Download MATHEMATICS ASSESSMENT TASK Measurement Stage 5: Year

 _______________________ Student Name _______________________ Submitted To MATHEMATICS ASSESSMENT TASK Name of Unit: Year Group / Stage: Type of Task: Due Date: Weight Measurement
Stage 5: Year 10
To be completed at home Friday 24 April Term:
2 Week: 1 OUTCOMES ASSESSED MA5.1‐9MG interprets very small and very large units of measurement MA5.1‐8MG calculates the areas of composite shapes, and the surface areas of rectangular and triangular prisms MA5.2‐11MG calculates the surface areas of right prisms, cylinders and related composite solids MA5.3‐13004DG applies formulas to find the surface areas of right pyramids, right cones, spheres and related composite solids MA5.2‐12MG applies formulas to calculate the volumes of composite solids composed of right prisms and cylinders MA5.3‐14MG applies formulas to find the volumes of right pyramids, right cones, spheres and related composite solid GLOSSARY of KEY TERMS Outline Explain Identify Describe Examine Discuss Sketch in general terms; indicate the main features of
Relate cause and effect; make the relationships between things evident; provide why and/or how
Recognise and name, give basic details about
Provide characteristics and features
To inquire into or investigate, to look closely at something, to study something in detail Identify issues and information and provide points about the topic
METHOD OF SUBMISSION Late submissions will be penalised Work that is plagiarised will receive a “0” and be resubmitted Sources that have been used in your assignment need to be acknowledged in a Reference List Computer / printer malfunctions are not considered a valid excuse for submitting an assignment late. Extensions must be applied to the TLC well before the due date DESCRIPTION OF ACTIVITIES 5.3 Students MUST undertake all of Part A, Part B and Part C of the Assessment. 5.2 Students MUST undertake Part A and Part B of the Assessment. Students are encouraged to undertake Part C by completing their own research. 5.1 Students MUST undertake Part A of the Assessment. Students are encouraged to undertake Part B. Part A, Part B and Part C of this Measurement Assessment pertain to the practical application of perimeter, area, surface area and volume formulas that students study in the syllabus content area of Measurement and Geometry. Students will identify, visualise and quantify measures and the attributes of shapes and objects, and explore measurement concepts and geometric relationships, applying formulas, strategies and geometric reasoning in the solution of problems CRITERIA FOR ASSESSING LEARNING You will be assessed on how well you can: Part A  Use a variety of different shapes  Sketch the correct 3‐D shape to match the consumer product  Use the appropriate formula  Calculate the front face Area and/or Surface Area of the shape Part B  Present 2 different shapes that satisfy the capacity requirements  Both Surface Area and Cost of Production is calculated correctly for one prototype  A detailed explanation as to which design best suits the supermarket shelf requirements. Part C:  The correct cone volume, number of ice‐creams cold and total sales was correctly calculated.  The correct sphere volume of Lindt maxi ball, number of Lindt chocolates and approximate weight of each ball was calculated. MARKING RUBRIC PART A CRITERIA GRADE The section of work displays four different shapes. The correct formulas have been used and calculations are correct. The section of work displays a variety of different shapes but less than 4. The correct formulas have been used and calculations are correct. The section of work displays a few different shapes but less than 4. The correct formulas have mostly been used and calculations are mostly correct. The section of work displays the use of the same/similar shapes so variety was not used. Formulas were not shown and calculations were either incorrect or not shown. The section of work displayed no shapes. Formulas were not shown and calculations were either incorrect or not shown. PART B A B C D E CRITERIA GRADE Two designs have been presented that satisfy the volume requirement. The surface area has been calculated correctly and the cost of production of one prototype has been correctly determined. The explanation of the choice of product to fit the supermarket shelf requirements has been explained in great detail. Two designs have been presented that satisfy the volume requirement. The surface area has been calculated correctly and/or the cost of production of one prototype has been correctly determined. The explanation of the choice of product to fit the supermarket shelf requirements has been explained. Only one design has been presented that satisfies the volume requirement. The surface area has been calculated correctly and/or the cost of production of one prototype has mostly been correctly determined. More detail was presented of the choice of product to fit the supermarket shelf requirement. The design(s) presented did not satisfy the volume requirement. The surface area has not been calculated correctly and/or the cost of production of one prototype has not been correctly determined. Little or no detail was presented of the choice of product to fit the supermarket shelf requirement. No design(s) presented to satisfy the volume requirement. The surface area and cost of production was not calculated. No detail was presented of the choice of product to fit the supermarket shelf requirement. PART C A CRITERIA B C D E GRADE Both Parts 1 and 2 have been calculated correctly using appropriate formula. Correct cone volume, number of ice‐
creams cold and total sales was correctly calculated. Correct sphere volume of Lindt maxi ball, number of Lindt chocolates and approximate weight of each ball was calculated. Both Parts 1 and 2 have been mostly calculated correctly using appropriate formula Only one or Part 1 or 2 has been mostly calculated correctly using appropriate formula A Only one of Part 1 or 2 has been presented. Most calculations are incorrect and wrong formula used D No attempt of Part 1 or 2 has been made E B C Overall Grade: COMMENTS STRENGTHS AREAS FOR DEVELOPMENT STUDENT REFLECTION Teacher’s Signature: ……………………………………………………………… Date: ……………………………………… This feedback sheet is intended to assist you in setting specific targets to improve your
understanding in the areas of:
SPELLING Correct spelling of uncommon words or words with unusual patterns correctly. Frequent use of subject specific technical words Correct spelling of frequently used words as well as some attempt to spell more uncommon words with accuracy rate of 50‐80% Correct spelling of frequently used words and those with commonly seen spelling patterns Demonstrated difficulty in spelling high frequency words and spelling patterns. Limited correct spelling. GRADE A B C D E PUNCTUATION Capital letters, Full stops, Question marks, Exclamation marks, Commas in list, to mark phrases or clauses, Inverted commas, Apostrophes, Brackets, Ellipses, Colons The Punctuation is always correct and appropriate to aid the reading of the text The Punctuation is mostly correct and appropriate to aid the reading of the text The Punctuation is at times correct and appropriate to aid the reading of the text The Punctuation is at times correct and appropriate, but does not aid the reading of the text The Punctuation is rarely correct and appropriate GRADE A B C D E Grammar Nouns, Verbs, Adjectives, Connectives, Pronouns, Adverbs, Prepositions, Articles Parallelism in verb use, noun‐pronoun agreement; proper use of adjectives, adverbs and prepositions Occasional errors in verb use, noun pronoun agreement, adjectives, adverbs or prepositions Errors in verb use, noun pronoun agreement, adjectives, adverbs or prepositions. Frequent errors in verb use, noun pronoun agreement, adjectives, adverbs or prepositions that distract and confuse Excessive errors in verb use, noun pronoun agreement, adjectives, adverbs or prepositions that GRADE A B C D E Year 10 Vocabulary Excellent use of effective vocabulary to convey deep knowledge and understanding, demonstrate self‐reliance in exploration and application of word learning strategies. Using correct terminology that is specific to the topic. Good use of effective vocabulary to convey knowledge and understanding, demonstrate self‐reliance in exploration and application of word learning strategies. Using correct terminology that is specific to the topic. Satisfactory use of effective vocabulary to convey knowledge and understanding. Using correct terminology that is specific to the topic. Developing use of effective vocabulary to convey knowledge and understanding. Some terminology that is specific to the topic No use of effective vocabulary to convey knowledge and understanding. No terminology that is specific to the topic. GRADE A B C D E Writing Excellent control of sophisticated language features and structures. Creation of sustained texts that develop complex themes, concepts and ideas. Adopt and innovate on familiar text forms to create distinctive texts. Good control of sophisticated language features and structures. Creation of sustained texts that develop themes, concepts and ideas. Satisfactory control of language features and structures. Creation of sustained texts that develop themes, concepts and ideas. Developing control of language features and structures. Creation of sustained texts that develop ideas. No evidence of language features and structures that leads to the creation of sustained texts that develop ideas. GRADE A B C D E Part A Choose 4 items in your kitchen cupboard (or elsewhere) at home. These items are to be of different 3‐D shapes. For example you may choose a box of biscuits, a can of soup or a soccer ball. You are to complete a table similar to the one shown below. Make sure all column headings have been included. Marks will be awarded for the variety of 3‐D shapes chosen for the project. Using the same shape for all items will not show the full range of your knowledge. Students sketch of shape –include dimensions as Consumer Product accurate as possible but Chosen‐ picture included not artistic details (e.g. a box of biscuits is a rectangular prism so student are asked to draw that but not include any of the marketing)
Front Face Area formula AND/OR Surface Area formula for product shape Calculation of Area AND/OR Surface Area Part B You are a new design engineer for Clemente Cereals. Clemente Cereals are releasing a new product line. You have been asked to design packaging for the new product line. The company want a box of some description‐ cube or rectangular prism preferably. The box needs to have a capacity or volume of .
1. Draw two boxes of different dimensions that satisfy the volume requirement of the company. 2. Calculate the Surface Area of each box. 3. If cardboard costs for production is , determine the cost of producing one prototype of each of your two designs. 4. The shelves at a supermarket that has agreed to stock the Clemente Cereal are 30cm deep, 40cm high and 600cm long. Based on this information, which of your two designs would best suit the supermarket. Explain your choice in detail giving full and expanded reasons. Below are some diagrams that may assist you in solving this question.
San Clemente High School
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Part C Part 1 The SRC at San Clemente are going to hold a fundraiser to raise money for Project Compassion. They decide on selling ice‐cream cones and have a contact who will make waffle cones for free‐ to any size they decide. The group discusses the ice‐cream cones and agree on 2 sizes.  The first cone is 6cm in diameter and 13cm in height.  The second cone is 8 cm in diameter and 15cm in height.
During the discussion one student suggests: “We can charge double for the larger cone.” Another replies: “I don’t think so because it isn’t double.” Who is correct? Answer the questions below: a.
Calculate which ice‐cream cone will hold the most ice‐cream and then decide if the SRC can charge double for the larger cone. So answer the question above. b.
Mayfield Woolworths have donated 10 4L tubs of ice‐cream for the fundraiser. Calculate how many ice‐creams will be able to be made from the donated tubs? c.
The SRC aim to sell the smaller ice cream cones for 80c. As mentioned above the cones are free and the ice‐cream has also been donated so any money made from sales is pure profit. How much money will the SRC make by selling the smaller cones (see above) and using all the donated ice‐cream. Once the ice‐cream runs out, sales will cease. Part 2 In 2014 The Lindt Chocolate Company released a Christmas Special‐ the “Lindt Chocolate Maxi‐
Ball”. It was a Spherical container of diameter 20cm that resembled a Lindt Chocolate. Inside were a number of Lindt chocolate truffles. The weight of the maxi ball was 550g. a.
Calculate the volume of the Lindt Chocolate Maxi Ball (remember the diameter is above) b.
If the diameter of the smaller individual truffles is 2.5cm, how many could possible fit into the Max Ball‐ the extra packaging of the lindt chocolate (the clear ruffles ties) is negligible and will not be factored into the calculations. c.
Using your answer in b. calculate the approximate weight of each individual Lindt Chocolate Truffle San Clemente High School
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