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Lesson Title: Cross Sections

Time Required: 50 minutes


Grade: 7
Teacher: Chelsey Rice
Common Core State Standard:
CCSS.Math.Content.7.G.A.3
Describe the two-dimensional figures that result from slicing three-dimensional figures,
as in plane sections of right rectangular prisms and right rectangular pyramids.
Content Objective:
- The students will be able to identify the 2-D shapes created from slicing 3-D
objects.
Assessment:
- The students will be assessed on:
o Identifying the 2-D shape created from slicing a 3-D object
Key Vocabulary (Academic/Content)

Right rectangular prism


Right rectangular pyramid
Plane
Cross section

Materials

12 worksheet packets (1 per student)


Computer
Projector
PowerPoint

Anticipatory Set (Getting Started):


We have been working on geometry for the past couple of weeks. Before we move
onto our new geometry topic, lets review prisms. Give me some examples of prisms
you have seen our in the real world. My example is a DVD case. A DVD case is a
rectangular prism. What are your examples?
Lesson Sequence:
1. Review Prisms
2. Handout note packets
a. Explain that the concepts we are going to go over in the PowerPoint are in
the note packet
3. Start PowerPoint
a. Slide 2: Define Prisms (Review)
i. Three dimensional figures named for the shape of the bases
1. What are some examples?
b. Slide 3: Define Right Prism
i. A prism in which the angles between the base and sides are right
angles
c. Slide 4: Define Pyramids

i. A three-dimensional figure whose base is a polygon and all of the


other faces are triangles
1. Pyramids are named for the shape of the base
a. Pyramids can have any base shape
i. Examples: Triangular Pyramid, Pentagonal
Pyramid, Octagonal Pyramid, etc.
d. Slide 5: Define Right Pyramid
i. A pyramid that has its apex aligned directly above the center of the
base
e. Slide 6: Square Pyramid Example
i. Shows the net of a pyramid and the resulting 3-D pyramid
f. Slide 7: Rectangular Pyramid Example
i. Shows the net of a pyramid and the resulting 3-D pyramid
g. Slide 8: Define cross sections
i. A cross section is formed when a solid and a plane intersect
1. The intersection is called a cross section
ii. Cross sections result in 2-D shapes
h. Slide 9: Explain cross sections
i. Cross sections can be parallel to the base, perpendicular to the
base, or placed at an angle.
ii. The number of sides the 2-D cross section has, depends on the
number of sides the 3-D figure has
1. A cube has 6 sides. The largest 2-D shape that could be
created would be a hexagon (6 sided figure)
i. Slide 10: Triangle cross sections
i. A slice that meets 3 faces results in a triangle cross section
j. Slide 11: Quadrilateral cross sections
i. A slice that meets 4 faces results in a quadrilateral cross section
k. Slide 12: Pentagonal and hexagonal cross sections
i. A slice that meets 5 and 6 faces results in pentagonal and
hexagonal cross sections
l. Slide 13: Can we make an octagonal cross section from a cube?
i. No, the number of sides the 2-D cross section has, depends on the
number of sides the 3-D figure has. Only can be as large as the
number of sides.
m. Slide 14:
i. Even ninjas love math!
1. A video that shows how cross sections are created
ii. Cut the cube!
1. An animation that shows all the possible 2-D shapes created
when cutting a cube
n. Slides 15-19: Examples of parallel and perpendicular cross sections of
right rectangular prisms and pyramids.
i. It is important to show examples and visuals for the students
4. Handout homework
Closure:

Now that you have seen the different types of 2-D figures created when slicing 3-D
objects, you will work on some problems on your own. First identify the type of figure
you are looking at and where the plane slices the figure. Then you can identify the 2-D
figure created. If you have any questions, please let me know. We will go over the
problems when you are done.
Exploring/Extending:
Now that the students know how to create a cross section, I would extend this activity
by challenging the students to identifying what type of figure was used to create the
cross section pictured. Looking at the concept from a reverse point a view will
determine if the students truly understand the concept of creating 2-D figures from 3-D
objects. Can the figure only be created using either a right rectangular prism or a right
rectangular pyramid? Or could the 2-D figure be created by both? How do you know?
Explain.
Adaptations for Diverse and Special Needs:
Many of my students struggle while taking notes. In this class, the way we takes notes
varies depending on the lesson. For this lesson, the notes will be provided for the
students in order to ensure that the students are looking at the correct information. It is
hard to draw figures sliced with planes, showing the proper cross section.

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