# Geometry Honors: Extending 2 Dimensions into 3 Dimensions. Unit Overview. Student Focus. Semester 2, Unit 5: Activity 30. Resources: Online Resources:

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1 Geometry Honors: Extending 2 Dimensions into 3 Dimensions Semester 2, Unit 5: Activity 30 Resources: SpringBoard- Geometry Online Resources: Geometry Springboard Text Unit Overview In this unit students will study many geometric concepts related to twodimensional and three-dimensional figures. Students will derive area and perimeter formulas of polygons and circumference and area formulas of circles. They will investigate angles of a polygon and arcs and sectors of a circle. Additionally, students will describe properties of prisms, pyramids, cones, cylinders, and spheres and develop and apply formulas for surface area and volume. Unit 5 Vocabulary: Composite Function Density Polygon Interior Angle Discrete Domain Regular Polygon Equilateral Equiangular Exterior Angle Convex Polygon Apothem Circumference Sector Concentric Circles Radian Measure Net Face Edge Vertex Oblique Prism Right Prism Oblique Pyramid Polyhedron Cylinder Cone Height of Cone Sphere Great Circle Solid of Rotation Lateral Area Student Focus Main Ideas for success in lessons 30-1, 30-2, and 30-3: Formally derive and use area formulas for composite figures, triangles, parallelograms, rhombuses, and trapezoids. Use the knowledge of the relationships in special right triangles and diagonals of a parallelogram to develop the formula. Page 1 of 40

2 Total Surface Area Lateral Surface Cavalieri s Principal Slant Height Hemisphere Antipodal Points Lune Example Lesson 30-1: A diagram of a custom tabletop is shown. The tabletop is a composite figure that consists of a rectangle and parallelogram. Lisa needs to calculate the cost of the table top to determine the cost. What is the cost of the table top? Page 2 of 40

3 Example Lesson 30-2: Explain how to determine the height of a right triangle versus the height of an equilateral triangle, given the side lengths of the triangles. Page 3 of 40

4 Example Lesson 30-3: Density is the mass per unit volume of a substance. You can determine the density of a substance using the formula: density = mass volume To determine the total cost of a tabletop, Lisa needs to also consider the cost of shipping. The greater mass of an object, the greater the shipping cost. The mass of the tabletop is dependent on the density of the material used in its construction. A Cut Above is making Lisa s tabletop out of two different types of wood: western red cedar and maple. The volume of each tabletop is 4 ft 3. The denisty of the wester red cedar is 23 lb/ft 3, and the density of maple is 45 lb/ft 3. If the cost of shipping the tabletops is \$0.50 per pound, which tabletop costs more to ship? How much more? Page 4 of 40

5 Geometry Honors: Extending 2 Dimensions into 3 Dimensions Semester 2, Unit 5: Activity 31 Resources: SpringBoard- Geometry Online Resources: Geometry Springboard Text Unit Overview In this unit students will study many geometric concepts related to two-dimensional and three-dimensional figures. Students will derive area and perimeter formulas of polygons and circumference and area formulas of circles. They will investigate angles of a polygon and arcs and sectors of a circle. Additionally, students will describe properties of prisms, pyramids, cones, cylinders, and spheres and develop and apply formulas for surface area and volume. Unit 5 Vocabulary: Composite Function Density Polygon Interior Angle Discrete Domain Regular Polygon Equilateral Equiangular Exterior Angle Convex Polygon Apothem Circumference Sector Concentric Circles Radian Measure Net Face Edge Vertex Oblique Prism Right Prism Oblique Pyramid Polyhedron Cylinder Cone Height of Cone Sphere Great Circle Solid of Rotation Lateral Area Total Surface Area Student Focus Main Ideas for success in lessons 31-1, 31-2, and 31-3: Develop a formula for the sum of the measures of the interior angles of a polygon. Determine the sum of the measures of the interior angles of a polygon. Develop a formula for the measure of each interior angle of a regular polygon. Determine the measure of the exterior angles of a polygon. Develop a formula for the area of a regular polygon. Solve problems using the perimeter and area of regular polygon. Page 5 of 40

6 Lateral Surface Cavalieri s Principal Slant Height Hemisphere Antipodal Points Lune Polygon Interior Angles Replicate Regular Polygon Equilateral Equiangular Convex Apothem Example Lesson 31-1: The angle measure of a stop sign are all the same. Determine the measure of each angle in a stop sign. A stop sign is a regular octagon. Each angle meausres 135⁰. Example Lesson 31-2: Find the sum of the measure of the interior angles of a regular polygon with 15 sides. 2340⁰ The expression (a 4) 0 represents the measure of an interior angle of a regular 20-gon. What is the value of a in the expression? 166 Page 6 of 40

7 Example Lesson 31-3: Determine the perimeter and area of the regular dodecagon. 240 cm 4479 cm 2 Find the area of a regular pentagon with a radius of 8 cm. 152 cm 2 Page 7 of 40

8 Geometry Honors: Extending 2 Dimensions into 3 Dimensions Semester 2, Unit 5: Activity 32 Resources: SpringBoard- Geometry Online Resources: Geometry Springboard Text Unit Overview In this unit students will study many geometric concepts related to twodimensional and three-dimensional figures. Students will derive area and perimeter formulas of polygons and circumference and area formulas of circles. They will investigate angles of a polygon and arcs and sectors of a circle. Additionally, students will describe properties of prisms, pyramids, cones, cylinders, and spheres and develop and apply formulas for surface area and volume. Unit 5 Vocabulary: Composite Function Density Polygon Interior Angle Discrete Domain Regular Polygon Equilateral Equiangular Exterior Angle Convex Polygon Apothem Circumference Sector Concentric Circles Radian Measure Net Face Edge Vertex Oblique Prism Right Prism Oblique Pyramid Polyhedron Cylinder Cone Height of Cone Sphere Great Circle Solid of Rotation Lateral Area Total Surface Area Student Focus Main Ideas for success in lessons 32-1, 32-2, and 32-3: Develop and apply a formula for the circumference of a circle. Develop and apply a formula for the area of a circle. Develop and apply a formula for the area or a sector. Develop and apply a formula for arc length. Prove that all circles are similar. Describe and apply radian measure. Page 8 of 40

9 Lateral Surface Cavalieri s Principal Slant Height Hemisphere Antipodal Points Lune Example Lesson 32-1: A circular rotating sprinkler sprays water over a distance of 9 feet. What is the area of the circular region covered by the sprinkler? Example Lesson 32-2: Use circle B below to find the following measures. a) area of circle B b) area of shaded sector of circle B Example Lesson 32-3: Circle O is located at. It has a radius of 4 units. Circle P is located at. It has a radius of 2 units. Are the circles congruent? How do you know? No; the circles have different radii. Page 9 of 40

10 Geometry Honors: Extending 2 Dimensions into 3 Dimensions Semester 2, Unit 5: Activity 33 Resources: SpringBoard- Geometry Online Resources: Geometry Springboard Text Unit Overview In this unit students will study many geometric concepts related to two-dimensional and three-dimensional figures. Students will derive area and perimeter formulas of polygons and circumference and area formulas of circles. They will investigate angles of a polygon and arcs and sectors of a circle. Additionally, students will describe properties of prisms, pyramids, cones, cylinders, and spheres and develop and apply formulas for surface area and volume. Unit 5 Vocabulary: Composite Function Density Polygon Interior Angle Discrete Domain Regular Polygon Equilateral Equiangular Exterior Angle Convex Polygon Apothem Circumference Sector Cocentric Circles Radian Measure Net Face Edge Vertex Oblique Prism Right Prism Oblique Pyramid Polyhedron Cylinder Cone Height of Cone Sphere Great Circle Solid of Rotation Lateral Area Student Focus Main Ideas for success in lessons 33-1, 33-2, and 33-3: Describe properties and cross sections of prisms and pyramids. Describe the relationship among the faces, edges, and vertices of a polyhedron. Describe properties and cross sections of a cylinder. Describe properties and cross sections of a cone. Describe properties and cross sections of a sphere. Identify three-dimensional objects generated by rotations of twodimensional objects. Page 10 of 40

11 Total Surface Area Lateral Surface Cavalieri s Principal Slant Height Hemisphere Antipodal Points Lune Example Lesson 33-1: A polyhedron has 10 edges. Explain how to determine the sum of the number of faces and vertices that compose the figure. Then name the polyhedron. Using Euler s Formula, you know that the sum of the faces and vertices are equal to the number of edges +2. So, 10+2 =12; pentagonal pyramid. Example Lesson 33-2: PVC is a type of plastic that is often used in construction. A PVC pipe with a 4 inch diameter is used to transfer cleaning solution into a process vessel. Explain how to computer the cross-sectional area of the pipe. Since a pipe is a cylinder, the cross-sectional area of a pipe is a circle. Find the area of a circle, A = πr 2, using a diameter of 4 inches or radius of 2 inches. Example Lesson 33-3: Keiko designed a pendant for a mecklace by rotating a square about a diagonal as shown. What is the width of the pendant at its widest point? cm Page 11 of 40

12 Geometry Honors: Extending 2 Dimensions into 3 Dimensions Semester 2, Unit 5: Activity 34 Resources: SpringBoard- Geometry Online Resources: Geometry Springboard Text Unit Overview In this unit students will study many geometric concepts related to two-dimensional and three-dimensional figures. Students will derive area and perimeter formulas of polygons and circumference and area formulas of circles. They will investigate angles of a polygon and arcs and sectors of a circle. Additionally, students will describe properties of prisms, pyramids, cones, cylinders, and spheres and develop and apply formulas for surface area and volume. Unit 5 Vocabulary: Composite Function Density Polygon Interior Angle Discrete Domain Regular Polygon Equilateral Equiangular Exterior Angle Convex Polygon Apothem Circumference Sector Concentric Circles Radian Measure Net Face Edge Vertex Oblique Prism Right Prism Oblique Pyramid Polyhedron Cylinder Cone Height of Cone Sphere Great Circle Solid of Rotation Lateral Area Total Surface Area Student Focus Main Ideas for success in lessons 34-1 and 34-2: Solve problems by finding the lateral area or total surface area of a prism. Solve problems by finding the lateral area or total surface area of a cylinder. Solve problems by finding the volume of the prism. Solve problems by finding the volume of a cylinder. Page 12 of 40

13 Lateral Surface Cavalieri s Principal Slant Height Hemisphere Antipodal Points Lune Example Lesson 34-1: A birdhouse in the shape of a right prism has a lateral area of 90 ft 2. The base of the birdhouse is a regular pentagon with 4 ft sides. Find the height of the prism. h = 4.5 ft Example Lesson 34-2: The length of a cylindrical tube shown is 10 ft. What is the volume of the tube given that the circumference of one of the bases is 48π ft? 5760π ft 3 or 18, ft 3 Page 13 of 40

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15 Geometry Honors: Extending 2 Dimensions into 3 Dimensions Semester 2, Unit 5: Activity 35 Resources: SpringBoard- Geometry Online Resources: Geometry Springboard Text Unit Overview In this unit students will study many geometric concepts related to two-dimensional and three-dimensional figures. Students will derive area and perimeter formulas of polygons and circumference and area formulas of circles. They will investigate angles of a polygon and arcs and sectors of a circle. Additionally, students will describe properties of prisms, pyramids, cones, cylinders, and spheres and develop and apply formulas for surface area and volume. Unit 5 Vocabulary: Composite Function Density Polygon Interior Angle Discrete Domain Regular Polygon Equilateral Equiangular Exterior Angle Convex Polygon Apothem Circumference Sector Concentric Circles Radian Measure Net Face Edge Vertex Oblique Prism Right Prism Oblique Pyramid Polyhedron Cylinder Cone Height of Cone Sphere Great Circle Solid of Rotation Lateral Area Total Surface Area Student Focus Main Ideas for success in lessons 35-1, 35-2, and 35-3: Solve problems by finding the lateral area or total surface area of a pyramid. Solve problems by finding the lateral area or total surface area of a cone. Solve problems by finding the volume of a pyramid. Solve problems by finding the volume of a cone. Apply concepts of density in modeling situations. Apply surface area and volume to solve design problems. Page 15 of 40

16 Lateral Surface Cavalieri s Principal Slant Height Hemisphere Antipodal Points Lune Example Lesson 35-1: The product engineer shows the committee a product he is working on that is cylindrical in shape with a conical top. Find the total surface area of the product given the diameter is 24 ft, the height of the cylindrical portion is 6 ft, and the height of the conical portion is 5 ft. 444π ft 2 Find the lateral area of a right pyramid whose slant height is 18 mm and whose base is a square with area 121 mm mm 2 Page 16 of 40

17 Example Lesson 35-2: The height of a cone is 10 ft. The area of the base is 22 ft 2. Compute the volume of the cone ft3 The base of a right pyramid has dimensions of 5 m by 6 m. The height of a pyramid is 12 m. What is the volume of the pyramid? 120 m 3 Example Lesson 35-3: Two containers, a cone and a cylinder, both have a height of 6 ft. The bases have the same diameter of 4 ft. Both containers are filled with shredded paper that has a denisty of 12 lb/ft 3. How do you know which container has the greatest mass? The cylinder will have the greater mass, because it has the greater volume. Page 17 of 40

18 Geometry Honors: Extending 2 Dimensions into 3 Dimensions Semester 2, Unit 5: Activity 36 Resources: SpringBoard- Geometry Online Resources: Geometry Springboard Text Unit Overview In this unit students will study many geometric concepts related to two-dimensional and three-dimensional figures. Students will derive area and perimeter formulas of polygons and circumference and area formulas of circles. They will investigate angles of a polygon and arcs and sectors of a circle. Additionally, students will describe properties of prisms, pyramids, cones, cylinders, and spheres and develop and apply formulas for surface area and volume. Unit 5 Vocabulary: Composite Function Density Polygon Interior Angle Discrete Domain Regular Polygon Equilateral Equiangular Exterior Angle Convex Polygon Apothem Circumference Sector Concentric Circles Radian Measure Net Face Edge Vertex Oblique Prism Right Prism Oblique Pyramid Polyhedron Cylinder Cone Height of Cone Sphere Great Circle Solid of Rotation Student Focus Main Ideas for success in lessons 36-1, 36-2, and 36-3: Solve problems using properties of spheres. Solve problems by finding the surface area of a sphere. Develop the formula for the volume of a sphere. Solve problems by finding the volume of a sphere. Compare parallelism in Euclidean and spherical geometries. Compare triangles in Euclidean and spherical geometries. Example Lesson 36-1: Find the surface area of a sphere, in terms of, given a radius of 15 in. 900 in 2 Page 18 of 40

19 Lateral Area Total Surface Area Lateral Surface Cavalieri s Principal Slant Height Hemisphere Antipodal Points Lune Example Lesson 36-2: Example Lesson 36-3: Page 19 of 40

20 Lesson Use the diagram shown. 10 y Geometry Unit 5 Practice 3. Reason quantitatively. A figure has vertices P(23, 1), Q(9, 1), R(3, 27), and S(29, 27). a. What is the most specific name that can be given to PQRS? Explain how you know. A(22, 6) B(11, 6) 5 b. Find PQ, QR, RS, and SP x c. What is the perimeter of quadrilateral PQRS? D(22, 23) 25 C(11, 23) d. What is the area of quadrilateral PQRS? 210 a. What kind of figure is ABCD? How do you know? b. What are the dimensions of ABCD? 4. A parallelogram has a fixed base and a fixed perimeter. Which of the following statements is true? A. As the height decreases, the area decreases. B. As the height decreases, the diagonals do not change. C. As the height increases, the perimeter increases. D. The height must be less than the base. c. What formula can you use to find the area of ABCD? 5. Model with mathematics. Find the area of the shaded region. 1ft 10ft 4ft d. Find the area of ABCD. 1ft 3ft 4ft 10ft 2. A circle with radius 7 is inscribed in a square. What is the area of the square? 2015 College Board. All rights reserved. 1 SpringBoard Geometry, Unit 5 Practice Page 20 of 40

21 Lesson A triangle has coordinates A(7, 6), B(9, 1), and C(22, 1). What is the area of the triangle? 10. Reason quantitatively. Find the area and perimeter of the figure shown. If necessary, write your answers to the nearest hundredth. y (24, 5) (22, 5) 5 7. Express regularity in repeated reasoning. What is the area of each equilateral triangle? a. side 12 cm x 5 (4,21) b. height 4 3 units (24,27) (22,27) 210 c. perimeter 10 in. d. height 7 units 8. Which of the following is NOT a formula for the area of nabc? B a C h c b A. A hc B. A 5 1 bc sin A 2 C. A ac sin B D. A 5 1 hc sin C 2 9. What is the area of an isosceles triangle with sides 8 cm, 15 cm, and 15 cm? A Lesson Make use of structure. Find the area of each rhombus. a. The diagonals are 12 cm and 18 cm. b. The sides are 10 cm and two sides meet at a 45 angle. c. The sides are 8 in. and one diagonal is 8 in. d. The perimeter is 40 cm and the height is 7 cm. 12. Find the area of each trapezoid. a. The height is 6 cm, and the bases are 11 cm and 15 cm. b. The height and one base are 7 in., and the other base is 11 in. c. Each leg is 5 in., the perimeter is 30 in., and the height is 4 in. d. The vertices have coordinates (3, 21), (8, 21), (13, 25), and (21, 25) College Board. All rights reserved. SpringBoard Geometry, Unit 5 Practice Page 21 of 40

22 13. The area of a rhombus is 84 in. 2 and one diagonal is 12 in. Find the length of the other diagonal. Lesson Make sense of problems. Use the diagram shown. W X (7x14)8 (8x26)8 14. Model with mathematics. Find the area of figure DEFGHJKL. L D E F (7x25)8 (6x 13)8 Z Y a. Solve for x. 7 b. Calculate the measures of angles W, X, Y, and Z. K G 4 5 J H 15. Which statement is NOT true? A B C D 17. The sum of the measures of the interior angles of a polygon is How many sides does it have? A. 7 B. 9 C. 11 D. 164 H G F E 18. Attend to precision. Determine the missing angle measure in each polygon. a. 938 A. The area of trapezoid BCEH is equal to the area of rectangle ADEH minus the sum of the areas of triangle ABH and triangle CDE. B. The area of trapezoid BCEH is equal to the area of rectangle BCFG plus the area of triangle BGH plus the area of triangle CFE. C. The area of trapezoid BCEH is equal to the area of rectangle BCFG plus the area of rectangle ABGH minus the area of rectangle CDEF. D. The area of trapezoid BCEH is equal to the area of rectangle ADEH minus the area of triangle ABH minus the area of triangle CDE ? b ? College Board. All rights reserved. SpringBoard Geometry, Unit 5 Practice Page 22 of 40

23 19. One angle in an isosceles triangle has a measure of 70. a. Find the measures of the other two angles if the given angle is a base angle. b. Find the measures of the other two angles if the given angle is the vertex angle. 23. A figure is a regular n-gon. Which of the following expressions represents the sum of the measures of the exterior angles of the polygon, one at each vertex? A. (180 2 n) B n C. (n 2 2)180 D What is the value of y in the diagram? 988 (9y15)8 24. A regular polygon has n sides. Find the measure of an external angle. a. n 5 4 (5y16)8 418 b. n 5 15 Lesson Find the measure of an exterior angle for each regular polygon. a. 12-gon b. 30-gon c. 60-gon c. n 5 36 d. n 5 40 e. n Make sense of problems. The diagram shows the measures of the exterior angles of a pentagon. What is the value of x? 22. Express regularity in repeated reasoning. Find the measure of an interior angle for each regular polygon. (x14)8 (2x13)8 (x18)8 a. 8-gon b. 10-gon (2x14)8 (3x21)8 c. 20-gon d. 24-gon College Board. All rights reserved. SpringBoard Geometry, Unit 5 Practice Page 23 of 40

24 Lesson Use appropriate tools strategically. The side of a regular octagon is 10 cm. 28. Attend to precision. A regular octagon and a regular pentagon share a common side. The radius of the pentagon is 7.7 cm. Find each value to the nearest tenth. a r 10cm 7.7cm a. Find the radius r of the octagon to the nearest tenth. a. What is the apothem of the pentagon? b. Find the apothem a of the octagon to the nearest tenth. b. What is the length of the side of the pentagon? c. What is the perimeter of the octagon? c. What is the apothem of the octagon? d. Find the area of the octagon to the nearest tenth. d. What is the area of the octagon? 27. A regular 15-gon is inscribed in a circle with radius 10 cm. a. Find the apothem of the 15-gon to the nearest tenth. e. What is the value of the ratio Show your work. area of octagon area of pentagon? b. Find the side of the 15-gon to the nearest tenth. c. Find the perimeter of the 15-gon. d. Find the area of the 15-gon. 29. Which combination of measurements is NOT enough to calculate the area of an inscribed regular polygon? A. the number of sides and the apothem B. the angle formed by two consecutive radii and the length of a side C. the number of sides and the angle formed by two consecutive radii D. the length of a side and the number of sides College Board. All rights reserved. SpringBoard Geometry, Unit 5 Practice Page 24 of 40

25 30. Circle A is inscribed in equilateral triangle PQR and square WXYZ is inscribed in circle A. The area of the triangle is units 2. P 32. Two circles have radii 4 units and 6 units. What is the radius of a circle whose area is equal to the sum of the areas of the two given circles? A. 13 units B units C. 10 units D. 52 units W Z A X 33. Model with mathematics. A circle has the same area as a square with 12-in. sides. What is the circumference of the circle? Write an exact value and a value to the nearest tenth. Q R Y a. Find the side and height of npqr. 34. The wheels of a bicycle have a diameter of 22 in. a. How far does the bicycle travel when the wheels make 30 revolutions? b. Find the radius AY of square WXYZ. c. Find the length of a side of square WXYZ. b. How many revolutions must the wheels make for the bicycle to travel 20,000 in.? d. What is the area of WXYZ? Lesson Make use of structure. The side of a square is 10 cm. Find each of the following as an exact value. a. What is the circumference of the largest circle that fits inside the square? 35. A circle with a diameter of 6 units is inside a circle with a diameter of 15 units. Solve each problem and write your answers as exact values b. What is the area of the largest circle that fits inside the square? c. What is the circumference of the smallest circle that contains the square? d. What is the area of the smallest circle that contains the square? a. What is the area of the larger circle that is not covered by the smaller circle? b. How much longer is the circumference of the larger circle than the circumference of the smaller circle? College Board. All rights reserved. SpringBoard Geometry, Unit 5 Practice Page 25 of 40

27 43. A circle has center (5, 7) and a point on the circle is (5, 11). a. What is an exact expression for the circumference of the circle? Lesson Model with mathematics. In this diagram, NPRQ is a rectangle. M b. The circle is dilated by a factor of 5. What is the 2 length of the radius of the dilated circle? c. What is the ratio of the circumference of the original circle to the circumference of the dilated circle? N Q P R d. What is the ratio of the area of the original circle to the area of the dilated circle? 44. Circles A, B, and C have the same center. The radii of circles A, B, and C are 8, 10, and 20, respectively. Which description does NOT result in congruent circles? A. Dilate circle A by a factor of 1 and dilate circle C 2 by a factor of 1 5. B. Dilate circle C by a factor of 1 and dilate circle B by a factor of 1. 2 C. Dilate circle B by a factor of 3 and dilate circle C by a factor of 1.5. D. Dilate circle A by a factor of 3 and dilate circle C by a factor of Construct viable arguments. Two circles have the same center. The diameter of circle A is 15 and the diameter of circle B is 12. a. Describe how to dilate circle B so it is congruent to circle A. a. What is the shape of the cross section made by a plane that is parallel to the base? b. What is the shape of the cross section made by a plane perpendicular to the base that contains point M but does not contain any of the vertices of the base? c. What shapes are in the net of the pyramid, and how many of each kind are there? b. Describe how to dilate circle A so it is congruent to circle B. d. How many vertices, edges, and faces does the pyramid have? c. Find the ratio of the circumference of circle A to the circumference of circle B. d. Find the ratio of the area of circle A to the area of circle B College Board. All rights reserved. SpringBoard Geometry, Unit 5 Practice Page 27 of 40

28 47. In the diagram, ABCDE and FGHJK are congruent regular pentagons. A B 49. A plane intersects this rectangular prism and forms a cross section. Which shape CANNOT be a cross section of the prism? E D C F G K H J a. What is the shape of the cross section made by a plane that is parallel to the base? A. triangle B. circle C. rectangle D. square b. What is the shape of the cross section made by a plane that contains points A, C, and J? 50. Construct viable arguments. Can you create a polyhedron with 9 vertices and 16 edges? Justify your reasoning. c. What shapes are in the net of the prism, and how many of each kind are there? Lesson Which statement describes a figure that can be formed using the net shown? 6p 3 3 d. How many vertices, edges, and faces does the prism have? 48. A prism has 18 edges and 8 faces. How many vertices does the prism have? A. The figure is a cylinder whose base has a circumference of 6 and whose height is 6p. B. The figure is a cylinder whose base has a circumference of 6p and whose height is 6. C. The figure is a cylinder whose base has a circumference of 6p and whose height is 6p. D. The figure is a cone whose base has a radius of 3 and whose height is 6p College Board. All rights reserved. SpringBoard Geometry, Unit 5 Practice Page 28 of 40

29 52. A plane intersects the cylinder shown. 54. Model with mathematics. The diagram shows a cone and a net of the cone. A Z X a. What is the shape of the cross section if the plane is parallel to the bases? C B W D Y a. Which point on the cone corresponds with point X on the net? b. What is the shape of the cross section if the plane is perpendicular to the bases? b. Which segment on the net represents the distance from A to C on the cone? c. Can a cross section of the cylinder be a segment? Explain your answer. c. On the net, which distance is equal to the circumference of circle D? d. What distance on the cone is the same as the distance from W to D on the net? d. Suppose a plane is perpendicular to the base. Are cross sections that contain the center of the base different from cross sections that do not contain the center of base? Explain. 55. Reason quantitatively. The right cone shown has a height of 6 cm and a base with a radius of 8 cm. 6cm 8cm 53. What shapes are used in a net for a cylinder? How are those shapes related to each other? a. What is the exact value of the circumference of the base? b. A plane parallel to the base intersects the cone at a distance of 3 cm from the vertex. What is an exact value for the area of the cross section? College Board. All rights reserved. SpringBoard Geometry, Unit 5 Practice Page 29 of 40

30 Lesson A plane intersects a sphere. State whether or not the plane contains the center of the sphere in each situation. a. The cross section is a great circle of the sphere. c. 5in. 2in. b. The cross section is not a great circle of the sphere. d. 5in. 57. The cross section of a sphere and a plane is a point. Describe the relationship between the plane and the sphere. 2in. 58. The diagram below shows rectangle ABCD and lines l, m, n, p, and q, which are possible lines of rotation of the rectangle. AB is 5 in. and BC is 2 in. The solids of rotation below were formed from ABCD. Identify the line that was used as the axis of rotation for each solid. n a. D m A p 10in. B C q l 59. Which of the following statements is NOT true? A. A chord of a sphere can have the same length as the radius of the sphere. B. The diameter of a sphere must contain the center of the sphere. C. The intersection of a plane and a sphere is always a great circle. D. A sphere can be generated by rotating a circle around its diameter. 60. Make use of structure. A solid of rotation is formed by rotating nabc around AB. a. What shape is formed? A 2in. b. What measurement of the solid is AB? b. 5in. 4in. c. What measurement of the solid is BC? B C d. What distance on the solid is equal to AC? College Board. All rights reserved. SpringBoard Geometry, Unit 5 Practice Page 30 of 40

31 Lesson A net for a cylinder is shown below. The diameter of each base and the height of the cylinder are 6 cm. Find each measure to the nearest tenth. 63. Reason quantitatively. A triangular prism has a base that is an isosceles triangle with sides 13 cm, 13 cm, and 24 cm. The height of the prism is 10 cm. 24cm 10cm 13cm 13cm a. Find the lateral area of the prism. a. Find the circumference of each circle in the net. b. What are the dimensions of the rectangular part of the net? c. In the net, find the area of each circle and the area of the rectangular part. b. Find the total surface area of the prism. d. What is the surface area of the cylinder? 62. An isosceles trapezoid has bases 15 in. and 9 in., and a height of 4 in. The trapezoid is the base of a prism with a height of 5 in. a. What is the length of each leg of the trapezoidal base? b. What is the perimeter of the trapezoidal base? c. What is the lateral area of the prism? d. What is the area of each base of the prism? e. What is the total surface area of the prism? 64. Which statement about the surface area of a prism is NOT true? A. The surface area is (area of base) 1 (area of base) 1 (lateral area). B. The surface area is (perimeter of prism)? (height of prism)? (area of base). C. The lateral area is the sum of the areas of the lateral surfaces. D. The lateral area is (perimeter of base)? (height of prism) College Board. All rights reserved. SpringBoard Geometry, Unit 5 Practice Page 31 of 40

32 65. Attend to precision. A cylinder is cut through a cube. The side of the cube is 10 cm and the diameter of the hole is 4 cm. Write exact values for each measurement. 68. Consider the two cylinders shown. 2 10cm 4cm a. the lateral area of the cylinder b. the lateral area of the cube c. the area of the top of the cube, not counting the circular hole d. the total surface area of the object, including the lateral area of the cylinder inside the cube Which statement is true? A. The two cylinders have the same base area. B. The two cylinders have the same lateral area. C. The two cylinders have the same surface area. D. The two cylinders have the same volume. 69. Model with mathematics. Find each missing measurement. a. Find the radius of a cylinder if the cylinder has a height of 3 cm and a volume of 75p cm 3. Lesson The total surface area of a cube is 294 m 2. What is the volume of the cube? 67. A square prism has a base with 8-in. sides and a total surface area of 288 in. 2. What is the volume of the prism? b. Find the height of a prism if the base is a right triangle with legs 3 in. and 5 in., and the volume of the prism is 150 in College Board. All rights reserved. SpringBoard Geometry, Unit 5 Practice Page 32 of 40

33 70. Attend to precision. A cylindrical water tank is shown. The diameter of the base is 8 ft and the cylinder is 16 ft long. The cylinder is exactly half filled with water. 72. Persevere in solving problems. A cone has a radius of 12 units and a slant height of 15 units. Write each measurement as an exact value. a. the area of the base of the cone b. the lateral area of the cone 8ft 16ft c. the surface area of the cone a. How many cubic feet of water are currently in the tank? Write your answer to the nearest hundredth of a cubic foot. d. the height of the cone 73. Use the given measures of each cone to find an exact value for the missing measure. h l b. Water is filling the tank at a rate of 3 ft 3 per minute. In how many minutes will the tank be full? Write your answer to the nearest minute. r a. r 5 5 cm, l 5 8 cm; find the lateral area Lesson Each of these sectors represents the lateral area of a cone. As the angle between the two radii increases, which of the following does NOT increase? b. l 5 10 in., h 5 6 in.; find the area of the base c. h 5 8 cm, r 5 8 cm; find the total surface area A. the lateral area of the cone B. the area of the base of the cone C. the height of the cone D. the slant height of the cone d. total surface area 5 84p cm 2, l 5 8 cm; find r College Board. All rights reserved. SpringBoard Geometry, Unit 5 Practice Page 33 of 40

34 74. The figure shown is formed by a cylinder and a cone that have the same height and the same diameter. Write an exact value for each measure. 4cm 10cm 10cm Lesson How is the volume of a prism related to the volume of a pyramid that has the same base and same height? a. the area of the base B h B h b. the lateral area of the cylinder c. the slant height of the cone d. the lateral area of the cone e. the total surface area of the figure 75. Attend to precision. A surveyor s pendant is a small weight that hangs from a string and is used to establish vertical lines. The pendant shown below is formed from two congruent cones. The radius and height of each cone is 3 cm. A. The volumes are not related to each other. B. The volumes are equal. C. The volume of the prism is two times the volume of the pyramid. D. The volume of the prism is three times the volume of the pyramid. 77. Express regularity in repeated reasoning. Consider a square pyramid. h l 3cm 3cm 3cm s a. Find the volume of the pyramid if a side of the base is 8 cm and the height is 12 cm. a. Find the slant height of each cone to the nearest hundredth. b. Find the slant height and the volume of a pyramid if the base has an area of 36 cm 2 and a height of 4 cm. b. Find the total surface area of the surveyor s pendant to the nearest hundredth. c. Find a side of the base if the volume is 245 in. 3 and the height is 15 in. d. Find the volume if the slant height is 8 units and the height is 6 units College Board. All rights reserved. SpringBoard Geometry, Unit 5 Practice Page 34 of 40

37 89. Model with mathematics. A solid figure is formed by a cone and two hemispheres. The diameter of the hemispheres and the length of the cylinder are 12 cm. Find each measure as an exact value. 93. Attend to precision. The volume of a sphere is 250 in. 3. Find each measure to the nearest tenth. a. the diameter 12cm 12cm b. the circumference of a great circle c. the area of a great circle a. the lateral area of the cylindrical part of the figure b. the total surface area of the object 90. Make use of structure. The number of square inches in the surface area of the sphere shown is equal to the number of linear inches in its circumference. What is the radius of the sphere? d. the surface area 94. The number of cubic units in the volume of a sphere is equal to the number of square units in the surface area of the sphere. Which statement about the radius of the sphere is true? A. Its value is p. B. Its value is 3. C. Its value is 1 unit. D. Its value is a measurement less than 1 unit. 95. Make use of structure. In the diagram, the radius of the cone, cylinder, and hemisphere is 3 units. The heights of the cone and cylinder are also 3 units. Lesson The volume of a sphere is 100 cm 3. Find the length of its radius to the nearest tenth. r r r r r r 92. Sphere A has a radius of 8 cm, and a plane through its center determines two hemispheres. Find an exact value for each measurement. a. the volume of sphere A b. the surface area of sphere A c. the total surface area of one hemisphere, including the cross section determined by the plane a. Find exact values for the volumes of the cone, hemisphere, and cylinder. b. Use your results from Part a to find the ratio of the volume of the cone to the volume of the hemisphere College Board. All rights reserved. SpringBoard Geometry, Unit 5 Practice Page 37 of 40

38 c. Use your results from Part a to find the ratio of the volume of the hemisphere to the volume of the cylinder. 98. Reason abstractly. Describe how the term line in Euclidean geometry is different from the term line in spherical geometry. d. Suppose the radii and heights of the three figures are r units instead of 3 units. Do you get different results for the ratio volume of cone and the ratio volume of hemisphere 99. The diagram shows a sphere, a great circle, and a dashed object. volume of hemisphere? Explain. volume of cylinder Lesson Two distinct great circles are drawn on a sphere. Which of the following is NOT a true statement? A. Each great circle determines two hemispheres. B. The two great circles always form right angles where they intersect. C. The two great circles intersect in exactly two points. D. Each great circle determines a cross section of the sphere, and the intersection of the two cross sections is a diameter of the sphere. a. Explain why the dashed object and the great circle are not parallel lines in spherical geometry. b. Show a line on the sphere that is perpendicular to the original great circle Suppose that three distinct great circles are drawn on a sphere. What is the maximum number of points of intersection of the three lines? A. 2 B. 6 C. 8 D Construct viable arguments. Point A is on a great circle of the sphere. A Lesson The surface areas of two cubes are 486 ft 2 and 864 ft 2. a. What are the volumes of the cubes? b. What is the ratio of the volumes of the cubes? a. Describe the location of the antipode of point A in terms of great circles. b. Describe the location of the antipode of point A in terms of a diameter of the sphere. c. What is the ratio of the side lengths of the cubes? d. How are your answers to Part b and Part c related? College Board. All rights reserved. SpringBoard Geometry, Unit 5 Practice Page 38 of 40

40 107. Reason quantitatively. The base of a square pyramid has sides that are 20 units and the height of the pyramid is 15 units The diagram represents a net for cube 1. 4 cm Net for Cube a. What is the effect on its volume if the side of the base is changed to 10 units and the height is not changed? a. Calculate the surface area and volume of cube 1. b. The side of cube 2 is twice the side of cube 1. Find the total surface area of cube The radius and height of the cylinder shown are reduced to 80% of the original measures. 10cm 16cm b. What is the effect on its volume if the side of the base is halved and the height is doubled? 108. The diameter of a right cylinder is 10 in. and its height is 4 in. What is the volume of the cylinder if the dimensions are doubled? a. What is the effect of this reduction on the surface area? 10in. 4in. b. What is the effect of this reduction on the volume? A. 6400p in. 3 B. 800p in. 3 C. 640 in. 3 D. 200 in College Board. All rights reserved. SpringBoard Geometry, Unit 5 Practice Page 40 of 40

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