Example of the Measurement Project- Building a Storage Shed Math 304 Spring Semester2004

Stage I-Drawing 4.6 ft 8 ft 4 ft 7 ft 3 ft 10 ft 7 ft = c = c = c 2 c = c = 4.6 ft Roof = cm = 1 ft

Objectives in the Design and Construction of a Storage Shed The blue prints will include 4 drawings: complete shed with hidden edges, front view, side view, and top view drawings. Lines of symmetry for each view without hidden edges will be identified. 4.6 ft 8 ft 4 ft 7 ft 3 ft 2 cm = 1 ft 41 0

Your 5 th Drawing is to be a 3-D drawing that has ½ the width of the original 4 = The student correctly re-draws the complete shed with all edges labeled correctly with appropriate units. The student clearly explains what happens to the angle of the roof when the width is ½ the original drawing and what would happen if all the dimensions were doubled. 3 = The student correctly re-draws the complete shed with most edges labeled correctly with appropriate units. The student explains what happens to the angle of the roof when the width is ½ the original drawing and what would happen if all the dimensions were doubled. 2 = The student re-draws the complete shed with most edges labeled correctly with appropriate units. The student explains what happens to the angle of the roof when the width is ½ the original drawing or what would happen if all the dimensions were doubled. 1 = The students have not re-drawn nor labeled the complete shed correctly. The student explains what happens to the angle of the roof when the width is ½ the original drawing but does not explain what would happen if all the dimensions were doubled. Due April 1 st

Explanation should include: a. Description of which view had line symmetry and where those lines of reflection are found. b. What impact did reducing the width in ½ have on the hypotenuse and the slope? c. Predict what would happen to the hypotenuse and slope of the roof when all the dimensions are doubled. The work does not need to be typed just the prediction.

References: These tasks are based on the National Council of Teachers of Mathematics Principles and Standards for School Mathematics (p.164 Geometry Standards for students grades 3-5). These tasks are also based on the Conference Board of the Mathematical Sciences The Mathematical Education of Teachers. (p. 32 & p. 80) Minnesota Electronic Curriculum Repository. Designing Spaces:Visualizing, Planning, and Building, Education Development Center, Heinemann, 1995.