Identifying Three-Dimensional Figures by Rotating Two-Dimensional Figures

(G.GMD.4)
Domain:

Geometric Measurement and Dimensions

Big Idea (Cluster):

Visualize relationships between two-dimensional and three-dimensional objects
Common Core Standards:
G.GMD.4Identify the shapes of two-dimensional cross-sections of three-dimensional objects and identify
three-dimensional objects generated by rotations of two-dimensional objects.
Mathematical Practice(s):
MP 1: Makes sense of problems and persevere in solving them
MP 5: Use appropriate tools strategically
MP 7: Look for and make use of structure
Content Objectives:

Language Objectives:

Students will be able to identify which threedimensional figure is created when a twodimensional figure is rotated around an axis.

Students will be able to write a prediction about a

three-dimensional figure formed when rotating twodimensional figure.
Students will be able to sketch a three-dimensional
figure based on prediction and a rotation of a twodimensional figure.

Vocabulary:
Cone
Cylinder
Frustum
Hemisphere
Rectangle

Prior Knowledge:
Right Triangle
Rotation
Semicircle
Sphere
Trapezoid

In Grade 8, students transformed two-dimensional

objects on a coordinate plane by rotations.
Slices of rectangular prisms and pyramids were
explored in Grade 7. From previous geometry lessons,
students identified two-dimensional cross sections of
three-dimensional figures.

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Questions to Develop Mathematical Thinking:

Common Misconceptions/Challenges:

Challenge: Students often struggle visualizing a threedimensional figure by only looking at two-dimensional
drawings because solids of revolution involve motion.

If you rotate the two-dimensional shape, what

three-dimensional figure might the rotation
produce?
How is a three-dimensional figure created from
the two-dimensional figure rotation?
When making your prediction, how might your
prior learning of horizontal and vertical crosssections of three-dimensional figures help you
determine the three-dimensional figure that is
produced when you rotate a two-dimensional
figure around an axis?
When rotating around a two-dimensional figure
around the x-axis versus the y-axis, what
mathematical changes happen to the threedimensional figures dimensions and volume?

Strategy: To help students visualize the threedimensional figures, use technology such as 3D
Transmographer (shodor.org) . If technology is not
available, cut a half-inch slit in the end of a drinking
straw, and insert a cardboard cutout shape. Rotate the
straw and observe the three-dimensional solid of
revolution generated by the two-dimensional cutout.

ASSESSMENT:
Observe student work and listen to student discussions for:
Accuracy of students predictions
How well students are able to go backwards given the three-dimensional figure and determine the
two-dimensional figure.
You might use the Summary question as an exit task to assess if students were able to visualize the rotational
motion of the two-dimensional shape.
MATERIALS:

Access to a computer lab or COWs

Copies of G.GMD.4 Identifying Three-Dimensional Figures by Rotating Two-Dimensional Figures
Worksheet
Four quadrant graph paper

INSTRUCTIONAL PLAN:
Launch: (5-10 minutes)
Show students video of an ice skater spinning (http://www.youtube.com/watch?v=fDj3Vf4hJGg ). While
students watch the ice skater, have them answer the following questions:
1. What three-dimensional figures is the ice skater creating as she rotates her body?
2. What is another real world example of rotational motion?
After students answered the questions individually, have them share with a partner. Choose a couple of
partners to share out to the whole class about what types of examples they came up with.
Possible solution:
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1. This can be interpreted in many ways. Most students may say a cylinder or a cone. The idea of this
question is for students to notice the rotational motion of the ice skater.
2. There are various answers. Some examples can be: Earth rotating around the sun, Merry-go-round,
helicopter blades, etc.
Explore: (30 minutes)
Take the students to the computer lab or use the COWs. Students should work in partners on this activity if
possible.
Hand out the G.GMD.4 Identifying Three-Dimensional Figures by Rotating Two-Dimensional Figures
worksheet and have the students read the directions with their partner. Have students share out to the class or
group student actions the teacher and students should see and hear during the task. For example, we should
see all students working within the 3D Transmographer, sketching figures on their paper, and leaning in to
discuss reasons for predictions. We should hear all students discussing predictions, creating a new threedimensional figure with their partner, and describing three-dimensional figure after a rotation around the axis.
For an extension, have students solve for the volume of the cone and cylinder and identify the similarities and
differences in the dimensions and volumes when rotated around the x-axis versus the y-axis.
When I observe students:

Listen for accuracy of students predictions (MP 1)

If students struggle to make a prediction, have students revisit the horizontal and vertical crosssections of three-dimensional figures when cut through the center. You might ask the students, When
making your prediction, how might your prior learning of horizontal and vertical cross-sections of
three-dimensional figures help you determine the three-dimensional figure that is produced when you
rotate a two-dimensional figure around an axis?
Listen and check student work for student reflection on their initial prediction following the revolution
of the two-dimensional figure around the axis (MP1 and MP 5)
Check student work and responses for how well students are able to go backwards given the threedimensional figure and determine the two-dimensional figure (MP 7)
If students struggle to identify the two-dimensional figure that was rotated around the axis, have
students identify the vertical or horizontal cross-section through the center of the given threedimensional figure.

Questions to Develop Mathematical Thinking as you observe:

If you rotate the two-dimensional shape, what three-dimensional figure might the rotation produce?
How is a three-dimensional figure created from the two-dimensional figure rotation?
When making your prediction, how might your prior learning of horizontal and vertical cross-sections
of three-dimensional figures help you determine the three-dimensional figure that is produced when
you rotate a two-dimensional figure around an axis?
When rotating a two-dimensional figure around the x-axis versus the y-axis, how do the twodimensional figures dimensions impact the three-dimensional figures dimensions and volume?

Summarize: (10 minutes)

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As a class go over questions 4, 5, and 6.
For question 4, have students explain why a rotation around one axis produced a sphere where as a rotation of
the same figure around the other axis produced a hemisphere.
For question 5, have students share out their strategies for identifying the rotated two-dimensional figure
when given the three-dimensional figure and axis of rotation. You might ask students how might your prior
learning of horizontal and vertical cross-sections through the center of a three-dimensional figure help you
determine the two-dimensional figure that was rotated around an axis?
For question 6, have students share out the three-dimensional figures they created. Question 6 could be used
as a formative assessment.
To extend student think and help make connections to volume, you might ask:
When rotating a two-dimensional figure around the x-axis versus the y-axis, what mathematical
changes happen to the three-dimensional figures dimensions?
Would the change in dimensions impact the three-dimensional figures volume?
Feedback for lesson improvement:

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