if students were able to visualize the rotational
motion of the two-dimensional shape.
MATERIALS:
INSTRUCTIONAL PLAN:
Launch: (5-10 minutes)
Show students video of an ice skater spinning (http://www.youtube.com/watch?v=fDj3Vf4hJGg ). While
students watch the ice skater, have them answer the following questions:
1. What three-dimensional figures is the ice skater creating as she rotates her body?
2. What is another real world example of rotational motion?
After students answered the questions individually, have them share with a partner. Choose a couple of
partners to share out to the whole class about what types of examples they came up with.
Possible solution:
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If you rotate the two-dimensional shape, what three-dimensional figure might the rotation produce?
How is a three-dimensional figure created from the two-dimensional figure rotation?
When making your prediction, how might your prior learning of horizontal and vertical cross-sections
of three-dimensional figures help you determine the three-dimensional figure that is produced when
you rotate a two-dimensional figure around an axis?
When rotating a two-dimensional figure around the x-axis versus the y-axis, how do the twodimensional figures dimensions impact the three-dimensional figures dimensions and volume?
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