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
1.3.1 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
CHAPTER THREE..........................................................................................................................................6
PROJECT DESIGN AND METHODOLOGY.......................................................................................................6
3.1: Introduction......................................................................................................................................6
3.2: Description.......................................................................................................................................6
3.3: Project materials...............................................................................................................................6
3.4 Project design...................................................................................................................................7

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 3.5 project procedure..............................................................................................................................8
REFERENCES................................................................................................................................................9
APPENDICES..............................................................................................................................................10
Appendix 1: Proposed Calendar of events.............................................................................................10
Appendix 2: Proposed budget...............................................................................................................11

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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.

1.3.1 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.

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

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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.

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

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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.

The project will facilitate the completion of secondary syllabus as it will help in reduction of
instructional time since it makes the understanding of difficult abstract concepts in Mathematics
easy since learners are directly involved.

2.2 Theoretical Literature Review

In geometry, 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.

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.

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.

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.

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CHAPTER THREE: PROJECT DESIGN AND METHODOLOGY
3.1: Introduction
The motive of the study project is 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 covers 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.

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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

3.4 Project design

cone triangular frustrum

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 Circular prism

Trianglular prism

Frustrum

cuboid

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

3.5 project procedure

Creating mathematical solids using iron rods typically involves a combination of planning,
measuring, cutting, and joining the rods.

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.

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.

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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.

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.

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.

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.

REFERENCES

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

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APPENDICES
Appendix 1: Proposed 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

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mathematics
department

Data
collection
and research
on the project

Proposal
writing

Collection of
project
material

Appendix 2: Proposed budget

ITEM QUANTITY COST

16mm RS Iron rod 10Meters 3000
Turpentine 1 300
Litre
4
Paint 0.25litres each (green and 800
red)
Painting brush 1 piece 150
Welding services(gas) 2500
Transportation 400

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TOTAL 7150

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