Visiting the Statue of Liberty

Assessment Type Recommended Grade Level MYP Criterion Level

Real-life Application of Mathematics Grade 10 (MYP5) Extended MYP 5

MYP Assessment Criteria MYP Command Terms Used

Criterion C: Communicating identify, state, use, find, calculate,
Criterion D: Applying mathematics in real-life contexts discuss, explain, summarize, label,
sketch, justify

MYP Global Context

Orientation in space and time
MYP Key Concepts MYP Related Concepts
Form Change, Models

MYP Branch of Mathematics

Thinking with models
MYP Topics and Skills Prior Knowledge Needed
• Using trigonometric ratios to calculate • Recognizing and using function
angles notations
• Using graphic display calculator to • Using right-angled and non right-angled
graph functions and find coordinates of trigonometry to calculate sides and
maximum point angles of triangles
• Interpreting results received from GDC

Assessment Description

In this assessment, students apply their knowledge of the Pythagorean theorem, and right-angled
and non right-angled trigonometry to calculate the measure of angles through which Tom the
Tourist looks at the replica of the Statue of Liberty. Throughout the questions, students calculate
angles using inverse trigonometric ratios and comment on the accuracy of their findings. At the
end, students are asked to use their GDC to graph a function that can be used to find the optimal
distance from the statue where Tom should stand in order to take the photo through the largest
possible angle.

Materials Needed

GDC for graphing functions and pencil to sketch function on paper

Task-specific instructions / Recommendations

Students must know how to use their GDC to graph functions and find coordinates of maximum
point.

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 Assessment Criterion C: Communicating

Achievement Level Descriptor Task Specific Descriptor

(MYP5)

0 The student does not reach a standard described by any of the descriptors below.
The student is able to: The student is able to:
i. use limited mathematical language i. use mathematical vocabulary poorly
ii. use limited forms of mathematical ii. present their findings in an unclear or limited way
representation to present information iii. (not demonstrated at this level)
1-2

iii. (not demonstrated at this level) iv. communicate their findings in a way that is difficult
iv. communicate through lines of reasoning that to follow
are difficult to interpret v. (not demonstrated at this level).
v. (not demonstrated at this level).
The student is able to: The student is able to:
i. use some appropriate mathematical i. use mathematical vocabulary somewhat clearly
language ii. present their findings in a somewhat clear or
ii. use appropriate forms of mathematical somewhat limited way
representation to present information iii. (not demonstrated at this level)
3-4

adequately iv. communicate their findings completely

iii. (not demonstrated at this level) v. communicate their findings in a way that is
iv. communicate through lines of reasoning that somewhat organized.
are complete
v. adequately organize information using a
logical structure.
The student is able to: The student is able to:
i. usually use appropriate mathematical i. use mathematical vocabulary usually correctly
language ii. present their findings mostly clearly and correctly
ii. usually use appropriate forms of
mathematical representation to present
iii. present their findings using different forms of
information correctly representation
5-6

iii. usually move between different forms of iv. communicate their findings completely and
mathematical representation coherently, but not concisely
iv. communicate through lines of reasoning that v. communicate their findings in a way that is mostly
are complete and coherent organized.
v. present work that is usually organized
using a logical structure.
The student is able to: The student is able to:
i. consistently use appropriate mathematical i. use mathematical vocabulary consistently
language correctly
ii. use appropriate forms of mathematical ii. present their findings consistently clearly and
representation to consistently present correctly
information correctly iii. present their findings effectively using different
7-8

iii. move effectively between different forms of forms of representation

mathematical representation iv. communicate their findings completely,
iv. communicate through lines of reasoning that coherently, and concisely
are complete, coherent and concise v. communicate his/her findings in a way that is
v. present work that is consistently organized organized and follows a logical structure.
using a logical structure.

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 Assessment Criterion D: Applying mathematics in real-life contexts

Achievement Level Descriptor

Task Specific Descriptor
(MYP5)

0 The student does not reach a standard described by any of the descriptors below.
The student is able to: The student is able to:
i. identify some of the elements of the i. identify and state at least two factors (Q1) and
authentic real-life situation state their expectation for the measure of the
ii. apply mathematical strategies to find a angle 𝜃 from the given distances (Q2)
1-2

solution to the authentic real-life situation, ii. use the previously established values to find the
with limited success exact vertical distance (Q3)
iii. (not demonstrated at this level) iii. (not demonstrated at this level)
iv. (not demonstrated at this level) iv. (not demonstrated at this level)
v. (not demonstrated at this level). v. (not demonstrated at this level).
The student is able to: The student is able to:
i. identify the relevant elements of the i. identify some relevant factors that might affect the
authentic real-life situation accuracy (Q4)
ii. select, with some success, adequate ii. use appropriate method to find the required
mathematical strategies to model the distances (Q5), (Q7) and angles (Q6), (Q8) - (Q11)
3-4

authentic real-life situation iii. find the required distances (Q5), (Q7) and angles (Q6),
iii. apply mathematical strategies to reach a (Q8) - (Q11) based on previous answers
solution to the authentic real-life situation iv. (not demonstrated at this level)
iv. (not demonstrated at this level) v. comment on previous results and discuss
v. discuss whether the solution makes sense in whether rounding to two decimal places makes
the context of the authentic real-life situation. sense in the given context (Q12)
The student is able to: The student is able to:
i. identify the relevant elements of the i. identify a mathematical expression in terms of the
authentic real-life situation given variables (Q13)
ii. select adequate mathematical strategies to ii. use their mathematical expression correctly to find
model the authentic real-life situation
the angles for the given distances (Q14)
iii. apply the selected mathematical strategies to
5-6

reach a valid solution to the authentic real- iii. find 𝜃 for the given distances (Q14)
life situation iv. explain their choice of rounding applied previously
iv. explain the degree of accuracy of the (Q15)
solution v. summarize their findings (Q16) and use those
v. explain whether the solution makes sense in findings to explain whether the calculated values
the context of the authentic real-life situation. make sense in the given context (Q17).
The student is able to: The student is able to:
i. identify the relevant elements of the i. use the given values to identify a function rule for
authentic real-life situation 𝜃 = 𝑓 𝑑 (Q18)
ii. select appropriate mathematical strategies ii. use appropriate scales and label the coordinate
to model the authentic real-life situation plane provided (Q19)
iii. apply the selected mathematical strategies to iii. sketch the graph and find the coordinates of the
7-8

reach a correct solution to the authentic maximum point (Q19) and state what the two
real-life situation coordinates represent (Q20)
iv. justify the degree of accuracy of the solution iv. explain their choice of rounding (Q21)
v. justify whether the solution makes sense in v. state and justify their answers to the given
the context of the authentic real-life situation. questions (Q22)

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Introduction

Tom the Tourist has visited a famous tourist spot in his

favorite country, where they have replicas of other well-
known statues and monuments. When he visited the
replica of the Statue of Liberty, he decided to take a
photo of it.

In this assessment, we will discover the optimal distance

from the replica of the Statue of Liberty where Tom
should stand in order to have the largest angle when
looking up to the statue to take the photo.
Diagram 1

As the first step in determining the optimal angle for Tom, let us establish the different symbols and
variables we use in this problem. As shown in Diagram 1 above, we will use the following:
• 𝑑 (or 𝐵𝐶) represents the horizontal distance between Tom’s position and the base of the
statue.
• ℎ (or 𝐴𝐵) represents the vertical distance between Tom’s eyes and the ground. As Tom is
172 centimeters tall, this value is ℎ = 165 centimeters.
• 𝑏 (or 𝐶𝐸 or 𝐶𝐷 + 𝐷𝐸) represents the height of the base of the statue (which is the vertical
distance between the foot of the statue and the ground).
• 𝑠 (or 𝐸𝐹) represents the height of the statue (which is the vertical distance between the foot
of the statue and the highest point of the statue, which is in this case the top of the torch) –
this is what Tom wants to see on his photo!
• 𝜃 (or 𝑚∠𝐸𝐴𝐹) represents the angle at which Tom’s camera takes the photo of the statue.

Tasks
After having these variables established, let us explore Tom’s situation when he visits the replica of
the Statue of Liberty.
(1) In addition to angle 𝜃, identify some of the factors that would affect the successful taking of
the photo. State at least two factors.

[D: 1-2, i]

(2) Before undertaking any mathematical calculations (i.e. just by considering the sketch shown
above), state your expectations for the measure of angle 𝜃 if Tom stands …
• … 30 meters from the base of the statue (𝑑 = 30)?

• … 10 meters from the base of the statue (𝑑 = 10)?

[D: 1-2, i]

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The first time Tom walks by the replica of the Statue of Liberty, he stands 30 meters from its base
(i.e. 𝑑 = 30). The Tour Guide booklet he has states that the height of the base of the statue is 25
meters (i.e. 𝑏 = 25) and the replica of the Statue of Liberty is 38 meters tall (i.e. 𝑠 = 38).

(3) Use previously established values to find the exact vertical distance between Tom’s eyes
and the foot of the statue (in meters).

𝐷𝐸 =

[D: 1-2, ii]

(4) Identify some relevant factors that might affect the accuracy of the exact vertical distance
between Tom’s eyes and the foot of the statue.

[D: 3-4, i]

(5) Use the Pythagorean Theorem for triangle 𝐴𝐸𝐷 to find the direct distance between Tom’s
eyes and the foot of the statue. Round your answer to two decimal places.

𝐴𝐸 =

[D: 3-4, i-ii]

(6) Use SOHCAHTOA for triangle 𝐴𝐸𝐷 to find 𝑚∠𝐴𝐸𝐷 and 𝑚∠𝐴𝐸𝐹. Round your answers to two
decimal places.

𝑚∠𝐴𝐸𝐷 =

𝑚∠𝐴𝐸𝐹 ≈

[D: 3-4, i-ii]

(7) Use the cosine rule for triangle 𝐴𝐸𝐹 to find 𝐴𝐹, rounded to two decimal places (use your
rounded answers from above).

𝐴𝐸 ≈

[D: 3-4, i-ii]

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 (8) Use the sine rule for triangle 𝐴𝐸𝐹 to find 𝜃, rounded to two decimal places (use your rounded
answers from above).

𝜽≈

[D: 3-4, i-ii]

Note that this angle 𝜃 is the angle through which Tom looks at the statue. This is the angle Tom
wants to optimize to help him capture the photo of the statue successfully.

Next, let us use another method.

(9) Use a mathematical method of your choice (different from the method above) to find 𝑚∠𝐷𝐴𝐸,
the measure of ∠𝐷𝐴𝐸. Round your answer to two decimal places.

𝑚∠𝐷𝐴𝐸 =

[D: 3-4, ii-iii]

(10) Use a mathematical method of your choice (different from the method above) to find 𝑚∠𝐹𝐴𝐷,
the measure of ∠𝐹𝐴𝐷. Round your answer to two decimal places.

𝑚∠𝐹𝐴𝐷 =

[D: 3-4, ii-iii]

(11) Use a mathematical method of your choice (different from the method above) to calculate 𝜃.
Use your rounded answers from questions (9) and (10) above.

𝜽≈

[D: 3-4, ii-iii]

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(12) Having found the angle through which Tom looks at the statue using two different methods,
comment on your results. Then, discuss the following:

Throughout the calculations in questions (5)-(8) and then again in questions (9)-(11), you
were asked to round your answers to two decimal places. Do you think that this degree of
accuracy makes sense in this scenario? Briefly explain your answer.

[D: 3-4, v]

(13) Based on all previous findings, identify a mathematical expression in terms of

• 𝑏 (the height of the base of the statue),
• ℎ (vertical distance between Tom’s eyes and the ground),
• 𝑠 (the height of the statue), and
• 𝑑 (the horizontal distance between Tom’s position and the base of the statue)
for calculating the angle 𝜃 through which Tom views the statue.

𝜽=

[D: 5-6, i]

(14) Use your mathematical expression in question (13) above to find 𝜃, rounded to the number
of decimal places you think is appropriate in this context, given that Tom stands …
a. … 10 meters from the base of the statue (𝑑 = 10).

𝜽≈

b. … 20 meters from the base of the statue (𝑑 = 20).

𝜽≈

c. … 40 meters from the base of the statue (𝑑 = 40).

𝜽≈

d. … 50 meters from the base of the statue (𝑑 = 50).

𝜽≈
[D: 5-6, ii-iii]

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(15) Briefly explain your choice of rounding applied in question (14) above.

[D: 5-6, iv]

(16) Summarize the above findings in Table 1 provided below.

Tom’s distance from

the base of the statue 10 20 30 40 50
(meters)
𝜽
(degrees)
Table 1

[D: 5-6, v]

(17) Having calculated the angles through which Tom looks at the statue from the various
distances in question (14), briefly explain whether your answers make sense in this context.

Consider whether the angles are increasing or decreasing as Tom moves farther from the statue.

[D: 5-6, v]

(18) Use the values 𝑏 = 25, ℎ = 1.65, and 𝑠 = 38 given in the beginning to identify a function rule
for 𝜃 = 𝑓 𝑑 .

Note: this function rule derives from the mathematical expression found in question (9).

𝜽=𝒇 𝒅 =

[D: 7-8, i]

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(19) Label the coordinate plane provided below. Then, use the help of your GDC to sketch the
graph of 𝜃 = 𝑓 𝑑 and find the coordinates of the maximum point.

Graph 2

Coordinates of the maximum point:

𝑥-coordinate (i.e. value of 𝑑):

𝑦-coordinate (i.e. value of 𝜃):

[D: 7-8, ii-iii]

(20) State what the 𝑥 - and 𝑦 -coordinates of the maximum point represent in context of the
scenario.

[D: 7-8, iii]

(21) The degree of accuracy required for question (19) was not stated. Briefly explain your choice
of rounding applied when writing down the 𝑥- and 𝑦-coordinates of the maximum point.

[D: 7-8, iv]

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(22) State and briefly justify your answers to the following questions:
a. Considering your answers in question (2) regarding the values of 𝜃, was your expectation
accurate?

b. How do you think the above calculations would change if Tom were to decide to ask a
much taller person to take the photo of the replica of the Statue of Liberty?

c. How do you think the above calculation change if Tom decides to ask a much shorter
person to take the photo of the replica of the Statue of Liberty?

[D: 7-8, v]

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