Student Name: __________________________________ Submission Date: _______________________________ DUE DATE: 26th October 2014 Goal: Create a proposal for designing a futuristic home, which meets your needs. Role: You are an architect and must design a building plan to put forward as part of your proposal for the Expo 2020 city. Audience: Your target audience will be submitting you proposal to Sheikh Mohammed bin Rashed Al Maktoum Situation: The UAE will build a new city in Jebel Ali to host the Expo 2020. Product: Your job is to create a proposal, on a large display board, for the design of a futuristic home that should include: 1) Ground floor plan (A3 page) - Include at least 10 different polygons in your plan which must be clearly labeled - Measure and label at least 8 different sides using the appropriate units of scale - Identify and label 6 different types of angles - Measure and label at least 6 different angles 2) Front view of the house (A3 page) - Measure and label the interior angles of 2 polygon shapes - Measure and label the exterior angles of 2 polygon shapes 3) Draw a tessellation on either the ground floor or front view of the house (A4 page) 4) Materials you are going to use in construction of this house 5) Details of any futuristic methods or energy resources you might use in construction 6) Marks will be awarded for creativity and unique designs
Standards: American Common Core 7.G.A.2 Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. 7.EE.B.4 Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities.
MYP Standards This task performance will assess Criterion B,C and D as detailed in the rubric below. Unit One Title: Shapes and designs: Two-dimensional Geometry Unit Question: What do all polygons have in common? Global Context: Scientific and Technical Innovation 2 Teacher comments: (see the back of the task sheet) Assessment criterion rubric 0 1 2 The student is able to: 3 4 The student is able to: 5 6 The student is able to: 7 8 The student is able to:
Criterion B: Investigating patterns
Part 3 Draw a Tessellation which follows a definite pattern
The student does not reach a standard described by any of the following descriptors. - apply, with teacher support, mathematical problem-solving techniques to discover simple patterns
- state predictions consistent with patterns. - apply mathematical problem-solving techniques to discover simple patterns
- suggest general rules consistent with findings. - select and apply mathematical problem-solving techniques to discover complex patterns.
- describe patterns as general rules consistent with findings
- verify the validity of these general rules. - select and apply mathematical problem-solving techniques to discover complex patterns
- describe patterns as general rules consistent with correct findings
- prove, or verify and justify, these general rules.
Criterion C: Communicating
Your proposal is well structured, easy to follow and contains all the necessary parts and information.
The student does not reach a standard described by any of the following descriptors. - use limited mathematical language
- use limited forms of mathematical representation to present information
- communicate through lines of reasoning that are difficult to interpret. - use some appropriate mathematical language
- use appropriate forms of mathematical representation to adequately present information
- communicate through lines of reasoning that are complete
- adequately organize information using a logical structure. - usually use appropriate forms of mathematical representation to
- usually present information correctly Usually move between different forms of mathematical representation
- communicate through lines of reasoning that are complete and coherent
- present work that is usually organized using a logical structure. - consistently use appropriate mathematical language
- use appropriate forms of mathematical representation to consistently present information correctly
- move effectively between different forms of mathematical representation
- communicate through lines of reasoning that are complete, coherent and concise.
- Present work that is consistently organized using a logical structure.
Criterion D: Applying Mathematics in Real Life Context
Modern homes should be both sustainable and energy efficient.
How Geometry relates to the construction of buildings in everyday life.
The student does not reach a standard described by any of the following descriptors. - identify some of the elements of the authentic real-life situation
- apply mathematical strategies to find a solution to the authentic real-life situation, with limited success. - identify the relevant elements of the authentic real-life situation
- select, with some success, adequate mathematical strategies to model the authentic real-life situation. - identify the relevant elements of the authentic real-life situation
- select adequate mathematical strategies to model the authentic real-life situation
- apply the selected mathematical strategies to reach a valid solution to the authentic real-life situation
- explain the degree of accuracy of the solution
- explain whether the solution makes sense in the context of the authentic real-life situation. - identify the relevant elements of the authentic real-life situation
select appropriate mathematical strategies to model the authentic real-life situation
- apply the selected mathematical strategies to reach a correct solution to the authentic real-life situation
- justify the degree of accuracy of the solution
- justify whether the solution makes sense in the context of the authentic real-life situation.