Math Standard:

CCSS.Math.7.G.3 – Describe the two-dimensional figures that result from slicing three-dimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids.

Math Problem:

With this standard and picture, I would have students look at the different ways that this pyramid could be sliced. With each slice that they think of, I would have them draw  what the pyramid would look like from the side and top view based off of every slice they would make. This would be done in partners and  each partner group would have to come up with at least two ways that the pyramid could be sliced. As an extension, I would ask them to show what the pyramid would look like if they sliced it more than once.

Integration:

Science Standard:

MS-ESS1-1 Earth’s Place in the Universe – Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons.  [Clarification Statement: Examples of models can be physical, graphical, or conceptual.]

Science Problem:

After students have had the chance to look at this pyramid from different points of view as a whole piece and as slices, I would have them use the pyramid to show how the earth, sun, and moon rotate together. They would be in groups of four and have to build a physical representation of the pyramid. After they got their pyramid created, they would draw placements of the sun, moon and earth in which they would have to explain in a presentation to the class where each would be and how the placements of the earth, sun and moon would change the way the pyramid would look (e.g shadows). No one pyramid would look the same because Students would all have drawn different placement of the sun, moon and earth from the hat. After each group has presented, we then decide as a class what group’s pyramid representation would be first if we were look at it at 7:oo am and who would be next until we got to the last pyramid representation.

How this problem teaches culturally:

This problem teaches culturally because throughout this integrated unit, we would have conversations of how the pyramid was created and how the Mayans used it. We would also talk about where the pyramid is located and what the culture was like when the pyramid was built.