Introduction
Welcome to your WebQuest Assessment for Measurement and Geometry: Area 2
You have 2 hours (2 lessons) to complete this interactive task
Do your best!!
Miss Butcher
Task
To Successfully complete this task you will plan and design a dream hotel room; somewhere that includes all the things you need to have a relaxing holiday at the end of the year!
You will be assessed on your design which will require you to incorporate various geometric shapes, including the rectangles and triangles we have learnt about in the past sequence of lessons and this is outlined in the process.
You will need to represent your room according to the specific criteria, and apply the mathematics formulas to your design in order to indicate the perimeter and area that your hotel room will take up! The area of your room also needs to include any outdoor features you choose for a relaxing holiday, including a pool, Spa, tennis court or patio area - your builder needs to know these exact figures so that he can begin to preparing materials for the building, so this is very important.
Make your design original and interesting, and try to include some nearby features - maybe youre staying close to the beach or this is a hotel near a famous landmark!
It's time to design!!!
Process
Review the big ideas concepts of this topic - ensure that you understand the application of these formula's well, as you will be applying these to your own design today.
Review the area of a triangle here. Review the area (s) and perimeter(s) of rectangles here and here
THE DESIGN - Open FLOORPLANNER and begin a new plan
1. Begin by planning your room's walls - they must form a rectangular shape.
2. Your plan needs to include the following features:
- A large rectangular bathroom inside your room
- A hallway
- An outdoor pool or recreational sports court
- A triangular shaped patio that joins onto the side of your room
- A triangular or rectangular shade sail for above a sandpit or playground
- A walk in wardrobe
3. Furnish your place! you will need a spacious and relaxing environment for your holiday with a large bed, 2 side tables, lounge chair and desk
4. Print and label your design - you're ready to send it to the builder!
THE MATHS
The builder has sent you some questions about the area and perimeter of the room and it's external features. He needs to order materials to begin the construction.
Round all of your room measurements to the nearest meter.
You need to answer the following questions - showing your working out for ALL questions
1. What is the total area of your room?
2. What is the area of your triangular patio roofline? What is the total area of your room and patio combined?
3. Find the area of your bathroom, hallway and bedroom.
4. Do you need more ground area for your indoor spaces or your outdoor spaces? justify why.
5. How many meters of shelving will I need to order to cover all wall space in the walk in wardrobe? mark the shelving on your plan
6. What is the area of the pool you are going to have installed and how does this compare to its perimeter? can you make the area of the pool large (50-60 square meters) and keep the perimeter the smallest it can be to cut down the costs of fencing and paving materials?
Challenge Question
7. What is the total perimeter of wooden frames I will need to build all of the walls for this room? : Hint - check which areas share walls to make sure you don't double up on materials.
Evaluation
Success Criteria
- Geometrical Design and Thinking (end work sample):
The student meets the design criteria and students show they understand why and how mathematical equations are linked to understandings of area within geometry.
- Problem Solving:
The student is able to identify a problem’s key concepts (what the question is asking them to find or solve) and apply an appropriate problem-solving strategie(s) correctly to answer questions regarding the area of triangles and rectangles.
- Communicating:
The student works well in their groups and there is evidence of use of geometry specific language (e.g. width, base, perpendicular height etc) and is able to communicate their ideas about problem-solving and strategies in an effective and team-oriented way.
- Reasoning:
The student is able to explain their thoughts in a logical way, and supports answers in their final work sample with clear, step-by-step working out to show their problem-solving process. Students can support their answer with persuasive reasoning when asked e.g. “I did this because… It can’t be that because…”
Conclusion
View the following Rubric to see how you will be marked for this Assessment
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Criteria |
A - Extensive |
B - Thorough |
C – Sound |
D- Basic |
E- Elementary |
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Geometrical Design and Thinking (end work sample): The student meets the design criteria and students show they understand why and how mathematical equations are linked to understandings of area within geometry. |
All aspects of the design brief are obvious in the student’s final work sample and the student has applied their knowledge to all of the task’s assessable questions clearly and appropriately. |
All aspects of the design brief are obvious in the student’s final work sample and the student has applied their knowledge to most of the task’s assessable questions appropriately although this may be unclear in some instances. |
All aspects of the design brief are evident in the student’s final work sample and the student has attempted all of the task’s assessable questions. |
Some or Most aspects of the design brief are evident in the student’s final work sample, however there are some omissions, affecting the students ability to answer some of the following assessable questions, the task may be incomplete. |
Some or few aspects of the design brief are evident in the student’s final work sample, however there are some omissions, affecting the students ability to answer some of the following assessable questions, the task may be incomplete or unattempted altogether.
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Problem Solving: The student is able to identify a problem’s key concepts (what the question is asking them to find or solve) and apply an appropriate problem-solving strategie(s) correctly to answer questions regarding the area of triangles and rectangles |
The student detects the key concepts of the problem and demonstrates an extensive understanding for what they are required to investigate (e.g. this question means I need to find the area of a triangle). The student correctly applies the appropriate problem-solving strategy to each problem and working out is unflawed and aligns well with the strategy used. |
The student recognises the key concepts of the problem and demonstrates a clear understanding for what they are required to investigate (e.g. this question means I need to find the area of a triangle). The student correctly aligns the appropriate problem-solving strategy to each problem, although at times there may be small flaws or errors in the working out affecting the final answer |
The student considers the key concepts of the problem and understands what they are required to investigate (e.g. this question means I need to find the area of a triangle). The student is able to align the correct problem-solving strategy to each problem on most occasions, although their working out process’ may need self-checking and realignment to the strategy in some places. |
The student identifies some elements of the key concepts of the problem and mostly understands what they are required to investigate however this may be slightly vague (e.g. this question means I might need to find the area of one of the shapes but I am unsure of which). The student may align some elements of the correct problem-solving strategy to each problem on most occasions. The student may need to self-check their answers and revisit some strategies in some places. |
The student identifies few elements of the key concepts of the problem and understands some parts of what they are required to investigate however this may be vague (e.g. this question means I might need to find the area of something). The student may or may not align few elements of the correct problem-solving strategy to each problem on most occasions. The student should revisit some strategies in order to be better equipped to apply the process’. |
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Communicating: The student works well in their groups and there is evidence of use of geometry specific language (e.g. width, base, perpendicular height etc) and is able to communicate their ideas about problem-solving and strategies in an effective and team-oriented way.
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The student confidently uses geometry specific language during the problem-solving activities. The student confidently supports their ideas and make suggestions when communicating respectfully with team mates in order to effectively solve or attempt to solve the problem at hand. The student carefully considers the views and ideas of others within their team, even when they differ from their own. |
The student uses geometry specific language frequently during the problem-solving activities. The student assertively supports their ideas and make suggestions when communicating openly with team mates in order to effectively solve or attempt to solve the problem at hand. The student thoughtfully considers the views and ideas of others within their team. |
The student uses some geometry specific language during the problem-solving activities. The student is able to support their ideas and make suggestions when communicating with team mates in order to effectively solve or attempt to solve the problem at hand. The student considers the views and ideas of others within their team. |
The student uses some geometry specific language during the problem-solving activities. The student requires some assistance and teacher scaffolding to support their ideas and make suggestions when communicating with team mates in order to effectively solve or attempt to solve the problem at hand. The student may at times consider the views and ideas of others within their team, however the student could be more responsive to their team mates. |
The student uses little to no geometry specific language during the problem-solving activities. The student requires much assistance and teacher scaffolding to support their ideas and make suggestions when communicating with team mates in order to effectively solve or attempt to solve the problem at hand. The student may at times consider the views and ideas of others within their team, however the student needs to be more responsive to and contribute their own ideas |
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Reasoning: The student is able to explain their thoughts in a logical way, and supports answers in their final work sample with step-by-step working out to show their problem-solving process. Students can support their answer with persuasive reasoning when asked e.g. “I did this because… It can’t be that because…” |
Explanations or reasoning is highly-relevant and supports the answer reached. The student has followed a step-by-step problem-solving process and demonstrates this in their working out and discuss’ the use of the process in their team communication. Students use conjunctions such as ‘because’ and ‘to show’ to validate (compare and contrast possible strategies) how the student achieved a particular answer. |
Explanations or reasoning is sequenced logically and supports the answer reached. The student has followed a step-by-step problem-solving process and demonstrates this in their working out and communication. Students use conjunctions such as ‘because’ and ‘to show’ to justify how the student achieved a particular answer. |
Explanations or reasoning is mostly logical, supportive of the answer reached and appears to follow a step-by-step problem-solving process and demonstrates this in their working out. Students use conjunctions such as ‘because’ and ‘to show’ to explain how the student achieved a particular answer. |
Explanations or reasoning is sometimes logical and sometimes supportive of the answer reached. The student appears to have possibly followed a step-by-step problem-solving process although working out is unclear or omitted. Students may or may not use conjunctions such as ‘because’ to explain how the student achieved a particular answer, however this requires extensive scaffolding. |
Explanations or reasoning is not logical and/or supportive of the answer reached. The student has not employed a step-by-step problem-solving process to help them find the answer. Working out is omitted. Students do not use conjunctions such as ‘because’ to explain how the student achieved a particular answer, even when scaffolding is provided. |
Student Reflections:
1. How would you describe the concepts of area and perimeter for triangles and rectangles to someone who did not
know about them?
2. What other situations might require you to calculate area and perimeter?
3. Why is understanding how to calculate the area and perimeter of composite shapes
helpful?
4. What would make this WebQuest better?
Teacher Page
SUMMATIVE ASSESSMENT TASK
Stage Stage 3
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Activity name The Suite Life of Mathematics: Designing a dream hotel room! |
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Context Students have engaged in 7 lessons based on Stage 3 Area 2 of NSW K-6 Mathematics Syllabus. Each lesson has been logically sequenced to allow for the development of student’s geometric concepts particularly in finding the area of all triangles and comparing the relationship between area and perimeter for rectangles. This task has been developed to assess students against all aspects of content covered within the listed outcomes, and requires students to apply their knowledge to a real-life mathematics rich situation. |
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Description of activity Please follow the link to the Original WebQuest where the description of the task and outline of requirements is presented in student-friendly detail: My Dream Hotel Room |
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Outcomes MA3-1WM: describes and represents mathematical situations in a variety of ways using mathematical terminology and some conventions MA3-2WM: selects and applies appropriate problem-solving strategies, including the use of digital technologies, in undertaking investigations MA3-3WM: gives a valid reason for supporting one possible solution over another MA3-10MG: selects and uses the appropriate unit to calculate areas, including areas of squares, rectangles and triangles |
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Criteria for assessing learning
The student meets the design criteria and students show they understand why and how mathematical equations are linked to understandings of area within geometry.
The student is able to identify a problem’s key concepts (what the question is asking them to find or solve) and apply an appropriate problem-solving strategie(s) correctly to answer questions regarding the area of triangles and rectangles.
The student works well in their groups and there is evidence of use of geometry specific language (e.g. width, base, perpendicular height etc) and is able to communicate their ideas about problem-solving and strategies in an effective and team-oriented way.
The student is able to explain their thoughts in a logical way, and supports answers in their final work sample with clear, step-by-step working out to show their problem-solving process. Students can support their answer with persuasive reasoning when asked e.g. “I did this because… It can’t be that because…” |
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Recording evidence of learning The task requires students to submit an end work sample to assess the students Geometrical Design and Thinking, problem-solving and some aspects of reasoning against an A-E scale marking Rubric (Attached). The task also assess’ students communicating and reasoning through eliciting students ideas in questioning, observing group interactions from a distance and obtaining student’s reflective feedback on the task. Teachers should make ongoing anecdotal notes during the task and use these to support children’s learning of geometric area concepts which will be more obvious in analysis their end work sample (Siemon, Brunswick & Brady, 2015). |