Geometry Project
(A Piece of Furniture)
This extended project is worth 25% of this quarter’s grade and is a part of
your End of Course Assessment.
By successfully completing this project, the student will demonstrate achievement
of the following Standards and GSE’s:
Benchmark: Project
Check if
achieved
a) M(G&M)–10–2 Makes and defends conjectures, constructs geometric
arguments, uses geometric properties, or uses theorems to solve problems
involving angles, lines, polygons, circles, or right triangle ratios (sine, cosine, tangent)
within mathematics or across disciplines or contexts (e.g., Pythagorean Theorem,
Triangle Inequality Theorem).
b) M(G&M)–10–5 Applies concepts of similarity by solving problems within
mathematics or across disciplines or contexts.
c) M(G&M)–10–6 Solves problems involving perimeter, circumference, or area of
two-dimensional figures (including composite figures) or surface area or volume of
three-dimensional figures (including composite figures) within mathematics or across
disciplines or contexts.
d)M(G&M)–10–7 Uses units of measure appropriately and consistently when
solving problems across content strands; makes conversions within or across
systems and makes decisions concerning an appropriate degree of accuracy in
problem situations involving measurement in other GSEs.
To complete this project the student will make a scale drawing and then
construct a scale model of a piece of furniture or an appliance found in his/her
home. A written report will be a required part of the completed project.
Before beginning the actual project, the student will submit a written proposal
to his/her teacher. The teacher must approve the proposal before the student
begins work on the project. Proposals are due on December 8, 2011.
The proposal requirements are as follows:
 The proposal will be typed.
 The proposal will identify and describe the piece of furniture or the
appliance chosen for the project.
 The proposal will describe how much detail will be included in the
completed project.
 The proposal will identify the units of measure and the scale that
will be used to complete the project.
 The proposal will describe the materials to be used in the
construction of the model.
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The project requirements are as follows:
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The student must submit a table, list, or drawing that clearly shows the
actual dimensions of the object to be modeled.
The student will design accurate scale drawings of the object. The drawings
must include separate front, side, and top views.
The student will build and submit a scale model of the object.
The student will submit a typed report that explains the project. The report
must meet the RHS standard for report writing and must contain evidence
that the student understands the mathematical ideas and techniques that
were used to produce the finished product. The report must include:
a) description of the object being modeled,
b) detailed account of how the object's measurements were determined,
c) description of the relationship between the scale chosen and the similarity ratio
of the actual object to the drawing,
d) clear explanation of how the scale measurements were calculated,
e) clear, concise explanation of how the scale drawing was completed and how
the scale model was constructed.
The student must submit the attached assessment checklist with the
completed project. The student should refer to this list for more detail
regarding project requirements.
The completed project must be submitted NLT January 9, 2012
In order to achieve the RHS standard in report writing, the student must produce a report that:
 Engages the reader;
 Develops a controlling idea;
 Is appropriately organized and easy to follow;
Includes appropriate facts and details;
 Excludes extraneous and inappropriate information;
 Uses a wide range of appropriate strategies;
 Provides a sense of closure;
 Uses structures and features of language appropriate to the purpose, audience,
and context of the work;
Assessment Checklist
Concept
Check
Score
1. Using proper units of measure, the student will
present the actual measurements of the object in a
table, list, or scale drawing.
_______
_______
2. The student states the scale as a similarity ratio
and uses it to correctly calculate all scale
dimensions.
_______
_______
3. The student creates the scale drawing accurately to
include all major components of the object. All
dimensions are correctly and clearly labeled.
_______
_______
4. The student constructs the scale model accurately
and completely. All major components of the object
are included.
_______
_______
5. The student presents a written report containing
all the items described in the project requirements.
The report is well-organized, and the mathematical
procedures are presented clearly and correctly.
_______
_______
6. The report meets the RHS standard on Report
Writing.
_______
_______
TOTAL
_______
GRADE
_______
Scoring rubrics
For #1 through #5 above, the RHS Math Scoring Rubric and Problem Solving
Rubric will be used.
For #6 above, the following rubric will be used.
4) The student's report contains all elements of a "quality" report as
described in the RHS Report Writing standard. In addition, it is
distinguished by features such as insightful observations, rich details, or
evidence of ingenuity, creativity, or originality. The report achieves the
standard with honors.
3) The student's report contains all the elements of a "quality" report as
described in the RHS Report Writing standard. The report lacks any
"distinguishing" elements. The report achieves the standard.
2) The student's report contains most of the elements of a "quality" report as
described in the RHS Report Writing standard. The report nearly
achieves the standard.
1) The student's report contains some of the elements of a "quality" report as
described in the RHS Report Writing standard. The report demonstrates
only partial achievement of the standard.
0) The student's report contains few or none of the elements of a "quality"
report as described in the RHS Report Writing standard. The report fails
to achieve the standard.