Geometry m3 End of Module Assessment

NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task M3
GEOMETRY
Name Date
1.
a. State the volume formula for a cylinder. Explain why the volume formula works.
1
b. The volume formula for a pyramid is Bh, where B is the area of the base and h is the height of the
3
1
solid. Explain where the comes from in the formula.
3
Module 3: Extending to Three Dimensions

201
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GEOMETRY
c. Explain how to use the volume formula of a pyramid to show that the volume formula of a circular
1 2
cone is πr h , where r is the radius of the cone and h is the height of the cone.
3
2. A circular cylinder has a radius between 5.50 and 6.00 cm and a volume of 225 cm 3. Write an inequality
that represents the range of possible heights the cylinder can have to meet this criterion to the nearest
hundredth of a centimeter.

202
GEOMETRY
3. A machine part is manufactured from a block of iron with circular cylindrical slots. The block of iron has a
width of 14∈., a height of 16∈., and a length of 20∈¿. The number of cylinders drilled out of the block
is determined by the weight of the leftover block, which must be less than 1,000 lb.
a. If iron has a weight of roughly 491 lb /ft 3 , how many cylinders with the same height as the block and
with radius 2∈. must be drilled out of the block in order for the remaining solid to weigh less than
1,000 lb .?
b. If iron ore costs $ 115 per ton (1 ton=2200lb .) and the price of each part is based solely on its
weight of iron, how many parts can be purchased with $ 1,500? Explain your answer.

203
GEOMETRY

204
GEOMETRY
4. Rice falling from an open bag piles up into a figure conical in shape
with an approximate radius of 5 cm.
a. If the angle formed by the slant of the pile with the base is
roughly 30 ° , write an expression that represents the volume
of rice in the pile.
b. If there are approximately 20 grains of rice in a cubic centimeter, approximately how many grains of
rice are in the pile? Round to the nearest whole grain.

205
GEOMETRY
5. In a solid hemisphere, a cone is removed as shown. Calculate the volume of the resulting solid. In
addition to your solution, explain the strategy you used in your solution.
6. Describe the shape of the cross-section of each of the following objects.
Right circular cone:

a. Cut by a plane through the vertex and perpendicular to the base
Square pyramid:
b. Cut by a plane through the vertex and perpendicular to the base
c. Cut by a vertical plane that is parallel to an edge of the base but not passing through the vertex

206
GEOMETRY
Sphere with radius r :

d. Describe the radius of the circular cross-section created by a plane through the center of the sphere.
e. Describe the radius of the circular cross-section cut by a plane that does not pass through the center
of the sphere.
Triangular Prism:
f. Cut by a plane parallel to a base
g. Cut by a plane parallel to a face
7.
a. A 3 ×5 rectangle is revolved about one of its sides of length 5 to create a solid of revolution. Find
the volume of the solid.

207
GEOMETRY
b. A 3-4 -5 right triangle is revolved about a leg of length 4 to create a solid of revolution. Describe the
solid.
c. A 3-4 -5 right triangle is revolved about its legs to create two solids. Find the volume of each solid
created.
48
d. Show that the volume of the solid created by revolving a 3-4 -5 triangle about its hypotenuse is π
5
.

208
GEOMETRY
A Progression Toward Mastery

STEP 1 STEP 2 STEP 3 STEP 4
Assessment Missing or Missing or A correct answer A correct answer
Task Item incorrect answer incorrect answer with some supported by
and little evidence but evidence of evidence of substantial
of reasoning or some reasoning or reasoning or evidence of solid
application of application of application of reasoning or
mathematics to mathematics to mathematics to application of
solve the solve the problem. solve the problem, mathematics to
problem. OR an incorrect solve the problem.
answer with
substantial
evidence of solid
reasoning or
application of
mathematics to
solve the problem.
1 a Student incorrectly Student correctly Student correctly states Student correctly
states the volume states the volume the volume formula and states the volume
formula. Response is formula but does not provides some evidence formula and provides
G-GMD.A.1 not coherent or does explain why it works. of understanding why substantial reasoning
not provide reasoning OR the formula works. as to why the formula
as to why the formula Student incorrectly works.
works or response not states the volume
attempted. formula but provides
reasoning as to why
the formula works.
b Student demonstrates Student demonstrates Student demonstrates Student demonstrates

little or no some understanding of understanding of the clear and coherent
understanding of the the one-third factor in one-third factor in the reasoning of
G-GMD.A.1 one-third factor in the the volume formula. volume formula. understanding of the
volume formula. one-third factor in the
Student may have left volume formula. More
item blank. than one explanation
may have been given.

209
GEOMETRY
c Student demonstrates Student demonstrates Student demonstrates Student demonstrates

little or no an understanding of an understanding of clear and coherent
understanding of how how the volume of a how the volume of a reasoning of
G-GMD.A.1 the volume of a pyramid can pyramid can understanding of how
pyramid can be used approximate the approximate the the volume of a
to establish the volume of a circular volume of a circular pyramid can
volume formula for a cone, but the response cone, including the approximate the
circular cone. lacks specificity formula of the volume volume of a circular
regarding how the of a pyramid, but the cone.
polygonal base response lacks
approximates the specificity regarding
circular base and fails to how the polygonal base
mention the volume approximates the
formula of a pyramid. circular base.
2 Student does not Student provides a Student provides a Student correctly

provide a coherent response that contains response that contains identifies range of
response. two computational one computational possible heights
G-GMD.A.3 OR errors or two error or one conceptual rounded to the nearest
Student does not conceptual errors, or error, such as failing to hundredth of a
attempt to provide a one computational and find one extreme of the centimeter in an
response. one conceptual error. range of heights. inequality.
3 a Student provides an Student provides a Student provides a Student correctly

incorrect answer and response that contains response that contains determines that 5
does not show work. two computational one computational cylinders must be
G-MG.A.2 errors or two error, such as an drilled out to reduce
conceptual errors, or incorrect value of the the weight of the solid
one computational and weight of the iron less than 1,000 lb.
one conceptual error. block, or one and provides a
conceptual error, such complete solution.
as incorrect conversion
of units.
b Student provides an Student provides a Student provides a Student correctly

incorrect answer and response that contains response that contains determines the
does not show work. two computational one computational number of parts that
G-MG.A.3 errors or two error, such as an can be purchased with
conceptual errors, or incorrect cost per $ 1,500 and shows a
one computational and pound of iron, or one complete solution.
one conceptual error. conceptual error, such
as incorrect conversion
of units.

210
GEOMETRY
4 a Student demonstrates Student demonstrates Student demonstrates Student demonstrates

little or no an understanding of an understanding of clear and coherent
understanding of how how the volume of a how the volume of a reasoning of
G-MG.A.1 the volume of a pyramid can pyramid can understanding of how
pyramid can be used approximate the approximate the the volume of a
to establish the volume of a circular volume of a circular pyramid can
volume formula for a cone, but the response cone, including the approximate the
circular cone. lacks specificity formula of the volume volume of a circular
regarding how the of a pyramid, but the cone.
polygonal base response lacks
approximates the specificity regarding
circular base and fails how the polygonal base
to mention the volume approximates the
formula of a pyramid. circular base.
b Student demonstrates Student provides a Student provides a Student correctly

little or no response that contains response that contains determines the
understanding of how one computational and one computational number of grains of
G-MG.A.2 to determine the one conceptual error, error or one conceptual rice in the pile and
number of grains of such as incorrect error, such as incorrect shows a complete
rice in the pile. conversion of units. conversion of units. solution.
5 G-GMD.A.3 Student makes a Student provides a Student provides a Student provides a

computational error response that contains correct solution but correct solution, which
leading to an incorrect a computational error does not include an includes a clear
answer; additionally, leading to an incorrect explanation as to how explanation of how the
the reasoning is not answer but uses they arrived at their problem is approached
correct. correct reasoning. answer. and solved.
6 a–g Student provides a Student provides a Student provides a Student provides a

correct response to correct response to correct response to five correct response to all
one or less parts. three parts. parts. seven parts.
G-GMD.B.4
7 a Student shows little or Student provides a Student provides a Student provides a

no attempt to answer response that contains response that contains correct solution and
the question. one conceptual error, one computational final answer of 45 π .
G-GMD.B.4 such as calculating the error, such as using an
volume of a incorrect height or
rectangular prism. radius leading to an
answer of 75 π .
b Student identifies the Student misidentifies Student concludes that Student provides a
shape as a triangle or the shape formed but the shape formed by complete sentence
other two-dimensional correctly states it as a the revolution is a right identifying the solid
G-GMD.B.4 figure or leaves the three-dimensional circular cone or cone. formed as a right
item blank. solid. circular cone or cone.

211
GEOMETRY
c Student provides Student uses the Student correctly Student correctly

incorrect answers for correct formulas for calculates the volume provides the volume of
both solids, and it is volume but makes of one of the solids but both solids (i.e., 12 π
G-GMD.B.4 not evident that computational errors makes a computational and 16 π ).
formulas were used. leading to incorrect error leading to an
volumes for both incorrect volume for
solids. the second solid.
d Student makes little or Student provides a Student provides a Student correctly

no attempt to answer solution with the solution with the identifies the volume
G-GMD.B.4
the question. correct steps but correct steps but makes 48
makes one conceptual one computational as π and includes
error leading to an error leading to an
5
a complete solution.
incorrect answer, such incorrect answer.
as using an incorrect
formula.

212
GEOMETRY
Name Date
1.
a. State the volume formula for a cylinder. Explain why the volume formula works.
1
b. The volume formula for a pyramid is Bh, where B is the area of the base and h is the height of the
3
1
solid. Explain where the comes from in the formula.
3

213
GEOMETRY

214
GEOMETRY
c. Explain how to use the volume formula of a pyramid to show that the volume formula of a circular
1 2
cone is πr h , where r is the radius of the cone and h is the height of the cone.
3
2. A circular cylinder has a radius between 5.50 and 6.00 cm and a volume of 225 cm 3. Write an inequality
that represents the range of possible heights the cylinder can have to meet this criterion to the nearest
hundredth of a centimeter.

215
GEOMETRY

216
GEOMETRY
3. A machine part is manufactured from a block of iron with circular cylindrical slots. The block of iron has a
width of 14∈., a height of 16∈., and a length of 20∈¿. The number of cylinders drilled out of the block
is determined by the weight of the leftover block, which must be less than 1,000 lb.
a. If iron has a weight of roughly 491 lb /ft 3 , how many cylinders with the same height as the block and
with radius 2∈. must be drilled out of the block in order for the remaining solid to weigh less than
1,000 lb .?
b. If iron ore costs $ 115 per ton (1 ton=2200lb .) and the price of each part is based solely on its
weight of iron, how many parts can be purchased with $ 1,500? Explain your answer.

217
GEOMETRY
4. Rice falling from an open bag piles up into a figure conical in shape
with an approximate radius of 5 cm.
a. If the angle formed by the slant of the pile with the base is
roughly 30 ° , write an expression that represents the volume
of rice in the pile.
b. If there are approximately 20 grains of rice in a cubic centimeter, approximately how many grains of
rice are in the pile? Round to the nearest whole grain.

218
GEOMETRY
5. In a solid hemisphere, a cone is removed as shown. Calculate the volume of the resulting solid. In
addition to your solution, explain the strategy you used in your solution.
6. Describe the shape of the cross-section of each of the following objects.
Right circular cone:

a. Cut by a plane through the vertex and perpendicular to the base
Square pyramid:
b. Cut by a plane through the vertex and perpendicular to the base

219
GEOMETRY
c. Cut by a vertical plane that is parallel to an edge of the base but not passing through the vertex

220
GEOMETRY
Sphere with radius r :

d. Describe the radius of the circular cross-section created by a plane through the center of the sphere.
e. Describe the radius of the circular cross-section cut by a plane that does not pass through the center
of the sphere.
Triangular Prism:
f. Cut by a plane parallel to a base
g. Cut by a plane parallel to a face
7.
a. A 3 ×5 rectangle is revolved about one of its sides of length 5 to create a solid of revolution. Find
the volume of the solid.

221
GEOMETRY
b. A 3-4 -5 right triangle is revolved about a leg of length 4 to create a solid of revolution. Describe the
solid.
c. A 3-4 -5 right triangle is revolved about its legs to create two solids. Find the volume of each solid
created.
48
d. Show that the volume of the solid created by revolving a 3-4 -5 triangle about its hypotenuse is π
5
.

222

Geometry m3 End of Module Assessment

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NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task M3

Module 3: Extending to Three Dimensions

Module 3: Extending to Three Dimensions

Module 3: Extending to Three Dimensions

Module 3: Extending to Three Dimensions

Module 3: Extending to Three Dimensions

6. Describe the shape of the cross-section of each of the following objects.

Right circular cone:

Module 3: Extending to Three Dimensions

Sphere with radius r :

g. Cut by a plane parallel to a face

Module 3: Extending to Three Dimensions

Module 3: Extending to Three Dimensions

A Progression Toward Mastery

b Student demonstrates Student demonstrates Student demonstrates Student demonstrates

Module 3: Extending to Three Dimensions

c Student demonstrates Student demonstrates Student demonstrates Student demonstrates

2 Student does not Student provides a Student provides a Student correctly

3 a Student provides an Student provides a Student provides a Student correctly

b Student provides an Student provides a Student provides a Student correctly

Module 3: Extending to Three Dimensions

4 a Student demonstrates Student demonstrates Student demonstrates Student demonstrates

b Student demonstrates Student provides a Student provides a Student correctly

5 G-GMD.A.3 Student makes a Student provides a Student provides a Student provides a

6 a–g Student provides a Student provides a Student provides a Student provides a

7 a Student shows little or Student provides a Student provides a Student provides a

Module 3: Extending to Three Dimensions

c Student provides Student uses the Student correctly Student correctly

d Student makes little or Student provides a Student provides a Student correctly

Module 3: Extending to Three Dimensions

Module 3: Extending to Three Dimensions

Module 3: Extending to Three Dimensions

Module 3: Extending to Three Dimensions

Module 3: Extending to Three Dimensions

Module 3: Extending to Three Dimensions

Module 3: Extending to Three Dimensions

6. Describe the shape of the cross-section of each of the following objects.

Right circular cone:

Module 3: Extending to Three Dimensions

Module 3: Extending to Three Dimensions

Sphere with radius r :

g. Cut by a plane parallel to a face

Module 3: Extending to Three Dimensions

Module 3: Extending to Three Dimensions

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