Intentional Thinking Map for PLC Planning (Questions 1 & 2) Title of Unit: Standard(s) being addressed? MACC.7.G.1.3: Describe the two-dimensional figures that result from slicing three- dimensional figures, as in plane sections of right rectangular prisms
and right rectangular pyramids.
Circle the Verbs and underline the key concepts (important nouns and noun phrases). PLC question #1: What do we expect all students to learn? à PLC question #2: How will we know if and when they have learned it? Know Declarative knowledge: Facts, vocabulary, information Understand “Essential understandings,” or generalizations, and represent ideas that are transferable to other contexts. Key Vocabulary: two-­‐dimensional figures, three-­‐ The two-­‐dimensional figure resulting from slicing dimensional figures, plane sections, right three-­‐dimensional figures varies depending on if rectangular prisms, right rectangular pyramids the plane is parallel or perpendicular to the base, as well as, if the plane intersects the vertex. Do Procedural knowledge: Skills, strategies and processes that are transferrable to other contexts. Level 1 (Retrieval) Level 2 (Comprehension) • Describe the two-­‐dimensional figures that result from slicing right rectangular prisms and right rectangular pyramids Level 3 (Analysis) Level 4 (Knowledge Utilization) Prerequisite skills: What prior knowledge (skills from previous grade levels) do students need to have mastered to be successful with this standard(s)? Parallel, perpendicular, identify two-­‐dimensional shapes, plane figure Learning Goal(s)/Objective(s): (Based on standards above) DSBPC-­‐OTL Intentional Thinking Map for PLC Planning (Questions 1 & 2) Standard MACC.7.G.1.3: Describe the two-dimensional figures that result from slicing three- dimensional figures, as in plane sections of right rectangular
prisms and right rectangular pyramids.
Score Learning Progression 4.0 I can… • Construct a three-­‐dimensional figure from a given two-­‐dimensional plane cross section. • Compare and contrast cross sections that result from slicing three-­‐
dimensional figures. 3.5 I can do everything at a 3.0, and I can demonstrate partial success at score 4.0. 3.0 Target (Standard) I can… • Describe the two-­‐dimensional figures that result from slicing right rectangular prisms and right rectangular pyramids Sample Task(s) Aligned to the Cognitive Complexity of the Learning Progression (Ways to check for Understanding) 1. Construct a three-­‐dimensional figure from the figure below: 2. What cross sections might you see when a plane intersects a right rectangular pyramid that you would not see when a plane intersects a right rectangular prism? Describe all the two dimensional shapes that could result from a plane intersecting a right rectangular prism. Draw the figure and the plane for each. 2.5 I can do everything at a 2.0, and I can demonstrate partial success at score 3.0. 2.0 I can… • Recognize/Identify two-­‐dimensional figures and right rectangular prisms, right rectangular pyramids 1.5 I can do some things at a 2.0 with some success I need prompting and/or support to complete 2.0 tasks. 1.0 Name the following figures: 1. 2. 3. DSBPC-­‐OTL