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Solve both parts and justify the conditions used. Part A: State the intersection of two distinct planes known to share two distinct points. Part B: Similar solids have linear scale factor 3 from small to large. Find the surface-area ratio.

Read the idea, work independently, then explain what changed.

TOPIC 01

Introduction to solid geometry: mixed assessment

A mixed assessment: identify the method, justify it and revise your reasoning.

What you will be able to explain

  • Connect the chapter skills without relying on the order of the exercises.

Try it. Leave your reasoning visible.

Use one hint at a time. A correction explains what changed, not just the final answer.

01 / Foundation#Your turn

Solve both parts and justify the conditions used. Part A: State the intersection of two distinct planes known to share two distinct points. Part B: Similar solids have linear scale factor 3 from small to large. Find the surface-area ratio.

  • Use the domain, units and sampling assumptions stated in the question.
  • Use the domain, units and sampling assumptions stated in the question.
Skills and prerequisite lessons

Working and explanation

BUILD THE REASONING

Hint 1
A: Use precise incidence conditions; diagrams alone do not prove spatial relationships.
Hint 2
B: Choose the correct surface or volume formula and keep units and similarity powers consistent.
Worked solution
  1. Part A reasoning

  2. Use precise incidence conditions; diagrams alone do not prove spatial relationships.

  3. Calculate or simplify this relation.

    A,B∈α∩β, A≠B⇒AB⊆α∩βA,B\in\alpha\cap\beta,\ A\ne B\Rightarrow AB\subseteq\alpha\cap\beta
  4. Distinct intersecting planes meet in a line, not a finite segment.

  5. Part B reasoning

  6. Choose the correct surface or volume formula and keep units and similarity powers consistent.

  7. Calculate or simplify this relation.

    Slarge/Ssmall=32=9S_{\text{large}}/S_{\text{small}}=3^2=9
  8. The volume ratio would instead be 27.

A: The entire line through those two points. B: The requested value is 9.

Checks and common pitfalls: Distinct intersecting planes meet in a line, not a finite segment. The volume ratio would instead be 27.

Reasoning checklist · self / teacher assessment
  • Solve part A with its stated restrictions.
  • Solve part B using an appropriate representation.
  • Give the reasoning and check conditions in both parts.

Think first. Reveal a hint when the class is ready.

Focus on one question

Teacher preparation and assessment

Question sequence

  • Ask students to name the relevant condition before calculating.

Board plan

  • Compare valid methods and annotate their conditions.

Anticipated thinking

  • A correct final value may still hide a missing assumption.

Assessment checklist

  • Check the method, conditions, reasoning and interpretation separately.

No sign-in. Work stays in this browser. Export before clearing browser data. Written reasoning is assessed with a checklist.

Curriculum and source notes ↗