options: Counting & Cardinality: students learn to know number names and the count sequence, count to tell the number of objects, and compare numbers.

Number Systems and Quantity: students learn to understand the complex number system and reason quantitatively.

Statistics & Probability: students learn to analyze and produce data distributions, and build understanding of univariate and bivariate data. They learn to interpret data, make statistical inferences, justify conclusions, understand rules of probability, and use probability to make decisions.

Number & Operations - Fractions: students learn to understand fractions as numbers and may work with them using addition, subtraction, multiplication, and division.

Ratios & Proportional Relationships: students learn to recognize, describe, represent, and reason with ratios, rates, proportional relationships, and percent.

Number & Operations in Base Ten: students learn to work with the base-ten system and build place value understanding.

Geometry: students learn to classify geometric figures by their properties, and understand and compare the relationships between them. Students develop and use formulas to compute lengths, areas, and volumes, and they use transformations to generate new shapes and compare existing ones. Geometry can be studied with and without coordinates.

Measurement & Data: students learn to work with data and measure attributes such as time, money, length, area, and volume. They may learn to compare measurements to operations and convert between different units of measure.

Operations & Algebra: students learn to solve problems using algebraic thinking and operations such as addition, subtraction, multiplication, and division. They may learn to identify and explain arithmetic patterns, evaluate or manipulate numerical expressions, and reason with equations and inequalities.

Functions: students learn to define, use, and evaluate functions to model relationships between quantities.

Modeling: students learn to choose and use appropriate mathematics and statistics to analyze real-world empirical situations, improve decisions, and report on their conclusions and the reasoning behind them.
problem_activity: Activity
This task combines concepts of decomposition, cylinder and cone volume formulas, and solids of rotation.
If students choose to use 3D graphing technology, reviewing the Axis of Rotation lesson may be helpful. Making this technology available gives students an opportunity to choose appropriate tools strategically (MP5).
Student Facing
Suppose this two-dimensional figure is rotated 360 degrees using the vertical axis shown. Each small square on the grid represents 1 square inch.
[IMG]
Draw the solid that would be traced out. Label the dimensions of the solid.
Find the volume of the solid. Round your answer to the nearest tenth if needed.
Student Response
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Anticipated Misconceptions
Students may struggle to visualize and draw the solid of rotation. Suggest that they divide the two-dimensional figure into two pieces horizontally and think about what each would look like rotated using the vertical axis. If necessary, they can draw the two resulting solids (cone and cylinder) separately.
Activity Synthesis
Ask students to compare and contrast the cylinder and the cone. They each have the same radius measurement, but their heights are different.
Invite students to summarize the kinds of solids that can be traced out through rotating a two-dimensional figure: spheres, cones, and cylinders can be created through spinning half-circles, triangles, and rectangles, but pryamids and prisms can’t be created through rotation. In general, a solid created through rotation will have circular cross sections.
Speaking: MLR8 Discussion Supports.
As students share the solids that can be formed by rotating a two-dimensional figure, press for details by asking students to elaborate or give an example. Also, ask students how they know that prisms and pyramids cannot be created through rotation. This will help students justify their reasoning for the solids that can and cannot be formed by rotating a two-dimensional figure.
Design Principle(s): Support sense-making; Optimize output (for justification)
Representation: Internalize Comprehension.
Provide examples of actual three-dimensional models of cylinders, cones, spheres, and prisms for students to view or manipulate. Ask students which solids can be formed by rotating the two-dimensional figure around the vertical axis.
Supports accessibility for: Visual-spatial processing; Conceptual processing


correct_option_index: 6

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