**How many edges?** *Hmm, I’m no sure. Aren’t edges an alleged to be straight?*

**How numerous faces?** *That’s easy! One. There’s a circular face on the bottom. But that’s no a polygon, so is it still a face? Oh, and also what perform I contact the various other surface on the cone? Don’t encounters have to be flat?*

A usual question we receive from teacher in grades 1, 2, and also 3 has to do with how to explain the characteristics of specific three-dimensional solids, especially cylinders and also cones. According to the TEKS, student are supposed to define three-dimensional solids using formal geometric language such together vertex, edge, and also face. The problem is that we’re do the efforts to use language that works for one class of forms to define the features of a totally different class.

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Three-dimensional shapes favor **prisms** and **pyramids** room **polyhedrons**. “In geometry a polyhedron is merely a three-dimensional solid which consists of a collection of polygons, typically joined at your edges.” (Source) this solids have actually “flat polygonal faces, straight edges, and also share corners or vertices.” (Source)

Spheres, cylinders, and also cones, on the other hand, space not polyhedrons. Together a result, us can’t use the exact same language to define them, or if we perform use the same language it’s through the knowledge that the meanings are no identical. Take words **vertex**, for example.

On a rectangular prism, a **vertex** is the sharp allude or corner where edge meet. A rectangular prism has actually 8 vertices.

However, this exact same term can likewise be supplied to explain the point of a cone. Exact same term, yet not the very same definition. Together Dr. Math says,

The really tricky component here is that the “vertex” of a cone has actually nothing to carry out with edges, so it needs a whole new definition; and I can’t think the a really good elementary-level meaning for what lock obviously mean, which is simply a “point.”

As college student pursue more advanced mathematics, they have the right to develop much more sophisticated language and also definitions. In the meantime, while they are in primary school school, we usage the ax **vertex the a cone** in RRISD to describe this attribute the a cone.

If we desire students to describe and also classify this type of three-dimensional solid, climate we must provide easily accessible language for the purpose.

What about the other qualities of a cone? Again, our score is to provide language that is *accessible* for elementary students and also *descriptive* of these attributes, recognizing that our students will develop much more formal understandings later in their school careers. To explain a cone, we would say the it has actually a **circular base**, the **flat surface** upon which the cone rests. We likewise say that it has actually a **curved edge** follow me the base and also a **curved surface** that extends indigenous this edge as much as the **vertex**.

What around a cylinder? now that us have accessible language come describe attributes of a cone, us can prolong this language come describe features of cylinders.

The above cylinder is created of 2 **circular bases**, one on top and one top top the bottom. It also has two **curved edges**, one along the top and also one along the bottom. Finally, it has a **curved surface** that extends native the bottom edge approximately the height edge.

I should add that both the cone and cylinder I’ve described are a appropriate circular cone and right cylinder. As with polygons and polyhedrons, over there are countless other type of instances of these shapes. For example, the cone or cylinder could slant, making them **oblique**.

It is vital for college student to check out a range of instances of two- and also three-dimensional figures. The much more they encounter, the an ext they have to confront their definitions and also terminology which serves to combine their expertise of the attributes and also how they assist us identify and also classify these figures.

So what go this look choose on STAAR?

On the 2016 released test, STAAR request a inquiry that addressed this really topic and also reinforced the vocabulary we room using in RRISD.

The correct answer is * F They have no vertices*. If you look at set B, you’ll an alert that it contains a cone, which together we disputed earlier does have actually a vertex. If the Texas Education company were not making use of the ax vertex of a cone, then we most likely would have seen the cone consisted of in set A.

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Here’s a parting assumed from Dr. Math:

What an interpretation you use counts on what you room going to execute with it. If you are just describing objects, my loose definition is fine. If you space going come prove theorems including planes and angles, you’ll want to restrict you yourself to the polygonal definition, but then girlfriend won’t it is in asking any questions around cones. I think world often fail to realize that also though us are specific about interpretations in math, those meanings vary from ar to field, together they are adjusted to a certain context. That’s what I’m make the efforts to do here.