NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 1 M3

GEOMETRY

Name Date

Lesson 1: What Is Area?

Exit Ticket

1. Explain how to use the shaded polygonal regions shown to estimate the area 𝐴𝐴 inside the curve.

2. Use Problem 1 to find an average estimate for the area inside the curve.

Lesson 1: What Is Area?

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 2 M3
GEOMETRY

Name Date

Lesson 2: Properties of Area

Exit Ticket

1. Wood pieces in the following shapes and sizes are nailed together to create a sign in the shape of an arrow. The
pieces are nailed together so that the rectangular piece overlaps with the triangular piece by 4 in. What is the area
of the region in the shape of the arrow?

arrow-shaped sign

2. A quadrilateral 𝑄𝑄 is the union of two triangles 𝑇𝑇1 and 𝑇𝑇2 that meet along a common side as shown in the diagram.
Explain why Area(𝑄𝑄) = Area(𝑇𝑇1 ) + Area(𝑇𝑇2 ).

Lesson 2: Properties of Area

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 3 M3
GEOMETRY

Name Date

Lesson 3: The Scaling Principle for Area

Exit Ticket

In the following figure, ����

𝐴𝐴𝐴𝐴 and ����
𝐵𝐵𝐵𝐵 are segments.
a. △ 𝐴𝐴𝐴𝐴𝐴𝐴 and △ 𝐶𝐶𝐶𝐶𝐶𝐶 are similar. How do we know this?

b. What is the scale factor of the similarity transformation that takes △ 𝐴𝐴𝐴𝐴𝐴𝐴 to △ 𝐶𝐶𝐶𝐶𝐶𝐶?

c. What is the value of the ratio of the area of △ 𝐴𝐴𝐴𝐴𝐴𝐴 to the area of △ 𝐶𝐶𝐶𝐶𝐶𝐶? Explain how you know.

d. If the area of △ 𝐴𝐴𝐴𝐴𝐴𝐴 is 30 cm2 , what is the area of △ 𝐶𝐶𝐶𝐶𝐶𝐶?

Lesson 3: The Scaling Principle for Area

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 4 M3
GEOMETRY

Name Date

Lesson 4: Proving the Area of a Disk

Exit Ticket

1. Approximate the area of a disk of radius 2 using an inscribed regular

hexagon.

2. Approximate the area of a disk of radius 2 using a circumscribed

regular hexagon.

3. Based on the areas of the inscribed and circumscribed hexagons, what is an approximate area of the given disk?
What is the area of the disk by the area formula, and how does your approximation compare?

Lesson 4: Proving the Area of a Disk

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 5 M3
GEOMETRY

Name Date

Lesson 5: Three-Dimensional Space

Exit Ticket

1. What can be concluded about the relationship between line

ℓ and plane 𝑃𝑃? Why?

2. What can be concluded about the relationship between

planes 𝑃𝑃 and 𝑄𝑄? Why?

3. What can be concluded about the relationship between lines ℓ and 𝓂𝓂? Why?

4. What can be concluded about ����

𝐴𝐴𝐴𝐴 and ����
𝐶𝐶𝐶𝐶 ?

5. Line 𝒿𝒿 lies in plane 𝑃𝑃, and line 𝒾𝒾 lies in plane 𝑄𝑄. What can be concluded about the relationship between lines 𝒾𝒾 and
𝒿𝒿?

Lesson 5: Three-Dimensional Space

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 5 M3
GEOMETRY

Table 2: Properties of Points, Lines, and Planes in Three-Dimensional Space

Property Diagram
1

3 (a) (b) (c)

Lesson 5: Three-Dimensional Space

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 5 M3
GEOMETRY

5 (a) (b) (c)

6 (a) (b)

Lesson 5: Three-Dimensional Space

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 5 M3
GEOMETRY

10

11

12

13

Lesson 5: Three-Dimensional Space

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 6 M3
GEOMETRY

Name Date

Lesson 6: General Prisms and Cylinders and Their Cross-Sections

Exit Ticket

1. Is this a cylinder? Explain why or why not.

2. For each of the following cross-sections, sketch the figure from which the cross-section was taken.
a. b.

Lesson 6: General Prisms and Cylinders and Their Cross-Sections

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 6 M3
GEOMETRY

Exploratory Challenge
Option 1

Lesson 6: General Prisms and Cylinders and Their Cross-Sections

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 6 M3
GEOMETRY

Option 2
Figure and Description Sketch of Figure Sketch of Cross-Section
General Cylinder
Let 𝐸𝐸 and 𝐸𝐸′ be two parallel planes, let 𝐵𝐵 be a
region in the plane 𝐸𝐸, and let 𝐿𝐿 be a line that
intersects 𝐸𝐸 and 𝐸𝐸′ but not 𝐵𝐵. At each point 𝑃𝑃 of
1.
𝐵𝐵, consider the segment 𝑃𝑃𝑃𝑃′ parallel to 𝐿𝐿, joining
𝑃𝑃 to a point 𝑃𝑃′ of the plane 𝐸𝐸′. The union of all
these segments is called a general cylinder with
base 𝐵𝐵.
Right General Cylinder
A general cylinder whose lateral edges are
perpendicular to the bases.
2.

Right Prism
A general cylinder whose lateral edges are
perpendicular to a polygonal base.
3.

Oblique Prism
A general cylinder whose lateral edges are not
perpendicular to a polygonal base.
4.

Right Cylinder
A general cylinder whose lateral edges are
perpendicular to a circular base.
5.

Oblique Cylinder
A general cylinder whose lateral edges are not
perpendicular to a circular base.
6.

Lesson 6: General Prisms and Cylinders and Their Cross-Sections

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 6 M3
GEOMETRY

Option 3
Figure and Description Sketch of Figure Sketch of Cross-Section
General Cylinder

1.

Right General Cylinder

2.

Right Prism

3.

Oblique Prism

4.

Right Cylinder

5.

Oblique Cylinder

6.

Lesson 6: General Prisms and Cylinders and Their Cross-Sections

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 7 M3
GEOMETRY

Name Date

Lesson 7: General Pyramids and Cones and Their Cross-Sections

Exit Ticket

The diagram below shows a circular cone and a general pyramid. The bases of the cones are equal in area, and the solids
have equal heights.

2
a. Sketch a slice in each cone that is parallel to the base of the cone and closer to the vertex than the base
3
plane.

b. If the area of the base of the circular cone is 616 units 2 , find the exact area of the slice drawn in the pyramid.

Lesson 7: General Pyramids and Cones and Their Cross-Sections

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 8 M3
GEOMETRY

Name Date

Lesson 8: Definition and Properties of Volume

Exit Ticket

The diagram shows the base of a cylinder. The height of the cylinder is 14 cm. If each square in the grid is 1 cm × 1 cm,
make an approximation of the volume of the cylinder. Explain your reasoning.

Lesson 8: Definition and Properties of Volume

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 8 M3
GEOMETRY

Opening
Area Properties Volume Properties
1. The area of a set in two dimensions is a number 1.
greater than or equal to zero that measures the size
of the set and not the shape.

2. The area of a rectangle is given by the formula 2.

length × width. The area of a triangle is given by
1
the formula × base × height. A polygonal region
2
is the union of finitely many non-overlapping
triangular regions and has area the sum of the areas
of the triangles.

3. Congruent regions have the same area. 3. Congruent solids have the same volume.

Lesson 8: Definition and Properties of Volume

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 8 M3
GEOMETRY

4. The area of the union of two regions is the sum of 4.

the areas minus the area of the intersection:
Area(𝐴𝐴⋃𝐵𝐵) = Area(𝐴𝐴) + Area(𝐵𝐵) − Area(𝐴𝐴⋂𝐵𝐵).

5. The area of the difference of two regions where one 5.

is contained in the other is the difference of the
areas:
If 𝐴𝐴 ⊆ 𝐵𝐵, then Area(𝐵𝐵 − 𝐴𝐴) = Area(𝐵𝐵) − Area(𝐴𝐴).

6. The area 𝑎𝑎 of a region 𝐴𝐴 can be estimated by using 6.

polygonal regions 𝑆𝑆 and 𝑇𝑇 so that 𝑆𝑆 is contained in
𝐴𝐴, and 𝐴𝐴 is contained in 𝑇𝑇.
Then, Area(𝑆𝑆) ≤ 𝑎𝑎 ≤ Area(𝑇𝑇).

Lesson 8: Definition and Properties of Volume

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 9 M3
GEOMETRY

Name Date

Lesson 9: Scaling Principle for Volumes

Exit Ticket

1. Two circular cylinders are similar. The ratio of the areas of their bases is 9: 4. Find the ratio of the volumes of the
similar solids.

2. The volume of a rectangular pyramid is 60. The width of the base is then scaled by a factor of 3, the length of the
5
base is scaled by a factor of , and the height of the pyramid is scaled such that the resulting image has the same
2
volume as the original pyramid. Find the scale factor used for the height of the pyramid.

Lesson 9: Scaling Principle for Volumes

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 10 M3
GEOMETRY

Name Date

Lesson 10: The Volume of Prisms and Cylinders and Cavalieri’s

Principle

Exit Ticket

1. Morgan tells you that Cavalieri’s principle cannot apply to the cylinders shown below because their bases are
different. Do you agree or disagree? Explain.

2. A triangular prism has an isosceles right triangular base with a hypotenuse of �32 and a prism height of 15. A
square prism has a height of 15, and its volume is equal to that of the triangular prism. What are the dimensions of
the square base?

Lesson 10: The Volume of Prisms and Cylinders and Cavalieri’s Principle

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 11 M3
GEOMETRY

Name Date

Lesson 11: The Volume Formula of a Pyramid and Cone

Exit Ticket

1. Find the volume of the rectangular pyramid shown.

2. The right circular cone shown has a base with radius of 7. The slant height of the cone’s lateral surface is √130.
Find the volume of the cone.

Lesson 11: The Volume Formula of a Pyramid and Cone

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 12 M3
GEOMETRY

Name Date

Lesson 12: The Volume Formula of a Sphere

Exit Ticket

1. Snow globes consist of a glass sphere that is filled with liquid and other contents. If
the inside radius of the snow globe is 3 in., find the approximate volume of material
in cubic inches that can fit inside.

2. The diagram shows a hemisphere, a circular cone, and a circular cylinder with heights and radii both equal to 9.

a. Sketch parallel cross-sections of each solid at height 3 above plane 𝑃𝑃.

b. The base of the hemisphere, the vertex of the cone, and the base of the cylinder lie in base plane 𝛲𝛲. Sketch
parallel cross-sectional disks of the figures at a distance ℎ from the base plane, and then describe how the
areas of the cross-sections are related.

Lesson 12: The Volume Formula of a Sphere

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 13 M3
GEOMETRY

Name Date

Lesson 13: How Do 3D Printers Work?

Exit Ticket

Lamar is using a 3D printer to construct a circular cone that has a base with radius 6 in.
a. If his 3D printer prints in layers that are 0.004 in. thick
(similar to what is shown in the image below), what
should be the change in radius for each layer in order to
construct a cone with height 4 in.?

th
b. What is the area of the base of the 27 layer?

c. Approximately how much printing material is required to produce the cone?

Lesson 13: How Do 3D Printers Work?

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 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 𝐵𝐵ℎ, where 𝐵𝐵 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

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

c. Explain how to use the volume formula of a pyramid to show that the volume formula of a circular
1
cone is 𝜋𝜋𝜋𝜋2 ℎ, where 𝑟𝑟 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 cm3 . 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.

Module 3: Extending to Three Dimensions

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 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task M3
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 in., a height of 16 in., and a length of 20 in. 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 in. 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 = 2200 lb.) 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.

Module 3: Extending to Three Dimensions

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

Module 3: Extending to Three Dimensions

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

Module 3: Extending to Three Dimensions

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

Sphere with radius 𝑟𝑟:

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.

Module 3: Extending to Three Dimensions

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 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task M3
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 𝜋𝜋.
5

Module 3: Extending to Three Dimensions

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