GLOSSARY of KEY TERMS
Outline
Explain
Identify
Describe
Examine
Discuss
Sketch in general terms; indicate the main features of
Relate cause and effect; make the relationships between things evident; provide why and/or how
Recognise and name, give basic details about
Provide characteristics and features
To inquire into or investigate, to look closely at something, to study something in detail
Identify issues and information and provide points about the topic
METHOD OF
SUBMISSION
Late submissions will be penalised
Work that is plagiarised will receive a “0” and be resubmitted
Sources that have been used in your assignment need to be
acknowledged in a Reference List
Computer / printer malfunctions are not considered a valid excuse
for submitting an assignment late.
Extensions must be applied to the TLC well before the due date
5.3 Students MUST undertake all of Part A, Part B and Part C of the
Assessment.
5.2 Students MUST undertake Part A and Part B of the Assessment.
Students are encouraged to undertake Part C by completing their
own research.
5.1 Students MUST undertake Part A of the Assessment. Students
are encouraged to undertake Part B.
DESCRIPTION OF
ACTIVITIES
Part A, Part B and Part C of this Measurement Assessment pertain
to the practical application of perimeter, area, surface area and
volume formulas that students study in the syllabus content area of
Measurement and Geometry.
Students will identify, visualise and quantify measures and the
attributes of shapes and objects, and explore measurement
concepts and geometric relationships, applying formulas, strategies
and geometric reasoning in the solution of problems
You will be assessed on how well you can:
Part A




CRITERIA FOR
ASSESSING LEARNING
Use a variety of different shapes
Sketch the correct 3‐D shape to match the consumer product
Use the appropriate formula
Calculate the front face Area and/or Surface Area of the shape
Part B
 Present 2 different shapes that satisfy the capacity requirements
 Both Surface Area and Cost of Production is calculated correctly
for one prototype
 A detailed explanation as to which design best suits the
supermarket shelf requirements.
Part C:
 The correct cone volume, number of ice‐creams cold and total
sales was correctly calculated.
 The correct sphere volume of Lindt maxi ball, number of Lindt
chocolates and approximate weight of each ball was calculated.
MARKING RUBRIC
PART A
CRITERIA
GRADE
The section of work displays four different shapes. The correct formulas have been used and calculations are
correct.
The section of work displays a variety of different shapes but less than 4. The correct formulas have been used and
calculations are correct.
The section of work displays a few different shapes but less than 4. The correct formulas have mostly been used and
calculations are mostly correct.
The section of work displays the use of the same/similar shapes so variety was not used. Formulas were not shown
and calculations were either incorrect or not shown.
The section of work displayed no shapes. Formulas were not shown and calculations were either incorrect or not
shown.
A
B
C
D
E
PART B
CRITERIA
GRADE
Two designs have been presented that satisfy the volume requirement. The surface area has been calculated
correctly and the cost of production of one prototype has been correctly determined. The explanation of the choice
of product to fit the supermarket shelf requirements has been explained in great detail.
Two designs have been presented that satisfy the volume requirement. The surface area has been calculated
correctly and/or the cost of production of one prototype has been correctly determined. The explanation of the
choice of product to fit the supermarket shelf requirements has been explained.
Only one design has been presented that satisfies the volume requirement. The surface area has been calculated
correctly and/or the cost of production of one prototype has mostly been correctly determined. More detail was
presented of the choice of product to fit the supermarket shelf requirement.
The design(s) presented did not satisfy the volume requirement. The surface area has not been calculated correctly
and/or the cost of production of one prototype has not been correctly determined. Little or no detail was presented
of the choice of product to fit the supermarket shelf requirement.
No design(s) presented to satisfy the volume requirement. The surface area and cost of production was not
calculated. No detail was presented of the choice of product to fit the supermarket shelf requirement.
A
B
C
D
E
PART C
CRITERIA
GRADE
Both Parts 1 and 2 have been calculated correctly using appropriate formula. Correct cone volume, number of ice‐
creams cold and total sales was correctly calculated. Correct sphere volume of Lindt maxi ball, number of Lindt
chocolates and approximate weight of each ball was calculated.
Both Parts 1 and 2 have been mostly calculated correctly using appropriate formula
Only one or Part 1 or 2 has been mostly calculated correctly using appropriate formula
A
Only one of Part 1 or 2 has been presented. Most calculations are incorrect and wrong formula used
D
No attempt of Part 1 or 2 has been made
E
B
C
Overall Grade:
COMMENTS
STRENGTHS
AREAS FOR DEVELOPMENT
STUDENT REFLECTION
Teacher’s Signature: ………………………………………………………………
Date: ………………………………………
This feedback sheet is intended to assist you in setting specific targets to improve your
understanding in the areas of:
SPELLING
Correct spelling of uncommon words or words with unusual patterns correctly. Frequent use of subject specific
technical words
Correct spelling of frequently used words as well as some attempt to spell more uncommon words with accuracy
rate of 50‐80%
Correct spelling of frequently used words and those with commonly seen spelling patterns
Demonstrated difficulty in spelling high frequency words and spelling patterns.
Limited correct spelling.
PUNCTUATION
Capital letters, Full stops, Question marks, Exclamation marks, Commas in list, to mark phrases
or clauses, Inverted commas, Apostrophes, Brackets, Ellipses, Colons
The Punctuation is always correct and appropriate to aid the reading of the text
The Punctuation is mostly correct and appropriate to aid the reading of the text
The Punctuation is at times correct and appropriate to aid the reading of the text
The Punctuation is at times correct and appropriate, but does not aid the reading of the text
The Punctuation is rarely correct and appropriate
Grammar
Nouns, Verbs, Adjectives, Connectives, Pronouns, Adverbs, Prepositions, Articles
Parallelism in verb use, noun‐pronoun agreement; proper use of adjectives, adverbs and prepositions
Occasional errors in verb use, noun pronoun agreement, adjectives, adverbs or prepositions
Errors in verb use, noun pronoun agreement, adjectives, adverbs or prepositions.
Frequent errors in verb use, noun pronoun agreement, adjectives, adverbs or prepositions that distract and confuse
Excessive errors in verb use, noun pronoun agreement, adjectives, adverbs or prepositions that
GRADE
A
B
C
D
E
GRADE
A
B
C
D
E
GRADE
A
B
C
D
E
Year 10
Vocabulary
Excellent use of effective vocabulary to convey deep knowledge and understanding, demonstrate self‐reliance in
exploration and application of word learning strategies. Using correct terminology that is specific to the topic.
Good use of effective vocabulary to convey knowledge and understanding, demonstrate self‐reliance in exploration
and application of word learning strategies. Using correct terminology that is specific to the topic.
Satisfactory use of effective vocabulary to convey knowledge and understanding. Using correct terminology that is
specific to the topic.
Developing use of effective vocabulary to convey knowledge and understanding. Some terminology that is specific to
the topic
No use of effective vocabulary to convey knowledge and understanding. No terminology that is specific to the topic.
Writing
Excellent control of sophisticated language features and structures. Creation of sustained texts that develop complex
themes, concepts and ideas. Adopt and innovate on familiar text forms to create distinctive texts.
Good control of sophisticated language features and structures. Creation of sustained texts that develop themes,
concepts and ideas.
Satisfactory control of language features and structures. Creation of sustained texts that develop themes, concepts
and ideas.
Developing control of language features and structures. Creation of sustained texts that develop ideas.
No evidence of language features and structures that leads to the creation of sustained texts that develop ideas.
GRADE
A
B
C
D
E
GRADE
A
B
C
D
E
Part A
Choose 4 items in your kitchen cupboard (or elsewhere) at home. These items are to be of different 3‐D shapes. For example you may choose a box
of biscuits, a can of soup or a soccer ball. You are to complete a table similar to the one shown below. Make sure all column headings have been
included. Marks will be awarded for the variety of 3‐D shapes chosen for the project. Using the same shape for all items will not show the full range
of your knowledge.
Consumer Product
Chosen‐ picture included
Students sketch of shape
–include dimensions as
accurate as possible but
not artistic details
(e.g. a box of biscuits is a rectangular prism so
student are asked to draw that but not include any
of the marketing)
Front Face Area formula
AND/OR Surface Area
formula for product
shape
Calculation of Area
AND/OR Surface Area
Part B
You are a new design engineer for Clemente Cereals. Clemente Cereals are releasing a new
product line. You have been asked to design packaging for the new product line. The company
want a box of some description‐ cube or rectangular prism preferably. The box needs to have a
capacity or volume of
.
1. Draw two boxes of different dimensions that satisfy the volume requirement of the
company.
2. Calculate the Surface Area of each box.
3. If cardboard costs for production is
, determine the cost of producing one
prototype of each of your two designs.
4. The shelves at a supermarket that has agreed to stock the Clemente Cereal are 30cm deep,
40cm high and 600cm long. Based on this information, which of your two designs would
best suit the supermarket. Explain your choice in detail giving full and expanded reasons.
Below are some diagrams that may assist you in solving this question.
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Part C
The SRC at San Clemente are going to hold a fundraiser to
raise money for Project Compassion. They decide on
selling ice‐cream cones and have a contact who will make
waffle cones for free‐ to any size they decide.
The group discusses the ice‐cream cones and agree on 2
sizes.
 The first cone is 6cm in diameter and 13cm in
height.
 The second cone is 8 cm in diameter and 15cm in
height.
Part 1
During the discussion one student suggests: “We can charge double for the larger cone.”
Another replies: “I don’t think so because it isn’t double.”
Who is correct? Answer the questions below:
a.
b.
c.
Calculate which ice‐cream cone will hold the most ice‐cream and then decide if the
SRC can charge double for the larger cone. So answer the question above.
Mayfield Woolworths have donated 10 4L tubs of ice‐cream for the fundraiser.
Calculate how many ice‐creams will be able to be made from the donated tubs?
The SRC aim to sell the smaller ice cream cones for 80c. As mentioned above the
cones are free and the ice‐cream has also been donated so any money made from
sales is pure profit. How much money will the SRC make by selling the smaller cones
(see above) and using all the donated ice‐cream. Once the ice‐cream runs out, sales
will cease.
Part 2
In 2017 The Lindt Chocolate Company released
a Christmas Special‐ the “Lindt Chocolate Maxi‐
Ball”. It was a Spherical container of diameter
20cm that resembled a Lindt Chocolate. Inside
were a number of Lindt chocolate truffles. The
weight of the maxi ball was 550g.
a.
Calculate the volume of the Lindt Chocolate Maxi Ball (remember the diameter is
above)
b.
If the diameter of the smaller individual truffles is 2.5cm, how many could possible
fit into the Max Ball‐ the extra packaging of the lindt chocolate (the clear ruffles ties) is
negligible and will not be factored into the calculations.
c.
Using your answer in b. calculate the approximate weight of each individual Lindt
Chocolate Truffle
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