STAGE 1 MATHEMATICS

Assessment Type 1: Skills and

Applications
Farm Design
The Task (can be completed using sketch-up or as a physical model)
You, a mathematician, has decided that you would like to build yourself a farm.
You already know full-well the theoretical mathematics involved in designing a farm, but you are now going to
challenge yourself to build a model version.
You will need to apply your knowledge of surface area, volume, prisms, cylinders, composite solids, congruent
triangles and angle properties to the model version of your farm.

On your farm, you will need to construct, but are not restricted to constructing:

 A shed to fit 2 tractors and one ute. *surface area and composite solids*
o tractor dimensions – L=7m / W=4m / H=3
o Ute dimensions – L=3.5m / W=1.5m / H=1.5m
 A windmill or a bridge (if you choose to do a bridge, then you can make one with a partner that connects
your two farms). *congruent triangles and angle properties*
o This is where you can show your understanding of.
 A dam - your choice on the shape of the damn. Shapes might be: *volume*
o Semi sphere – A+ level
o Cylinder shape – A level
o Rectangular prism – B level
o Cube – C level
 A water tank that can hold minimum 50,000 litres. *volume, surface area, cylinders and/or composite solids*

Additionally, you must also include:

 All mathematical calculations used to create the above structures.

 Examples of how you demonstrated your understanding of surface area, volume, prisms, cylinders,
composite solids, congruent triangles and angle properties.
 Be able to answer the following key questions:
o Why and how are congruent triangles useful in constructing structures?
o Why is knowing angle properties useful in constructing structures?
o Why is knowing about volume helpful to finding out amounts (e.g. litres)?
 Performance Standards for Stage 1 Mathematics
Concepts and Techniques Reasoning and Communication

Comprehensive knowledge and understanding of Comprehensive interpretation of mathematical results in the

A concepts and relationships. context of the problem.
Highly effective selection and application of mathematical Drawing logical conclusions from mathematical results, with a
techniques and algorithms to find efficient and accurate comprehensive understanding of their reasonableness and
solutions to routine and complex problems in a variety of limitations.
contexts. Proficient and accurate use of appropriate mathematical
Successful development and application of mathematical notation, representations, and terminology.
models to find concise and accurate solutions. Highly effective communication of mathematical ideas and
Appropriate and effective use of electronic technology to reasoning to develop logical and concise arguments.
find accurate solutions to routine and complex problems. Effective development and testing of valid conjectures.
Some depth of knowledge and understanding of concepts Mostly appropriate interpretation of mathematical results in the
B and relationships. context of the problem.
Mostly effective selection and application of mathematical Drawing mostly logical conclusions from mathematical results,
techniques and algorithms to find mostly accurate with some depth of understanding of their reasonableness and
solutions to routine and some complex problems in a limitations.
variety of contexts. Mostly accurate use of appropriate mathematical notation,
Some development and successful application of representations, and terminology.
mathematical models to find mostly accurate solutions. Mostly effective communication of mathematical ideas and
Mostly appropriate and effective use of electronic reasoning to develop mostly logical arguments.
technology to find mostly accurate solutions to routine Mostly effective development and testing of valid conjectures.
and some complex problems.
Generally competent knowledge and understanding of Generally appropriate interpretation of mathematical results in
C concepts and relationships. the context of the problem.
Generally effective selection and application of Drawing some logical conclusions from mathematical results,
mathematical techniques and algorithms to find mostly with some understanding of their reasonableness and
accurate solutions to routine problems in a variety of limitations.
contexts. Generally appropriate use of mathematical notation,
Successful application of mathematical models to find representations, and terminology, with reasonable accuracy.
generally accurate solutions. Generally effective communication of mathematical ideas and
Generally appropriate and effective use of electronic reasoning to develop some logical arguments.
technology to find mostly accurate solutions to routine Development and testing of generally valid conjectures.
problems.
Basic knowledge and some understanding of concepts Some interpretation of mathematical results.
D and relationships. Drawing some conclusions from mathematical results, with
Some selection and application of mathematical some awareness of their reasonableness or limitations.
techniques and algorithms to find some accurate Some appropriate use of mathematical notation,
solutions to routine problems in some contexts. representations, and terminology, with some accuracy.
Some application of mathematical models to find some Some communication of mathematical ideas, with attempted
accurate or partially accurate solutions. reasoning and/or arguments.
Some appropriate use of electronic technology to find Attempted development or testing of a reasonable conjecture.
some accurate solutions to routine problems.
Limited knowledge or understanding of concepts and Limited interpretation of mathematical results.
E relationships. Limited understanding of the meaning of mathematical results,
Attempted selection and limited application of their reasonableness or limitations.
mathematical techniques or algorithms, with limited Limited use of appropriate mathematical notation,
accuracy in solving routine problems. representations, or terminology, with limited accuracy.
Attempted application of mathematical models, with Attempted communication of mathematical ideas, with limited
limited accuracy. reasoning.
Attempted use of electronic technology, with limited Limited attempt to develop or test a conjecture.
 accuracy in solving routine problems.

FARM ITEM 1: A shed to fit 2 tractors and one Ute

Design your shed and include side views and a birds-eye-view with measurements. The sketch of your shed must:

 Include calculations for *surface area*

 Be a *composite solid*
 Fit 2 tractors and one Ute.
o tractor dimensions – L=7m / W=4m / H=3
o Ute dimensions – L=3.5m / W=1.5m / H=1.5m

Rectangle – Base

L x W = Area x 2

26 x 14 = 364 x 2 = 728m2

Roof

W x H / 2 = Area x 2

(14 x 4) / 2 = 28 x 2 = 56m2

Shed for Tractors and Ute

728 + 56 = 784m2

Shed Front View: Shed Birds Eye View:

FARM ITEM 2: A windmill or a bridge (if you choose to
do a bridge, then you can make one with a partner that
connects your two farms).
Design your windmill or bridge and include side views and a birds-eye-view with measurements. The sketch of your
windmill or bridge must:

 Prove that you can create and show *congruent triangles*

 Show that you understand and know about *angle properties* (perhaps show your understanding in a
description).

SSS – (Side, Side, Side) C

SAS – (Side, Angle, Side)

3M 7M
ASA – (Angle, Side, Angle)

AAS – (Angle, Angle, Side)

HL – (Hypotenuse, Leg)

A B
6M
Example for Formula:

Cos(C) = a2 + b2 − c2 / 2ab

Cos (A) = b2 + c2 − a2 / 2bc

Cos (B) = c2 + a2 − b2 / 2ca

Cos A = (b2 + c2 – a2) / 2bc Cos B = (c2 + a2 – b2) / 2ca C = 180’ – 92.2 – 47.2

C = 45

Cos A = (9 + 36 – 49) / (2x6x7) Cos B = (36 + 49 – 9) / 112

Cos A = -0.04 Cos B = 0.6785

Cos A = cos -1 (-0.04) Cos B = cos-1 (0.6785)

A = 92.2 B = 47.2

Windmill measurements: Windmill Front View: Windmill Birds Eye View:

FARM ITEM 3: A dam - your choice on the shape of the
damn.
Design your shed and include side views and a birds-eye-view with measurements. The sketch of your shed must:

 Show you understanding of *volume*

 Shapes that your damn might represent are:
o Semi sphere – A+ level
o Cylinder shape – A level
o Rectangular prism – B level
o Cube – C level

Formula for solving Semi Sphere Dam:

x r2 = A Volume side:

201.06 x 88 = Area x r2 x H = V

201.06 x 16 = 3216.96 x 82 x 4 = 804.24

Birds eye View: 804.24 x 4 = 3216.96

FARM ITEM 4: A water tank that can hold minimum
50,000 litres.
Design your shed and include side views and a birds-eye-view with measurements. The sketch of your shed must:

 Be able to hold a minimum of 50,000 litres.

 Show your understanding of:
o *volume*
o *surface area*
o *cylinders and/or composite solids*

Example of Formula: Formula:

X r2 = Area x 22 = A

3.14 x 22 = 12.56m2 3.14 x 22 = 12.56

XH=V 3.14 x H = V

12.56 x 4 = 50.24m2 12.56 x = 75.36m3

Birds eye View: Side View:

Birds Eye View for Whole Farm:

FARM CREATION:
This is where you provide images of your Farm creation. In this section, you must also include:

 All mathematical calculations used to create the above structures.

 Examples of how you demonstrated your understanding of surface area, volume, prisms, cylinders,
composite solids, congruent triangles and angle properties.
 Be able to answer the following key questions:
o Why and how are congruent triangles useful in constructing structures?
When using congruent triangles they are important because they are most often in windmill, bridge
and building designs all round the world to help support the structure.

o Why is knowing angle properties useful in constructing structures?

Because you would have had to learn about trigonometry as well as Pythag theorem to calculate the
triangles for either the windmill or bridge designs.

o Why is knowing about volume helpful to finding out amounts (e.g. litres)?
Knowing how to find the Volume and The Amount they hold allows you to see how much Litres of
water can be in the dams and Water Tanks.

o What Employability skills have you developed throughout this assignment?

The Employability skill that I have mostly developed throughout this assignment would be Creative and
Critical thinking because I was able to show different buildings, ideas and designs that I used to present my
farm.