Slice it ccss11/2/2022 ![]() ![]() Slice WXYZ is parallel to faces ABCD and EFGH and perpendicular to faces CDEH, ADEF, ABGF, and BCHG. If we focus on ∠X of the slice, since it is a right angle, we know that \(\overline\) are 8 cm in length. Then we know that the angles in the slice, ∠X and ∠Y, formed by the slicing plane and face BCEH, are right angles. The slice was made perpendicular to face BCEH. The slice is perpendicular to the face ADFG.ĭ. Based on what is known about how the slice is made, can he be right? Justify your reasoning.ī. Joey looks at WXYZ and thinks that the slice may be a parallelogram that is not a rectangle. To which other face is the slice perpendicular?ĭ. ![]() Label the vertices of the rectangle defined by the slice as WXYZ.ī. The resulting slice is a rectangular region with a height equal to the height of the prism.Ī. 9-10.2e: Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. The right rectangular prism in Figure 6 has been sliced with a plane perpendicular to BCEH. .9-10.2d: Use precise language and domain-specific vocabulary to manage the complexity of the topic. Therefore, the slice is perpendicular to faces ABHG, CDFE, BCEH, and ADFG. Since the slice is parallel to two faces, it will be perpendicular to whichever sides those faces are perpendicular to. The slice is parallel and identical to the face EFGH.Ĭ. Based on what you know about right rectangular prisms, which faces must the slice be perpendicular to?ī. To which other face is the slice parallel and identical?Ĭ. Label the vertices of the rectangular region defined by the slice as WXYZ.ī. The resulting slice is a rectangular region that is identical to the parallel face.Ī. The right rectangular prism in Figure 4 has been sliced with a plane parallel to face ABCD. If you picture the ball and the plane as distinct but being brought toward each other, the plane section of just one point occurs when the plane just makes contact with the ball. No, different slices can result in circles of different sizes it will depend on where the slicing plane meets the ball.Ĭ. How will the plane have to meet the ball so that the plane section consists of just one point?ī. ![]() Will all slices that pass through B be the same size? Explain your reasoning.Ĭ. What figure does the slicing plane form? Students may choose their method of representation of the slice (e.g., drawing a 2D sketch, a 3D sketch, or describing the slice in words).ī. Figure 3 shows one possible slice of B.Ī. videos and features from the Fractions Unit to introduce key vocabulary terms and help students develop formal explanations for the concepts they have explored during game play.Engage NY Eureka Math 7th Grade Module 6 Lesson 16 Answer Key Eureka Math Grade 7 Module 6 Lesson 16 Example Answer KeyĬonsider a ball B. Over the course of the next several days, provide time for students to explore later levels of the game.Ask students to share (with a partner or the whole class) their strategies for finding the required number of ways to slice the lava blocks.Allow students to continue playing the game for another 10-15 minutes to explore the slicing shapes levels.How did they avoid dropping too much ice? How has order of operations been important when dropping blocks onto the right spot? What connections did they make between the lava and equal splitting? Once the majority of the class has finished the first five levels (which reinforce splitting group concepts), have students pause in their game play to discuss strategies.Allow students to explore the game independently or with a partner for approximately 10-15 minutes.Explain they will be popping balloons, slicing ice, and solving fraction mysteries to guide a woolly mammoth across rough terrain, and challenge students to collect as many crazy hats for the mammoth as possible. Tell students they will have the opportunity to explore equal groupings and splitting groups into squares through an online game called Slice Fractions.Use each question as a springboard for discussion in order to determine students' prior knowledge and get them excited to learn more. Display the Hard Quiz and take it together as a class.Basic Parts of a Whole video for the class. ![]()
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