The document discusses two tasks related to spatial reasoning involving perimeter, area, and volume. Task 1 involves determining the rectangular package with the largest volume that satisfies certain restrictions on the sum of its dimensions. Task 2 involves calculating the perimeter and area of a rectangular sheet as squares are cut out from it. It also discusses generalizations about how perimeter and area change in relation to each other.
The document discusses two tasks related to spatial reasoning involving perimeter, area, and volume. Task 1 involves determining the rectangular package with the largest volume that satisfies certain restrictions on the sum of its dimensions. Task 2 involves calculating the perimeter and area of a rectangular sheet as squares are cut out from it. It also discusses generalizations about how perimeter and area change in relation to each other.
The document discusses two tasks related to spatial reasoning involving perimeter, area, and volume. Task 1 involves determining the rectangular package with the largest volume that satisfies certain restrictions on the sum of its dimensions. Task 2 involves calculating the perimeter and area of a rectangular sheet as squares are cut out from it. It also discusses generalizations about how perimeter and area change in relation to each other.
The document discusses two tasks related to spatial reasoning involving perimeter, area, and volume. Task 1 involves determining the rectangular package with the largest volume that satisfies certain restrictions on the sum of its dimensions. Task 2 involves calculating the perimeter and area of a rectangular sheet as squares are cut out from it. It also discusses generalizations about how perimeter and area change in relation to each other.
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Summative – Spatial Reasoning
Grade 6- MYP
Date: 16- 2-2021
Goal: To show that being able to calculate perimeter, area and volume can impact your decisions
Task 1:Investigation – Criteria B and Criteria C
Airline companies frequently place restriction on the size of packages which passengers can carry with them onto an aircraft.
Fly- By- Night airplanes have the following package policy.
All packages must be rectangular.
Sum of Length, Breadth and height of any package must be 90 cm.
Your task is to determine the rectangular package of the largest volume which is allowed to be taken on the plane. Complete the table given below, where Length + Breadth + height = 90 cm.
Length (cm) Breadth (cm) Height (cm) Volume (cm3)
10 20 60 10 30 20 40 20 25 30 30
(a) Which shape maximizes the volume of the package?
(b) Write down a generalization about the relationship between the volume of package and the dimensions of the rectangle, when the perimeter remains constant.
(c) Fly- By- Night decides to introduce a further restriction to ensure all packages will fit in the overhead lockers “All packages must pass through a 40 cm by 20 cm rectangle.” (d) Find the package of greatest volume given the new restriction. TASK 2 : Investigation – Criteria B and Criteria C
Given that:
Areaof a rectangle=l× b Perimeter if arecatngle=2 ( l+ b ) Tanya needed a square of side 4 cm for completing a collage. She had a rectangular sheet of length 28 cm and breadth 21 cm
She cuts off a square of side 4 cm from the rectangular sheet.
(a) Calculate the total length from A to D (including the “u” shaped cut out). Has the total length of side AD increased after cutting off the square? (b) Calculate the area of the sheet in figure 11.2. Has the area increased or decreased?
Tanya cuts off one more square from the opposite side (Fig 11.3).
(c) Calculate the Perimeter of the Sheet shown in Figure 11.3 Has the perimeter of the remaining sheet increase further?
(d) Calculate the area of the sheet shown in figure 11.3. Has the area increase or decrease further?
(e) Write down a generalization about the change in area when Perimeter increases/ decreases?
(f) Give an example where with the increase in perimeter the area also increases. Support your answer with mathematical reasoning. Criteria: Criterion C: Communication Check Achievement Level descriptor level The student does not reach a standard described by any of the descriptors 0 below. The student is able to: i. use limited mathematical language
1-2 ii. use limited forms of mathematical representation to present information
iii. communicate through lines of reasoning that are difficult to understand
The student is able to: i. use some appropriate mathematical language
ii. use appropriate forms of mathematical representation to present
3-4 information adequately
iii. communicate through lines of reasoning that are able to be understood,
although these are not always coherent iv. adequately organize information using a logical structure. The student is able to :
i. usually use appropriate mathematical language
ii. usually use appropriate forms of mathematical representation to present
5-6 information correctly
iii. communicate through lines of reasoning that are usually coherent
iv. present work that is usually organized using a logical structure.
The student is able to:
i. consistently use appropriate mathematical language
ii. consistently use appropriate forms of mathematical representation to
7-8 present information correctly
iii. communicate clearly through coherent lines of reasoning
iv. present work that is consistently organized using a logical structure
Criterion B: Investigating Patterns
Achievement Level descriptor level 0 The student does not reach a standard described by any of the descriptors below. The student is able to i. apply, with teacher support, mathematical problem-solving techniques to 1-2 discover simple patterns ii. state predictions consistent with patterns. The student is able to: i. apply mathematical problem-solving techniques to recognize patterns 3-4 ii. suggest how these patterns work.
The student is able to:
i. apply mathematical problem-solving techniques to recognize patterns 5-6 ii. suggest relationships or general rules consistent with findings iii. verify whether patterns work for another example The student is able to: i. select and apply mathematical problem-solving techniques to recognize correct patterns 7-8 ii. describe patterns as relationships or general rules consistent with correct findings iii. verify whether patterns work for other examples
