another place on the still perpendicular orange that’s to the cutting board, what shape will the cross section be? Ask the students to make a conjecture about the shape of other cuts made, if those cuts are still perpendicular to the cutting board. Ask the students to make a conjecture about the shape of the cross section prior to cutting the next two oranges. With the second orange, teacher will make a cut that is parallel to the cutting board. Have students confirm their conjecture about the shape of the cross section. With a third orange, teacher will make a cut that is diagonal to the cutting board. Have students confirm their conjecture about the shape of the cross section. Key Questions: Why are these cross sections always circles? What other three-dimensional shapes have cross sections that are circles? If students are not able to determine other three dimensional shapes where cross sections are circles, discuss this during the summary. (If you answer this question in too much detail now, it may diminish the value of the discovery during the lesson.) UDL Components: Students persevere as they build different models Activity 1 and compare cross-sections of those models. Principal I: Representation is present in the activity. UDL Components (SMP#1) Teacher of polyhedra and supplies to supplies “nets” Multiple Means of students to create their own polyhedron nets. Students Representation are then given hollow polyhedral to make the Students construct viable arguments and critique connection of the original drawing to the 3 Multiple Means for the reasoning of others during the gallery walk as dimensional figure. Action and they discuss the work of all the different groups. Expression Principal II: Expression is present in the activity.
another place on the orange that’s still perpendicular to the cutting board, what shape will the cross section be? Ask the students to make a conjecture about the shape of other cuts made, if those cuts are still perpendicular to the cutting board. Ask the students to make a conjecture about the shape of the cross section prior to cutting the next two oranges. With the second orange, teacher will make a cut that is parallel to the cutting board. Have students confirm their conjecture about the shape of the cross section. With a third orange, teacher will make a cut that is diagonal to the cutting board. Have students confirm their conjecture about the shape of the cross section. Key Questions: Why are these cross sections always circles? What other three-dimensional shapes have cross sections that are circles? If students are not able to determine other three dimensional shapes where cross sections are circles, discuss this during the summary. (If you answer this question in too much detail now, it may diminish the value of the discovery during the lesson.) Activity 1 UDL Components Multiple Means of Representation Multiple Means for Action and Expression UDL Components: Principal I: Representation is present in the activity. Teacher supplies “nets” of polyhedra and supplies to students to create their own polyhedron nets. Students are then given hollow polyhedral to make the connection of the original drawing to the 3 dimensional figure. Principal II: Expression is present in the activity. Students persevere as they build different models and compare cross-sections of those models. (SMP#1) Students construct viable arguments and critique the reasoning of others during the gallery walk as they discuss the work of all the different groups.