Assessment Task Sheet Australian International Academy, Kellyville Name: _____________________________ Date: _______________ Year Level: Year 9 Subject: Mathematics TITLE: Great Escape "Design a Park" Due Date: September 4th 2017 MYP Outcomes: Criteria C and D In this project you will design a small park and be prepared to present your plan to the town council. Your final project will be a detailed plan of the park. 1- Designing: Design a small park use a fountain as its centrepiece. Include a path around the fountain and other walkways throughout the park. Create a scale drawing including dimensions and angle measures. Write a description of your plan using geometric terms. Be sure to identify any parts of the park that may have a line of symmetry (that means both sides of it MUST be congruent) and any aspect that is duplicated either through a reflection, rotation, or translation. If an original image is dilated, it must also be noted. 2- Drawing: Sketch the locations for the various types of flowers, plants, or trees in your park. As part of your plan, describe the shapes of the flowerbeds using geometrical terms such as triangle, trapezoid, or parallelogram. 3- Calculating: For the purpose of ordering materials such as sod, soil, or bricks, be sure that your plan shows the width of each walkway. Find the area of each walkway. Also, find the areas of the other regions in your park such as flowerbeds, and include all this information in your plan. Look up the details in Bunning's or Masters website (or a gardening store of your choice) for materials and base the square metres of the materials you are looking for. In order to do this, you must have a scale factor that the park correlates with. You will need to find square metres (area) of various spaces. 4- Finishing the Project: Plan your proposal for the town council. Be sure that your design is neat and clear, and that the dimensions are reasonable. A brief written description of the parts of the park, shape sizes, and translations/congruent angles should accompany your design. Your goal is to have your plan approved. The best design that is the most cost effective will be approved. 5- Extending the Project: Someone who designs landscapes for a living is a landscape architect. Research this degree at a university. What types of classes are required? How long does it take to complete the degree? What does the school suggest to prepare for this major? Steps in creating your park 1. Think of what you want to have in it (must have a fountain) in the centre 2. How can you incorporate what you want into having congruent/similar figures with transformations, parallel lines cut by a transversal and all other requirements of the project 3. Draw your park 4. State all congruent figures and angles and where they derived from through a series of transformations (communication rubric) 5. Apply mathematics in the real world (building supplies) Final Presentation should be a Word Document. BOS Outcomes: A student: MA5.2-1WM - selects appropriate notations and conventions to communicate mathematical ideas and solutions MA5.2-2WM - interprets mathematical or real-life situations, systematically applying appropriate strategies to solve problems MA5.2-3WM - constructs arguments to prove and justify results MA5.2-11MG - calculates the surface areas of right prisms, cylinders and related composite solids MA5.2-14MG - calculates the angle sum of any polygon and uses minimum conditions to prove triangles are congruent or similar Criterion C: Communication 1-2 The students note the transformations, dilations, potential line of symmetry, and congruent angles with parallel lines through lines on the park. 3-4 The student notes the transformations, dilations, potential line of symmetry, and congruent angles with parallel lines in incomplete sentences. 5-6 The student notes the transformations (using rules), dilations, potential line of symmetry, and congruent angles with parallel lines (types based on the transversal) in complete sentences AND explains how the images derived/got to their location through a series of events. 7-8 The student completes all of the above material in addition to the \"Extension\" portion (found on the front). Criterion D: Mathematics in Real Life 1-2 The students lists some of the building supplies needed to complete the project 3-4 The student lists most of the building supplies and some of the cost of the supplies needed to build the park 5-6 The student lists all the building supplies and the cost of the supplies to build the park 7-8 The student does all of the above and writes a small persuasive essay (2 paragraphs) as to why their park should get approved based on appeal and cost effectiveness