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

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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.

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202
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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

203
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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.

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204
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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

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205
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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.

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206
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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

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207
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 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task M3
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 evidence supported by
and little evidence but evidence of of reasoning or substantial
of reasoning or some reasoning or application of evidence of solid
application of application of mathematics to reasoning or
mathematics to mathematics to solve the problem, application of
solve the problem. solve the problem. OR an incorrect mathematics to
answer with solve the problem.
substantial
evidence of solid
reasoning or
application of
mathematics to
solve the problem.
1 a Student incorrectly Student correctly states Student correctly states Student correctly states
states the volume the volume formula but the volume formula and the volume formula and
formula. Response is does not explain why it provides some evidence provides substantial
G-GMD.A.1 not coherent or does works. of understanding why reasoning as to why the
not provide reasoning OR the formula works. formula works.
as to why the formula Student incorrectly
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.

c Student demonstrates Student demonstrates Student demonstrates Student demonstrates

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

Module 3: Extending to Three Dimensions

208
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 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task M3
GEOMETRY

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 error possible heights
G-GMD.A.3 OR errors or two or one conceptual error, rounded to the nearest
Student does not conceptual errors, or such as failing to find hundredth of a
attempt to provide a one computational and 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 the
conceptual errors, or incorrect value of the weight of the solid less
one computational and weight of the iron block, than 1,000 lb. and
one conceptual error. or one conceptual error, provides a complete
such as incorrect solution.
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 number
does not show work. two computational one computational of parts that can be
G-MG.A.3 errors or two error, such as an purchased with $1,500
conceptual errors, or incorrect cost per pound and shows a complete
one computational and of iron, or one solution.
one conceptual error. conceptual error, such as
incorrect conversion of
units.

4 a Student demonstrates Student demonstrates Student demonstrates Student demonstrates

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

b Student demonstrates Student provides a Student provides a Student correctly

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

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209
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 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task M3
GEOMETRY

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 does correct solution, which
leading to an incorrect a computational error 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 correct they arrived at their problem is approached
correct. reasoning. answer. and solved.

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

correct response to one correct response to correct response to five correct response to all
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 45𝜋𝜋.
G-GMD.B.4 such as calculating the error, such as using an
volume of a rectangular incorrect height or
prism. radius leading to an
answer of 75𝜋𝜋.

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 the complete sentence
other two-dimensional correctly states it as a revolution is a right identifying the solid
G-GMD.B.4 figure or leaves the three-dimensional solid. circular cone or cone. formed as a right
item blank. circular cone or cone.

c Student provides Student uses the Student correctly Student correctly

incorrect answers for correct formulas for calculates the volume of provides the volume of
both solids, and it is not volume but makes one of the solids but both solids (i.e., 12𝜋𝜋
G-GMD.B.4 evident that formulas computational errors makes a computational and 16𝜋𝜋).
were used. leading to incorrect error leading to an
volumes for both solids. incorrect volume for 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 correct identifies the volume as
the question. correct steps but makes steps but makes one 48
G-GMD.B.4 one conceptual error computational error 5
𝜋𝜋 and includes a
leading to an incorrect leading to an incorrect complete solution.
answer, such as using answer.
an incorrect formula.

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210
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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

211
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This work is derived from Eureka Math ™ and licensed by Great Minds. ©2015 Great Minds. eureka-math.org
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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

212
This work is licensed under a
This work is derived from Eureka Math ™ and licensed by Great Minds. ©2015 Great Minds. eureka-math.org
This file derived from GEO-M3-TE-1.3.0-08.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
 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

213
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This work is derived from Eureka Math ™ and licensed by Great Minds. ©2015 Great Minds. eureka-math.org
This file derived from GEO-M3-TE-1.3.0-08.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
 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

214
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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

215
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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

216
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This file derived from GEO-M3-TE-1.3.0-08.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
 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

217
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