Tetrahedral Kite Unit
Contents
I.
II.
III.
IV.
V.
Teacher Notes
a. Tissue Paper Template
b. Tetrahedron Net
c. Square Pyramid Net
d. Octahedron Net
Outline of Lessons
MYP Unit Planner
Student Handout titled Tetrahedral Kite Project
Rubrics
* Project adapted from Illuminations: Tetrahedral Kites (2010)
http://illuminations.nctm.org/LessonDetail.aspx?id=L639 and
Tetrahedron Kites (2008) http://gw011.k12.sd.us/Tetrahedron%20Kites.htm
Tetrahedral Kite Teacher Notes
Necessary Materials:
 eight-inch straws
 kite string or yarn
 glue stick or transparent tape
 tissue paper (20 in. x 26 in.)
 cardstock tissue template (attached to this document)
 scissors and rulers
 nets for tetrahedron, octahedron, and square pyramid (attached to this
document)
Time Required:
 Four weeks of geometry and measurement lessons (see the lesson plan
outline)
 Two to three days of kite construction and flying the kite
 Two to three days for students to do measurements and complete the
handouts
 One day for class discussion and summary
________________________________________________________________
This project is intended for seventh graders that are more advanced in
mathematics and are currently taking Pre-Algebra. However, it can be modified
to meet the needs of grade level students. I would eliminate the relationship table
and generalization of the patterns for grade level students or I would give them a
lot more guidance in the process.
Introducing the Project:
This project should be introduced prior to any lessons on geometry and
measurement. When you introduce the project you should begin by describing
the purpose (this is given on the first page of the student handout). I would also
describe the tetrahedron as a solid with four vertices and four sides, all of which
are equilateral triangles.
Next, I would give an example of where the tetrahedron shape is seen in nature,
such as in chemistry. The tetrahedron shape is seen in covalent bonds of
molecules. For instance in a methane molecule (CH4) the four hydrogen atoms,
surround the carbon atom with tetrahedral symmetry. It helps to draw or show a
picture of the molecule so the students get a better since of its configuration.
Teacher Notes
1
You should also approach the topic of the tetrahedral kite from a more historical
perspective by discussing the significance of Alexander Bell’s kites.
“Bell's pioneering work with the tetrahedral form led to a number of
applications. The use of the tetrahedral in the structure of large
kites, some of them big enough to carry a person aloft, was
remarkable. His experimentation with the tetrahedron was used in
construction projects (a tower on his property at Beinn Breagh in
Cape Breton, N.S. and other structures) as well as in kite framing.
Some of the sketches in his notebooks of tetrahedral design ideas
show how enamored he was with the utility and strength of the
tetrahedron as a three dimensional structure.” (http://bestbreezes.squarespace.com/alexander-graham-bell-tetrah/)
Image available at http://best-breezes.squarespace.com/alexander-graham-belltetrah/, May 9, 2010
Teacher Notes
2
Constructing the Kite:
Put the students into groups of four. Each student will be in charge of building
one tetrahedron needed for the large tetrahedron kite. Before the students are
given the instructions to building the kite have the students work in groups on the
“What is a Tetrahedron” handout. This will give the students a better sense of
what they will be building.
If you will need the students to bring materials for the kite, make sure you tell
them several days in advance. Place all of the materials in an area of the room
that is easily accessible so that the students can go and get what they need.
The students will need to read the written instructions and use the pictures for
direction in building their kite. Monitor and provide help as they work individually
on their single tetrahedron. Make sure to emphasize tying good knots to create
tight joints. This is usually difficult for the students. They can get help from other
group members, but each student is responsible for making their own
tetrahedron. Make sure the students are following the instructions as you walk
around monitoring them.
Show the students how to fold the tissue paper in half four times. You will need to
print the tissue paper template on cardstock or heavy weight paper. Provide
enough copies for each group. Have the students cut out the template. Model
where to place the template on the folded tissue paper and then show them
where to cut. This can be tricky for the students and they might have to do it
more than once.
Another part that is difficult for the students is attaching the bridle. The bridle is
one or more strings attached to the spine, which help control the kite in the air.
Having a completed exemplar in the classroom that has a bridle attached is very
helpful. The instructions become easier to understand when they can see the
actual bridle on the kite.
If you use the provided rubric then you will need to provide an opportunity for the
students to fly the kite. This is the part of the project that the students enjoy the
most.
Developing the Volume Relationship:
Discovering linear and surface area relationships are typically easier for the
students, especially when working in groups. However, the volume relationship is
not as obvious. This is when I would show the students the nets for the
tetrahedron, octahedron, and square pyramid. Have four groups build the
tetrahedron, one group build the octahedron and two groups build the square
pyramid all from the nets. It works better to have the nets on cardstock or other
heavyweight paper. The octahedron group might need help folding and taping
Teacher Notes
3
their net together. When the figures are built, show how they all have the same
edge length. Then show how you can build the large tetrahedron from four single
tetrahedrons and one octahedron. This will help verify that the open space in the
middle of the kite is an octahedron.
Now it will be necessary to show that the volume of the octahedron is four times
the volume of the single tetrahedron. The best way to demonstrate this is by
presenting the octahedron as two square pyramids. Then discuss how the
volume of the square pyramid is double the volume of the single tetrahedron.
This is easier for the students to see. You are now ready to summarize the kite
(the group tetrahedron) in terms of the single tetrahedron. Hopefully, the students
will have a better grasp as to why the volume of the group tetrahedron is
equivalent to eight times the volume of the single tetrahedron.
Length, Area, and Volume Table:
It is important to discuss what the units are for on the table. Tell the students that
they will not use the actual measurements they got from the previous handout.
Now they are looking at the edge as one single unit. This might take some time
for them to grasp so don’t be surprised if you have to explain it several times.
They do not have a tetrahedron built with an edge length of three, so this will
require them to find their answers based on the relationships and not on an
actual model. It is possible to construct a tetrahedron with an edge length of four
by using four copies of the kite (the group tetrahedron). They could look at this
model to help them fill in the table.
Teacher Notes
4
Tissue Paper Template
PLACE ALONG FOLD
PLACE ALONG FOLD
Image created by Pamela Cordova, May 1, 2010
Teacher Notes
5
Tetrahedron Net
Image available at
http://www.learner.org/interactives/geometry/print_tetrahedron.html, May 9, 2010
Teacher Notes
6
Square Pyramid Net
Image created by Pamela Cordova, May 1, 2010
Teacher Notes
7
Octahedron Net
Image available at
http://www.learner.org/interactives/geometry/print_octahedron.html, May 9, 2010
Teacher Notes
8
Outline of Lessons for Tetrahedral Kite Project
This outline consists of seventeen geometry and measurement lessons that are
necessary to cover prior to the completion of the project. The Tetrahedral Kite
Project is meant to serve as a summative assessment for the measurement
concepts of area, surface area and volume. Many of these lessons contain
prerequisite skills that are essential for the students to be able to do in order to
classify, create, and measure their shapes.
I. Spatial Thinking
a. Points, Lines, and Planes
i. define, name and identify points, lines, planes, segments,
rays, parallel lines, and perpendicular lines
b. Angles
i. define and indentify adjacent, vertical, congruent,
supplementary, complementary, acute, right, obtuse and
straight angles
ii. draw and find the measure of angles
iii. find the measure of angles based on angle relationships
c. Classifying Polygons
i. classify triangles and quadrilaterals by their sides and angles
ii. define and indentify regular polygons
iii. name polygons based on their number of sides
d. Congruence
i. define congruence
ii. identify corresponding parts
iii. find the measure of angles and sides based on congruence
e. Circles
i. explore and discuss the value of pi
ii. define what a circle is and define the parts of a circle: radius,
diameter, circumference, and chord
II. Perimeter and Area
a. Measuring in Customary Units
i. measure lengths of segments using inches and feet
ii. write customary units as fractions, mixed numbers and
decimals
b. Perimeter
i. define perimeter
ii. walk the perimeter of an irregular shape for kinesthetic
learners
iii. measure and find the perimeter of regular and irregular
polygons
iv. develop formulas for the perimeter of rectangles and regular
polygons
Outline of Lessons
1
c. Circumference
i. define circumference
ii. develop the circumference formula
iii. find the circumference of circles given the radius or diameter
d. Area: Parallelograms
i. define area and square units
ii. indentify the height and base of rectangles and
parallelograms
iii. develop the area of a parallelogram formula
iv. measure and find the area of rectangles and parallelograms
e. Area: Triangles and Trapezoids
i. discover the relationship between parallelograms and
triangles
ii. develop the area of a triangle formula
iii. identify the base and height of a triangle
iv. measure and find the area of triangles using the formula
f. Area: Circles
i. discover the formula for area of a circle by the relating it to a
parallelogram
ii. review the order of operations as it pertains to exponents
iii. measure and find the area of circles using the formula
g. Area: Regular and Irregular Polygons
i. deconstruct a figure with 5 or more sides into shapes on the
formula chart, such as triangles and rectangles
ii. measure and find the area of a regular hexagon by adding
the areas of the composite shapes
iii. measure and find the area of an irregular pentagon by
adding the areas of the composite shapes
III. Surface Area and Volume
a. Space Figures and Nets
i. define and classify three dimensional figures
ii. create nets and match nets with their corresponding solids
b. Volume: Prisms and Cylinders
i. define volume, base area, and height of the prism
ii. develop the formulas for volume of prisms and cylinders
iii. measure and find the volume of prisms and cylinders using a
formula
c. Surface Area: Prisms and Cylinders
i. define surface area and lateral area
ii. find the surface area of prism and cylinders using their nets
iii. discover the formulas for surface area of prisms and
cylinders from studying the net and matching the parts to the
formula
iv. measure and find the surface area of prisms and cylinders
using a formula
Outline of Lessons
2
d. Volume: Cones and Pyramids
i. discover the relationship between a prism and pyramid with
the same height and base
ii. develop the formula for the volume of a cone and a pyramid
iii. measure and find the volume of cones and pyramids using a
formula
e. Surface Area: Cones and Regular Pyramids
i. define slant height
ii. discover the formula for the lateral area and then surface
area of a regular pyramid using slant height and a net
iii. develop the formula for the lateral area and then surface
area of cone by comparing it to the lateral area of a regular
pyramid and substituting circumference for perimeter
iv. measure and find the surface area of cones and regular
pyramids using a formula
Outline of Lessons
3
MYP unit planner
Unit title
Tetrahedral Kite
Teacher(s)
Pamela Cordova
Subject and grade level
Mathematics, Year 2
Time frame and duration
5 to 6 weeks
Stage 1: Integrate significant concept, area of interaction and unit
question
Area of interaction focus
Significant concept(s)
Which area of interaction will be our
focus?
Why have we chosen this?
What are the big ideas? What do we
want our students to retain for years
into the future?
Human Ingenuity
In this unit students will build a
tetrahedral kite. It will lead students to
examine the process of building
something larger from something small.
Enrich student understanding of
measurable attributes of geometric
objects.
Discover relationships between linear,
area, and volume measures of similar
figures.
MYP unit question
How do we build?
Assessment
What task(s) will allow students the opportunity to respond to the unit question?
What will constitute acceptable evidence of understanding? How will students show what they
have understood?
The assessment task is the tetrahedral kite project that contains real-life problems and
investigations. Students will build a kite, measure and find different attributes of the kite, and
MYP Unit Planner
1
discover relationships for similar figures.
Which specific MYP objectives will be addressed during this unit?
Knowledge and Understanding
Know and demonstrate understanding of concepts from geometry
Select and apply general rules correctly to solve problems including those in real-life
contexts
Investigating Patterns
Recognize patterns
Describe patterns as relationships or general rules
Justify or prove mathematical relationships and general rules
Which MYP assessment criteria will be used?
Criterion B (Investigating Patterns)
Stage 2: Backward planning: from the assessment to the learning
activities through inquiry
Content
What knowledge and/or skills (from the course overview) are going to be used to enable the
student to respond to the unit question?
What (if any) state, provincial, district, or local standards/skills are to be addressed? How can
they be unpacked to develop the significant concept(s) for stage 1?
Name and classify different geometrical elements. Finding the area and volume of regular and
irregular two-dimensional and three-dimensional shapes.
TEKS addressed:
8.5A – predict, find, and justify solutions to application problems using tables and algebraic
equations
8.7B – use geometric concepts and properties to solve problems in fields such as architecture
8.8A – find lateral and total surface area of pyramids using concrete models
8.8C – estimate measurements and use formulas to solve application problems involving lateral
and total surface area and volume
8.10A – describe the resulting effects on perimeter and when dimensions are changed
proportionally
8.10B – describe the resulting effect on volume when dimensions of a solid are changed
proportionally
8.16A – make conjectures from patterns or sets of examples and nonexamples
MYP Unit Planner
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TAKS addressed: Objective 2 (Patterns, Relationships and Algebraic Reasoning) Objective 3
(Geometry and Spatial Reasoning), Objective 4 (Measurement), and Objective 6 (Underlying
Processes and Mathematical Tools)
Week 1:
Introduce the project to the students by describing the purpose. Discuss the historical relevance
of the tetrahedral kite by describing Alexander Bell’s kites. Also show them that the tetrahedron
shape can be found in nature, mainly in chemistry. Put them into groups of four or allow them to
choose groups of four and ask each group to bring the required materials needed to build the kite
if you cannot provide it for them.
Weeks 1, 2, 3 and 4:
Unpacking – Lessons on geometry concepts such as spatial thinking, classifying polygons and
solids, perimeter, circumference, area, surface area and volume.
Weeks 5 and 6:
Students will build and fly the kites during class time. They will also answer the questions on the
handouts, fill in the relationship table, and summarize their findings.
Approaches to learning
How will this unit contribute to the overall development of subject-specific and general
approaches to learning skills?
Collaboration – the students work in groups and this requires them to delegate and take
responsibilities, adapt to roles, and resolve group conflicts
Thinking – student must apply knowledge and concepts of surface area and volume in a logical
progression and discover relationships
Transfer – make connections across mathematics, chemistry and history
Learning experiences
Teaching strategies
How will students know what is expected of
them? Will they see examples, rubrics,
templates?
How will we use formative assessment to give
students feedback during the unit?
How will students acquire the knowledge
and practice the skills required? How will
they practice applying these?
Do the students have enough prior
knowledge? How will we know?
Students will review exemplars and rubrics
in order to understand what is expected of
them. There are two rubrics, one for the
kite and one for investigating the patterns.
MYP Unit Planner
What different teaching methodologies will we
employ?
How are we differentiating teaching and learning
for all? How have we made provision for those
learning in a language other than their mother
tongue? How have we considered those with
special educational needs?
Formative Assessments – Homework will be
collected and graded. Feedback is then given to the
students about the work. Classroom discussions will
allow students to summarize and examine their
findings. The students will also be observed by the
3
Students will acquire knowledge by
classroom lessons that include class
discussions, student-led discoveries, notetaking and teacher modelling. They will
practice these skills by doing homework
and they will receive feedback for
improvement.
Students will apply the knowledge they
learned in the lessons in order to classify
and find the volume and surface area of
their tetrahedron.
The students need to have basic
measuring skills, such as how to use the
ruler. The students will do exercises during
the lessons to establish if they do have
these basic skills. If they are lacking the
skills it will be addressed during the
lessons.
teacher as they work in groups on their project. They
will be given guidance if they are not on the right
track.
Teaching Methodologies – During the geometry and
measurement lessons students will receive direct
instruction. The lessons will also involve inquiry based
learning when students are asked to discover
relationships between linear, area, and volume
measures. Project-based learning is a substantial part
of this unit.
Differentiation – The formative assessments
described above allowed for exploration of different
learning styles and for individual differentiated
instruction during class or tutoring. Special
education colleagues, ESL teachers, and
counsellors are available for assistance in
differentiated instruction.
Resources
What resources are available to us?
How will our classroom environment, local environment and/or the community be used to facilitate
students’ experiences during the unit?
Materials for tetrahedral kite project: eight-inch straws, kite string or yarn, glue sticks, tissue
paper (20 in. by 26 in), scissors and rulers.
Tissue paper template printed on cardstock or heavy weight paper.
The nets for the tetrahedron, octahedron, and square pyramid printed on cardstock or heavy
weight paper
Websites:
http://best-breezes.squarespace.com/alexander-graham-bell-tetrah/
http://gw011.k12.sd.us/buildingkite.htm
http://illuminations.nctm.org/LessonDetail.aspx?ID=L639
Textbooks:
Holt, Algebra 1
Prentice Hall, Texas Pre-Algebra
MYP Unit Planner
4
Name: ______________________________
Tetrahedral Kite Project
The purpose of this project is to enrich your understanding of measurable
attributes of geometric objects. During this project you will work in groups to build
an attractive tetrahedral kite. You will also discover relationships between linear,
area, and volume measures of similar figures.
Unit Question: How do we build?
Content Question: What are the relationships between linear, area, and volume
measures of similar figures?
AoI: Human Ingenuity
TEKS: 8.5A, 8.7B, 8.8A, 8.8C, 8.10A, 8.10B, 8.16A
Materials for each group:
 eight-inch straws
 kite string or yarn
 glue stick or transparent tape



tissue paper (20 in. x 26 in.)
cardstock tissue template
scissors and rulers
Elements of the project:
 Tetrahedral Kite (one per group)
 Project Booklet – any handouts and tables completed for this project will
be bound together in a booklet with a cover page (one per group)
Image available at
http://www.ellisoneducation.com/images/ellison_lessons/large/tetrahedron_kites_
lg.jpg
Due Date: ___________________
* Project adapted from Illuminations: Tetrahedral Kites (2010) and Tetrahedron
Kites (2008) http://gw011.k12.sd.us/Tetrahedron%20Kites.htm
Student Handouts
1
What is a Tetrahedron?
Is the tetrahedron a prism, cylinder, pyramid or cone? _____________________
What is the base(s) of the figure? ________________________________
Classify the tetrahedron according to the following:
A. Number of vertices
____________________
B. Number of faces
____________________
C. Number of edges
____________________
All faces of the tetrahedron are what type of triangle? ___________________
You will be making tetrahedrons for your kite. How many straws will you need to
build one single tetrahedron?
____________________
It will take four small tetrahedrons to build one large tetrahedron kite. How many
straws will you need to build the large tetrahedron kite?
____________________
Student Handouts
2
Instructions for Building a Singe Tetrahedron
You will be working in groups. Optimally, they will be groups of four so that each
group member is in charge of building a single tetrahedron.
1. Send a member of your group to collect the string and number of straws
you will need to build four tetrahedrons. Distribute the straws evenly.
2. Each group member will need to cut one piece of string about 40 inches
long and another string that is about 20 inches long.
3. Place 3 straws on the 40 inch string and tie a knot to make a tight triangle
with one long string end very long and the other end shorter. (The easiest
way to pass the string through the straw is to feed the string through one
end and then suck the string out through other end.)
Tetrahedron Kites (2008)
4. Place two straws on a 20 inch string and tie them tightly to the corners of
the triangle that do NOT have the original knot. The five straws should
now form a rhombus with one diagonal, as show below.
Tetrahedron Kites (2008)
5. Place one straw on the long end of the original 40 inch string and tie it
tightly to the opposing vertex of the other equilateral triangle. Connect A to
B as shown in the picture below.
Tetrahedron Kites (2008)
Student Handouts
3
6. Now you have a tetrahedron. Make sure the joints are tight and do not trim
the excess string, as it will be used later.
Tetrahedron Kites (2008)
7. One group member will fold a 20” x 26” piece of tissue paper in half 4
times, short end to short end.
8. Place the cardstock tissue template on the folded corner of the tissue
paper and cut along the three sides marked CUT.
Tetrahedron Kites (2008)
9. Your group should now have four tissue pieces, which look like the picture
below when unfolded. This is enough for one whole kite. However, if you
want a multi-colored kite, fold and cut more tissue.
Tetrahedron Kites (2008)
Student Handouts
4
10. One tissue will cover 2 faces of each tetrahedron. Lay the tissue paper on
the table. Put glue on the flaps, and fold the flaps over the straws. Rotate
the tetrahedron, apply glue to the other flaps, and fold these flaps over the
straws.
Tetrahedron Kites (2008)

The resulting tetrahedron will be referred to as “single tetrahedron”.
Instructions for Building the Large Tetrahedron
1. Using the strings at each vertex, tie the four single tetrahedrons together
in a larger tetrahedron as shown below. Make the joints tight with no slack
in the string for a sturdier model.
Tetrahedron Kites (2008)

The resulting larger tetrahedron will be referred to as “group
tetrahedron”.
Attaching the Bridle
The bridle is one or more strings attached to the spine, which help control the kite
in the air.
1. Cut a piece of string about 35” long and tie a loop knot at its center as
shown below.
Image available at http://pages.swcp.com/~nmmc/climbrocks/knots/figure8.GIF,
May 9, 2010
Student Handouts
5
2. Tie one of the loose ends of the string to the top of your kite at point A. Tie
the other end to point B, as shown in the figure below. Try to get the loop
centered between points A and B.
A
B
Image available at http://rsntoystore.com/images/tetra_large.JPG, May 9, 2010
3. Cut a second length of string about 20” long. Tie one end of the string to
the kite at point C, as shown in the figure below. Thread the other end
through the loop knot and tie at point D. All strings should be drawn tight
when pulling out on the loop knot.
C
D
Image available at http://rsntoystore.com/images/tetra_large.JPG, May 9, 2010
Launching and Flying
1.
2.
3.
4.
Attach your flying string to the loop knot.
The kite requires no tail for stable flight (if the kite is well constructed).
Set the kite on the ground with the bridle up.
Walk away from the kite about 40 feet into the wind letting out flying string
as you go. If there is enough wind, the kite will lift and soar into the air.
5. Remember to keep tension on the line.
Student Handouts
6
Measurement and Relationship Questions
Edge Length
1. Measure the edge length of the single tetrahedron in centimeters.
__________________
2. Measure the edge length of the group tetrahedron in centimeters.
__________________
3. What is the relationship between the edge lengths?
___________________________________________________________
4. Write the simplified ratio of the edge length of the single tetrahedron to the
edge length of the group tetrahedron.
__________________
Area of One Face
5. Measure and find the area of one face of the single tetrahedron. Write the
formula and show your work in a complete and logical manner.
___________________________________________________________
___________________________________________________________
___________________________________________________________
Area = __________________
6. Compare one face of the single tetrahedron to one face of the group
tetrahedron. Describe what you see.
___________________________________________________________
___________________________________________________________
7. Now find the area of one face of the group tetrahedron.
__________________
Student Handouts
7
Surface Area
8. Find the surface area of the single tetrahedron. Describe the process you
used to find the surface area.
___________________________________________________________
___________________________________________________________
Surface Area of single tetrahedron = __________________
9. Find the surface area of the group tetrahedron. Describe the process you
used to find the surface area.
___________________________________________________________
___________________________________________________________
Surface Area of group tetrahedron = __________________
10. What is the relationship between the surface areas?
___________________________________________________________
11. Write the simplified ratio of the surface area of the single tetrahedron to
the surface area of the group tetrahedron.
__________________
Volume
12. Measure and find the volume of the single tetrahedron. Write the formula
and show your work in a complete and logical manner.
___________________________________________________________
___________________________________________________________
___________________________________________________________
Volume of single tetrahedron = __________________
Student Handouts
8
13. Measure and find the volume of the group tetrahedron. Write the formula
and show your work in a complete and logical manner.
___________________________________________________________
___________________________________________________________
___________________________________________________________
Volume of group tetrahedron = __________________
14. What is the relationship between the volumes?
___________________________________________________________
15. Write the simplified ratio of the volume of the single tetrahedron to the
volume of the group tetrahedron.
__________________
Student Handouts
9
Length, Surface Area, and Volume Table
In this table we will define length, area, and volume as follows:



The edge length of the single tetrahedron is one unit
The face area of the single tetrahedron is one unit triangle (the area
is in terms of triangles)
The volume of the single tetrahedron is one unit tetrahedron (the
volume is in terms of tetrahedrons)
Edge
Length
Area of a Face
Surface Area
Volume
1
1 (one triangle)
4 (four triangles)
1 (one tetrahedron)
2
4
3
4
5
6
7
8
100
n
Student Handouts
10
Summing it Up
1. Write a summary of what you found regarding the relationships between
linear, area, and volume measures of similar figures.
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
2. How you can validate these claims? Give examples that support your
summary.
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
3. Based on what you learned in class or by doing research, where is the
tetrahedron shape seen in nature or real-life?
___________________________________________________________
___________________________________________________________
4. Make suggestions of how this learning experience could be improved.
___________________________________________________________
__________________________________________________________
Student Handouts
11
Kite Rubric
Criteria
Construction of
the kite
0
Did not follow
instructions
1
Poorly
constructed
Does it fly?
No
Yes
2
Suitably
constructed
3
Skillfully
constructed
so that all the
joints are tight
and the kite is
visually
appealing
Total Score ______ / 4
Patterns and Relationships Rubric
(based on MYP Mathematics Criterion B)
Achievement
Level Descriptor
Level
0
Did not do any work
1-2
Can do simple problems, like finding the surface area and
volume, with help from the teacher
3-4
Can find simple relationships and patterns, and suggest how
they work
5-6
Can find relationships and patterns, describe how they work, and
write the rules of the patterns
7-8
Can find relationships and patterns, describe how they work,
write the rules of the patterns, and explain why the rules work
and show proof
Total Score ______ / 8
Rubrics
1