Sorry! This resource requires special permission and only certain users have access to it at this time.
FORMATIVE ASSESSMENT TASK
Instructions for Implementing the Task
This task can be implemented individually, with small groups, or with the whole class.
 The teacher asks the student to complete the problems on the Inside the Box worksheet.
 The teacher asks followup questions, as needed.
TASK RUBRIC
Getting Started 
Misconception/Error The student is not able to sketch the cross sections of the box. 
Examples of Student Work at this Level The student draws:
 The threedimensional parts of the box that result from slicing it horizontally and vertically rather than twodimensional cross sections of the box.
 Horizontal and vertical segments in the box.
 Attempts the horizontal and vertical cross sections but cannot correctly complete the cross section defined by plane EBCH.

Questions Eliciting Thinking What is a cross section?
Are the threedimensional pieces you described cross sections?
How could you slice the prism horizontally? Vertically?
What twodimensional shapes would you see at the cross sections?
What is meant by plane EBCH? How did you locate this plane in the diagram? 
Instructional Implications Review the difference between twodimensional and threedimensional figures. Provide the student with examples of figures to be classified as either twodimensional or threedimensional. Ask the student to classify the figures and identify the dimensions of each.
Clarify the meanings of terms used in this task: cross section, horizontal, vertical, and plane EBCH. Model for the student how to draw and describe each cross section. Explicitly describe each cross section as a rectangle and relate the dimensions of the cross sections to the dimensions of the box. If needed, review the Pythagorean Theorem or use Pythagorean triples in order to calculate CH.
Provide additional experience with identifying and drawing cross sections of threedimensional figures and describing their dimensions.
Consider using a virtual manipulative such as Cross Section Flyer – Shodor (CPALMS Resource ID#: 25314) to help the student visualize cross sections of various three dimensional solids. 
Making Progress 
Misconception/Error The student does not adequately describe the dimensions of the cross sections in terms of the dimensions of the original box. 
Examples of Student Work at this Level The student sketches rectangular cross sections but is not able to completely describe the dimensions of each in terms of the dimensions of the box. The student:
 Interchanges the dimensions of the vertical and horizontal cross sections.
 Describes a dimension incorrectly.
 Is unable to find CH when describing the dimensions of the cross section defined by plane EBCH.

Questions Eliciting Thinking Which direction is horizontal? Vertical?
What are the dimensions of the box? How do those dimensions relate to the cross sections?
What kind of triangle is triangle CHG? How can that help you find CH? 
Instructional Implications Assist the student in identifying the dimensions of the cross sections from the dimensions of the box. Remind the student that a horizontal cross section will be parallel to the base of a rectangular prism and share the dimensions of the base. And, a vertical cross section will be parallel to a side of a rectangular prism and share the dimensions of that side.
Consider implementing CPALMS Lesson Plan 2D Representations of 3D Objects (ID 32549). This lesson will help students visualize two dimensional cross sections at different levels of a three dimensional object.
Consider implementing MFAS tasks Slice It (GGMD.2.4) and Slice of a Cone (GGMD.2.4). 
Got It 
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 sketches horizontal and vertical cross sections of the box (either separately or embedded in the given diagram) as rectangles and gives the dimensions of each as 16 in. by 14 in. and 14 in. by 12 in. (or 16 in. by 12 in.), respectively.
 Correctly sketches (either separately or embedded in the given diagram) the rectangular cross section defined by plane EBCH and gives its dimensions as 14 in. by 20 in.

Questions Eliciting Thinking Is there another way to take a vertical cross section?
What other cross sections of this prism can you draw and describe?
How can you cut the prism so that a triangular cross section is formed? 
Instructional Implications Challenge the student with more complex figures such as a double cone and cross sections that are neither parallel nor perpendicular to the base. Use this as an opportunity to introduce the concept of conic sections to the student.
Consider implementing MFAS tasks Slice It (GGMD.2.4) and Slice of a Cone (GGMD.2.4). 
ACCOMMODATIONS & RECOMMENDATIONS
Special Materials Needed:
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
* Please note that examples of resources are not intended as complete curriculum.