TAITA TAVETA UNIVERSITY

SCHOOL OF SCIENCE AND INFORMATICS

DEPARTMENT OF EDUCATION
TEACHING PRACTICE SCHOOL: MWAKITAWA GIRLS SEC SCH.
ZONE CO-ODONATOR: DR. DAVID CHIKATI
TEACHING PRACTICE PERIOD: MAY AUGUST, 2023

TITLE OF THE PROJECT: STRUCTURE OF SOLID MATHEMATICAL MODELS

NAMES REG NO

1) BUTIA LABAN KIPCHIRCHIR TU01-SE218-1345/2020

2) NDUNG’U PAUL NJUGUNA TU01-SE218-0023/2020
3) EMMANUEL KIPKURUI TU01-SE218-1366/2020
APPROVAL AND DECLARATION
Part A: Candidate

We solely declare that this is our original work and has not been presented in any other
institution of learning for any award.

Names Date Signature

1) BUTIA LABAN KIPCHIRCHIR …………………. …………….

2) NDUNG’U PAUL NJUGUNA …………………. ……………..
3) EMMANUEL KIPKURUI …………………... ……………...

Part B: Head of the Mathematics department

This work is to be submitted for examination with my approval as Head of the Mathematics
department Mwakitawa Girls Secondary School.

Name Date Signature

………………………………… …..………………... …………………

Part C: The Principal

This work is to be submitted for examination with my approval as The principal Mwakitawa
Secondary School

Name Date Signature

………………………………… …………………. …………………

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ACKNOWLEDGEMENT
We would like to sincerely thank God for the gift of life to date. His mercies have been sufficient
in our lives.

We would also like to express our gratitude to our able zone coordinator, DR. David Chikati,
who guided us through this proposal writing.

Lastly, we would like to thank the administration of Mwakitawa Secondary for ensuring that this
proposal has succeeded by providing the necessary resources to facilitate the smooth preparation
of this proposal.

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DEDICATION
We would like to dedicate this project to the students of Mwakitawa secondary, colleague
teachers and mathematics researchers in pursuit of better understanding and making mathematics
a subject easy to learn, and finally to the coming generations as a reference tool.

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ABSTRACT

This project aims to design and develop solid mathematical models such as prisms, frustum,
cones and pyramids that promote enhanced learning and conceptual understanding in
mathematics education. Solid mathematical models have proven to be effective tools for
visualizing abstract concepts and fostering hands-on learning experiences. By creating engaging
and interactive models, we seek to address the challenges students often face in comprehending
mathematical problems such as the calculation of surface area and volumes of solid
mathematical models to make learning more accessible and enjoyable. The outcomes of this
research will contribute to the development of innovative teaching tools and pedagogical
approaches, fostering a positive and impactful learning experience for students in mathematics
and related disciplines. Guided by mathematical theories such as Pythagoras’ theorem and
Geometry we will design and create physical solid mathematical models. These models will be
carefully crafted by measuring and cutting iron rods, joining the rods by welding, verifying the
shape and finally refining them by making possible adjustments to the lengths and angles to
accurately represent the chosen structure. Our proposed budget for this project is approximately
seven thousand Kenya shillings. Data collection and implementation of this project proposal will
take a period of about two months.

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Contents
APPROVAL AND DECLARATION ................................................................................................................... ii
ACKNOWLEDGEMENT ................................................................................................................................. iii
DEDICATION................................................................................................................................................. iv
ABSTRACT ..................................................................................................................................................... v
CHAPTER ONE: INTRODUCTION ................................................................................................................... 1
1.1 Background information .................................................................................................................... 1
1.2 Purpose of the project ....................................................................................................................... 2
1.3 Objectives of the Study ...................................................................................................................... 2
1.3.1 General objective ................................................................................................................. 2
1.3.2 specific objective ......................................................................................................................... 2
1.4 Statement of the problem ................................................................................................................. 2
1.5 Significance of the Project ................................................................................................................. 3
CHAPTER TWO: LITERATURE REVIEW .......................................................................................................... 4
2.1 Introduction ........................................................................................................................................ 4
2.2 Theoretical Literature Review...................................................................................................... 4
2.3 Empirical Literature Review ............................................................................................................... 5
CHAPTER THREE: PROJECT DESIGN AND METHODOLOGY.......................................................................... 6
3.1: Introduction....................................................................................................................................... 6
3.2: Description ........................................................................................................................................ 6
3.3: Project materials ............................................................................................................................... 6
3.4 Project Design and Procedure............................................................................................................ 7
3.4.1Project design ............................................................................................................................... 7
3.4.2 project procedure........................................................................................................................ 8
CHAPTER FOUR: RESULTS AND DISCUSSION ............................................................................... 9
4.1 INTRODUCTION....................................................................................................................... 9
4.2 PROJECT UTILLISATION ................................................................................................................ 9
4.3 PROJECT SUSTAINABILITY ............................................................................................................ 9
4.3.1 Environmental Sustainability ............................................................................................... 9
4.3.2 Social Sustainability............................................................................................................ 10
4.3.3 Economic Sustainability ............................................................................................................ 10

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 4.4 PROJECT EVALUATION ............................................................................................................... 10
4.4.1 Objective Achievement ...................................................................................................... 10
4.4.2 Budget and Resource management ......................................................................................... 11
4.4.3 Timeliness and Schedule Adherence ........................................................................................ 11
4.4.4 Quality of Outputs ..................................................................................................................... 11
4.4.5 Documentation and Reporting ................................................................................................. 11
4.4.6 Ethical Considerations ............................................................................................................... 11
5.1 INTRODUCTION .......................................................................................................................... 12
5.2 CONCLUSSION ............................................................................................................................ 12
5.3 RECOMMENDATION ................................................................................................................... 13
REFERENCES ................................................................................................................................................ 14
APPENDICES ................................................................................................................................................ 15
Appendix 1: Calendar of events ............................................................................................................ 15
Appendix 2: Actual budget..................................................................................................................... 16
Appendix 3: Photographs of actual completed project ........................................................................ 17

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CHAPTER ONE: INTRODUCTION
1.1 Background information
Mwakitawa Girls’ Secondary school is a boarding located at Mbololo ward, Voi sub-county,
Taita Taveta county in Kenya. The school opened its doors in January 1974 as mixed day school
on approximate 12 acres plot, but due to poor enrolment it was closed in June 1974 and reopened
again in march 1977.In 2016 it was a purely girls school day/boarding and become fully girls
boarding school in 2018 where it was elevated to the extra county category.

Mwakitawa secondary school is managed by Mrs. Florance Sirengo who is the school principal
and she is assisted by her deputy Mrs. Louis Mbogho. The school has a total of 814 students and
34 teachers. In the previous past the school did some excellent projects to improve learning.
Some of the projects include a project done by Jesca Chemutai from Taita Taveta University in
the year 2023.In her project she came up with the series arrangement of bulbs which is of great
help to the students whereby they always refer to it whenever they face challenges concerning
arrangement of bulbs in series.

Based on our analysis of the previous KCSE results of mathematics at Mwakitawa Girls School,
we found out that the students did not perform well. From this analysis we decided to issue out
questionnaires to the learners to find out specific areas where they have challenges. We found
out that most learners find it difficult to understand the basic concepts of mathematics especially
on topics such as area, volume and capacity which are frequently tested in exams. These findings
made us to come up with the project structures of solid mathematical models. This project will
greatly help the learners to get and familiarize well with different mathematics concepts. The
project works in a way that when learners see the models they will retain the visual model in
their brains and they can easily remember the concept and apply in answering questions. The
project is also cost-effective and materials are readily available to make it a success.

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1.2 Purpose of the project
The project intends to equip the learners to understand the overall concept and have the ability to
count, calculate and use different systems of mathematical solids.

1.3 Objectives of the Study

1.3.1 General objective
i. To use models of solids as revision material in the learning of mathematics and visualize
mathematical concepts on different solids hence making mathematics a practical subject.

1.3.2 specific objective

i. To come up with a clear and efficient understanding of sketching of solids, nets of
solids, surface areas of solids, volumes and capacities of solids.
ii. Help the learners understand the concepts of Three Dimension Geometry such as
geometrical properties of common solids, skew lines and angles between planes.

1.4 Statement of the problem

Based on questionnaires that we administered to some of the teachers at Mwakitawa Girls School
it was found that most learners find it hard to understand the basic concepts of the topics volume
and capacity, geometric properties of common solids and three-dimension geometry.

Moreover, in our study of the student’s results in mathematics at Mwakitawa Girls School, we
noted that students have a lot of challenges in solving problems dealing with concepts of
mathematical solids such as calculating surface area and volumes of cones, frustum, prisms and
geometric properties of common solids in three-dimension geometry. This results to poor
performance from the student in Mathematics.

Students are often overwhelmed by many new definitions and concepts that lack a of connection
with prior knowledge thus the mathematical solids will have a great impact as teaching aids in
Mathematics.

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1.5 Significance of the Project
The project, mathematical solids, covers all topics from form one to form four and most
importantly the most effective teaching and learning resources in the school because the learner
is able understand all the content involving volumes, area 3D geometry and thus be able to solve
all problems involving mathematical solids.

The creation and use of mathematical models can help students develop new concepts or
relationships and make connections between symbols and concepts. Different models show
different aspects of the concept in Mathematics, therefore, the use of various models shows
students various representations of the same concept, allowing them to make deeper connections.
For example, numbers can be represented as objects, set patterns, segments on a line or scale and
points on a dial. Through modeling a mathematical concept, students can express how they
understand the mathematical concept.

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CHAPTER TWO: LITERATURE REVIEW
2.1 Introduction
After a serious study on Mathematical solids in form one, form two and form four using several
class textbooks and revision books- KLB textbooks and Discovery Mathematics, Made Familiar
Mathematics, and K.C.S.E revision papers, we found that Mathematical solids are a complex
sub-topic but very simple by use of teaching Mathematical models as teaching aids. This inspired
us to choose Mathematical models as appropriate project. The project will greatly help the
learners in understanding Mathematical models and be able to acquire knowledge and skills to
solve Mathematical problems involving solids and also increase the learner’s imagination and
thinking capacities.

2.2 Theoretical Literature Review

According to Kinyua .M (2004) Advancing Mathematics Book two, Longhorn Publisher, a
frustum is a portion of a solid normally from a cone or pyramid that lies between two parallel
planes cutting the solids. In the case of a pyramid the base faces are polygonal, the side faces are
trapezoidal. A right frustum is a right pyramid or a right a cone is truncated perpendicularly to its
axis.

In reference to Buckwell et al, (2003) Macmillan Mathematics Students Book one, Macmillan,
Nairobi, a cuboid is hexahedron six faced solid its faces are quadrilateral like a quadrilateral
cube. In the sense of adjusting the length of the edges or the angle between the edges or the angle
between the edges and faces. A cuboid can be transformed into a cube. In the mathematical
language a cube is a convex polyhedron a graph is the same as that of a cube.

According to Miller J (2003), Macmillan Mathematics Students Book Two, Macmillan, Nairobi,
a cone is a three-dimensional geometric shape that tapers smoothly from a flat base to a point
called the apex or vertex. A cone is formed by a set of line segments, half-lines, or lines
connecting a common point, the apex, to all of the points on a base that is in a plane that does not
contain the apex.

4
According to Kenya Institute of Education (KIE) (2003), Secondary Mathematics Students Book
four,Kenya Literature Bureau, Nairobi, a triangular prism is a three-sided prism; it is a
polyhedron made of a triangular base, a translated copy, and 3 faces joining corresponding sides.
A right triangular prism has rectangular sides, otherwise it is oblique.

2.3 Empirical Literature Review

In the implementation of this project at the designing stage we used various empirical literature
review such as the Pythagorean theorem to come up with exact measurement of height base and
hypotenuse before cutting the iron rods into pieces. The Pythagorean theorem is a fundamental
concept in geometry that relates to the relationship between the sides of a right triangle. In
reference to Charles B. Jr. (1970), college calculus with analytic geometry, Addison-Wesley,
Pythagorean theory states that in a right angled triangle, the square of the length of the
hypotenuse (the side opposite the right angle) is equal to the sum of the squares of the lengths of
the other two sides.

Mathematically, the Pythagorean theorem can be stated as:

𝑎2 + 𝑏 2 = 𝑐 2

where 'a' and 'b' are the lengths of the two legs of the right triangle, and 'c' is the length of the
hypotenuse.

This theorem provides a method for finding the length of an unknown side in a right triangle
when the lengths of the other two sides are known. It is widely used in various applications, such
as trigonometry, engineering, architecture, and physics.

The Pythagorean theorem is attributed to the ancient Greek mathematician Pythagoras, who lived
around the 6th century BCE. However, evidence suggests that the theorem was known and used
by other ancient civilizations as well.

The Pythagorean theorem has many applications, including calculating distances, determining
angles and proportions, and solving various geometric and real-world problems. It serves as the
foundation for trigonometry, where the ratios of the sides of right triangles are studied in relation
to their angles.

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CHAPTER THREE: PROJECT DESIGN AND METHODOLOGY
3.1: Introduction
The motive of the study project was to come up with models that will help learners visualize and
easily remember mathematical concepts involving different solids. This will help in taking away
students from the world of fantasy to the real world whereby they will be able to interact with
real model structures and not the drawings that are in the books.

3.2: Description
This project covered the surface area, volume and three dimension geometrical in mathematics.
In the Kenya secondary school syllabus, it will ensure the student improves in the Kenya
Certificate of Secondary Education (K.C.S.E). The models will help to demonstrate surface area,
volume and three-dimensional geometry in real-life situations increasing the learning experience.
Mathematical solid models are found in mathematics topics from form one to form four,
therefore our project will improve the learners visualization and make it easier for them to
remember and use it in calculations

3.3: Project materials

1. 16mm RS Iron rod
2. Turpentine
3. Paint (two colours)
4. Painter
5. Gas welding services

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3.4 Project Design and Procedure
3.4.1Project design

cone triangular frustrum

Circular prism
Trianglular prism

Frustrum

cuboid

l- slant height h- height r- radius s- side r-radius b-base

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3.4.2 project procedure
Creating mathematical solids using iron rods typically involved a combination of planning,
measuring, cutting, and joining the rods in the following steps

Step 1: Plan your model: Determine the specific mathematical solid you want to create, such as a
cube, pyramid, or prism. Understand the dimensions and angles required for the solid.

Step 2: Measure and mark: Use your measuring tape or ruler to measure the required lengths for
each rod based on the dimensions of your chosen solid. Mark the measurements on the iron rods
using a marker or chalk.

Step 3: Cut the rods: Carefully cut the iron rods at the marked locations using a cutting tool like a
hacksaw. Ensure you have smooth and accurate cuts. Take proper safety precautions while
cutting the rods.

Step 4: Join the rods: Join the rods together by welding, use appropriate welding equipment
preferably gas welding and techniques to fuse the rods together strongly at the end points.

Step 5: Verify the shape: Once you've joined the rods, verify that the model is taking shape
correctly. Check the angles, edges, and vertices to ensure they match the desired mathematical
solid.

Step 6: Refine and finish: If needed, make any adjustments to the lengths or angles of the rods to
achieve better accuracy. Use grinding tools or files to smooth any rough edges and make the
model visually appealing.

Take safety precautions while working with iron rods, such as wearing appropriate protective
gear and handling tools carefully.

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CHAPTER FOUR: RESULTS AND DISCUSSION
4.1 INTRODUCTION
In summary, the results and discussion section of our project report will present the findings
obtained during the modeling of mathematical solid structures. It will offer a critical analysis of
the project utilization and project sustainability where we discuss the degree to which a
project's resources, including human resources, time, budget, and materials, are effectively used
to accomplish project objectives and the ability of a project to achieve its objectives and deliver
its intended benefits over the long term, while minimizing negative impacts on the
environment, society, and economy.

4.2 PROJECT UTILLISATION

The mathematical solid models provided learners with a visual representation of three-
dimensional objects and concepts. They helped the learners to grasp complex spatial
relationships and gain a better understanding of geometric shapes, structures, and designs. For
instance the model of a cone was used as a teaching and learning resource in teaching volume
and surface area of a cone. The learners were able to easily relate the slant height and
perpendicular height, the radius and diameter from the actual model.

4.3 PROJECT SUSTAINABILITY

4.3.1 Environmental Sustainability

In environmental sustainability of the mathematical solid models we evaluated and chose the
materials considering the following factors:

Material Selection: The choice of materials for the solid models was assessed for their
environmental impact and durability. We emphasized on selecting materials that were non-toxic
to the environment and lasts longer.

Energy Consumption: We analyzed the energy requirements for creating and utilizing the solid
models. Efforts were made to optimize energy usage during the modeling process and reduce
overall energy consumption.

Waste Generation: We considered the potential waste generated during the development of the
solid models. We implemented strategies to minimize waste production, promote recycling, and

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reduce overall environmental impact by collecting the remaining pieces of iron rod that could
have polluted the environment

4.3.2 Social Sustainability

We evaluated the social sustainability of the mathematical solid models by considering the

health and safety of the users. We designed the mathematical models with a focus on ensuring
the health and safety of the users by smoothening any rough edges that could injure the learners
when interacting with the models by using a file.

4.3.3 Economic Sustainability

We evaluated the economic sustainability of the mathematical solid models by considering the
following factors:

Cost-Effectiveness: When implementing the project we aimed to develop solid models that are
cost-effective to create and utilize. Efficiency measures were incorporated into the modeling
process to reduce resource consumption and overall costs.

Long-Term Viability: The economic viability of the models over the long term was assessed.
Factors such as maintenance costs, scalability, and adaptability were considered to ensure the
models can be sustained economically.

4.4 PROJECT EVALUATION

4.4.1 Objective Achievement
The project objectives were met as learners were able to use the structures of solid mathematical
models as revision material in the learning of mathematics and visualize mathematical concepts
on different solids hence making mathematics a practical subject. They were also able to come
up with a clear and efficient understanding of sketching of solids, nets of solids, surface areas of
solids, volumes and capacities of solids and understand the concepts of Three Dimension
Geometry such as geometrical properties of common solids, skew lines and angles between
planes.

10
 4.4.2 Budget and Resource management
We executed the project within the allocated budget, with efficient use of available resources
such iron rod, paint and welding services. No significant financial or resource-related issues were
encountered.

4.4.3 Timeliness and Schedule Adherence

The project adhered to the planned timeline and milestones. Regular progress checks and team
meetings ensured that we completed the project on schedule, and any minor delays were
promptly addressed.

4.4.4 Quality of Outputs

The project produced high-quality and visually appealing representations of solid mathematical
models. The models accurately captured the geometries and characteristics of the intended
structures.

4.4.5 Documentation and Reporting

Comprehensive documentation was maintained throughout the project, including progress
reports, and modeling methodologies. The project report provided a detailed account of the
modeling techniques employed, results obtained, and insights gained during the analysis of
solid mathematical models.

4.4.6 Ethical Considerations

The project adhered to ethical considerations by ensuring the proper citation of sources,
respecting intellectual property rights, and maintaining data privacy and confidentiality where
applicable.

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CHAPTER FIVE: CONCLUSION AND RECOMEDATION

5.1 INTRODUCTION

In this project, we have explored the process of modeling mathematical solid structures using
iron rods. Iron rods are commonly used in construction and engineering applications due to their
strength and durability. By employing mathematical techniques and principles, we aim to create
accurate representations of these structures and analyze their properties.

Throughout the project, we have investigated the fundamentals of solid modeling and the
specific considerations involved in modeling with iron rods. We have explored the techniques of
geometric representation, assembly, and structural analysis to ensure the integrity and stability of
the modeled structures.

5.2 CONCLUSSION

In conclusion, the study of structures of solid mathematical models at Mwakitawa Girls school
has been a valuable and enriching experience. Throughout this project, we have explored the
principles and applications of mathematical modeling in the context of three-dimensional
structures. By understanding the fundamentals of solid mathematical models, students have
gained insights into how objects and structures can be represented and analyzed using
mathematical techniques.

The project has provided students with an opportunity to apply their theoretical knowledge to
practical scenarios. By creating and manipulating solid models, they have honed their spatial
reasoning skills and developed a deeper understanding of the relationships between geometry
and physical structures.

The project was done successfully and the intended instructional objective achieved. The project
was so relevant to the learners since they were able to calculate the area and volume of
mathematical solids with ease. The project assisted the learners in developing their attitude
toward mathematics as they come to learn that there are several ways they can work out a
problem.

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 5.3 RECOMMENDATION

Based on the findings and knowledge gained from this project, the following recommendations
are suggested:

Continued Research and Development, we encourage further research and development in the
field of modeling mathematical solid structures using iron rods. This can involve investigating
new modeling techniques, exploring advanced analysis methods. This ongoing research will
contribute to the advancement of knowledge and practical applications in the field.

Collaborative Projects and Knowledge Sharing, we encourage collaborative projects among

students and professionals in the field. By working together, sharing experiences, and
exchanging ideas, valuable insights and innovative, this project can be improved or more of such
projects of the same kind should be made to make learning of mathematics more concrete, such
possible projects include as structure of globe showing longitudes and latitudes.

Ministry of education to publish and implement the project in secondary schools to ease the
learning of the mathematics.

By implementing these recommendations, we can further enhance our understanding and

capabilities in modeling mathematical solid structures using iron rods. This will contribute to the
development of safer, more efficient, and cost-effective structures in the construction and
engineering industries.

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REFERENCES

I. Buckwell et al, (2003) Macmillan Mathematics Students Book one, Macmillan, Nairobi
II. Charles B. Jr. (1970), college calculus with analytic geometry, Addison-Wesley.
III. Kenya Institute of Education (KIE) (2003), Secondary Mathematics Students Book
four,Kenya Literature Bureau, Nairobi.
IV. Kinyua .M (2004) Advancing Mathematics Book two, Longhorn Publisher, Nairobi.
V. Miller J (2003), Macmillan Mathematics Students Book Two, Macmillan, Nairobi.

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APPENDICES
Appendix 1: Calendar of events

12th-13th 15th -16th 17th -18th 19th -20th 22nd -23rd

MAY, MAY, MAY, MAY, MAY,
2023 2023 2023 2023 2023
Identification
of possible
projects to
undertake
Writing a
concepts note
for approval
by the
mathematics
department

Data
collection
and research
on the project

Proposal
writing

Collection of
project
material

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Appendix 2: Actual budget

ITEM QUANTITY COST

16mm RS Iron rod 10Meters 1500
Turpentine 1 250
Litre
4

Paint 0.25litres each (green and 200

red)
Painting brush 1 piece 150
Welding services(gas) 1500
Transportation 400
TOTAL 4000

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Appendix 3: Photographs of actual completed project

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