Primary Type: Formative Assessment
Status: Published
This is a resource from CPALMS (www.cpalms.org) where all educators go for bright ideas!
Resource ID#: 63187
Cylinder Slices
Students are asked to sketch and describe the two-dimensional figures that result from slicing a cylinder.
Subject(s): Mathematics
Grade Level(s): 7
Intended Audience: Educators
Freely Available: Yes
Keywords: MFAS, cylinder, slice, two-dimensional, three-dimensional, cross section, plane figure, parallel,
perpendicular, base
Resource Collection: MFAS Formative Assessments
ATTACHMENTS
MFAS_CylinderSlices_Worksheet.docx
MFAS_CylinderSlices_Worksheet.pdf
FORMATIVE ASSESSMENT TASK
Instructions for Implementing the Task
This task can be implemented individually, with small groups, or with the whole class.
1. The teacher asks the student to complete the problems on the Cylinder Slices worksheet.
2. The teacher asks follow-up questions, as needed.
TASK RUBRIC
Getting Started
Misconception/Error
The student is unable to correctly describe the two-dimensional figures that result from slicing three-dimensional figures.
Examples of Student Work at this Level
The student:
Describes the two parts of the cylinder that result from the slicing rather than a two-dimensional cross section of the cylinder.
page 1 of 3 Describes incorrect plane figures.
The student may also confuse some or all of the terms: horizontal, vertical, parallel, perpendicular.
Questions Eliciting Thinking
What is the difference between a two-dimensional figure and a three-dimensional figure? Can you give me an example of each?
Do you know what cross section means? Can you imagine the cross section of the cylinder that is revealed by the slicing?
Which way is horizontal (vertical)?
What does parallel (perpendicular) mean?
Instructional Implications
Review the difference between two-dimensional and three-dimensional figures. Provide the student with examples of figures to be classified as either two-dimensional or
three-dimensional. Ask the student to classify the figures and identify the dimensions of each.
Consider implementing the CPALMS Lesson Plan Can You Cut It? Slicing Three-Dimensional Figures (ID 47309). This lesson guides the student to sketch and describe a twodimensional figure resulting from the horizontal or vertical slicing of a three-dimensional figure. Be sure the student understands the difference between horizontal and
vertical, parallel and perpendicular. Model horizontal and vertical slices. Define parallel and perpendicular, and then model parallel and perpendicular slices in relation to the
base. If needed, review the features of a cylinder, and emphasize that the base is a circle which is described by its diameter or radius. If needed, provide additional
experience with identifying and drawing two-dimensional slices of three-dimensional figures and describing their dimensions. Consider implementing this task again to assess if
the student can sketch and describe the two-dimensional cross section resulting from each slice.
Making Progress
Misconception/Error
The student does not adequately describe the dimensions of the plane figure in terms of the dimensions of the original figure.
Examples of Student Work at this Level
The student can identify and draw the shapes of the plane sections, but:
Is unable to describe their dimensions.
Does not clearly describe how the dimensions compare to the original figure.
Questions Eliciting Thinking
What do you mean by “shorter?” Shorter than what?
To what part of the cylinder can you compare the circle? How does the circle compare to the base of the cylinder? How does the diameter of this circle compare to the
diameter of the base?
What are the two dimensions of the rectangle resulting from the slice? To what part of the cylinder can you compare the length and width of the rectangle?
Instructional Implications
Guide the student to relate the dimensions of the two-dimensional figure to the dimensions of the original three-dimensional figure. Model a concise comparison (e.g., the
length of the rectangle is equal to the height of the cylinder and its width is equal to the diameter of the original circular base). Provide additional opportunities to precisely
describe cross sections of three-dimensional figures.
Got It
page 2 of 3 Misconception/Error
The student provides complete and correct responses to all components of the task.
Examples of Student Work at this Level
The student correctly identifies and draws the plane figures resulting from each slice, and describes each using specific dimensions. For example, the student says:
1. The cross section is a circle with a diameter equal to the diameter of the base of the cylinder.
2. The cross section is a rectangle with a length equal to the height of the cylinder and a width equal to the diameter of the base of the cylinder.
3. The cross section is a rectangle with a length equal to the height of the cylinder and a width less than the diameter of the base of the cylinder.
Questions Eliciting Thinking
Does the slice have to be in the middle (halfway) in order to be horizontal (vertical)? Can the horizontal slice be close to the bottom (or top) base of the cylinder?
What happens to the dimensions of the vertical slice as it gets farther from the center of the cylinder? What happens to the dimensions of the horizontal slice as it gets
farther from the center of the cylinder?
Instructional Implications
Challenge the student with more complex figures such as a double cone and slices that are neither parallel nor perpendicular to the base.
Consider implementing the MFAS tasks Rectangular Prism Slices, Cone Slices, or Square Pyramid Slices (7.G.1.3), if not done previously.
ACCOMMODATIONS & RECOMMENDATIONS
Special Materials Needed:
Cylinder Slices worksheet
SOURCE AND ACCESS INFORMATION
Contributed by: MFAS FCRSTEM
Name of Author/Source: MFAS FCRSTEM
District/Organization of Contributor(s): Okaloosa
Is this Resource freely Available? Yes
Access Privileges: Public
License: CPALMS License - no distribution - non commercial
Related Standards
Name
MAFS.7.G.1.3:
Description
Describe the two-dimensional figures that result from slicing three-dimensional figures, as in plane sections of right
rectangular prisms and right rectangular pyramids.
page 3 of 3