Learning Unit

Pooling Around

GRADE LEVEL AND SUBJECT AREA:8 – 9, Mathematics

AUTHOR INFORMATION: Susan Lehmann
Hamilton Central School
West Kendrick Avenue
Hamilton, New York 13346
School Phone: (315) 824-3300

E-mail: slehmann@hamilton.colgate.edu

This document was typed on a PC platform using Microsoft Word 97

LEARNING CONTEXT

New York State Education Department Learning Standards for Mathematics, Science, and Technology

Standard 1:Analysis, Inquiry, and Design (Commencement)

Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions.

Mathematical Analysis

3. Critical thinking skills are used in the solution of mathematical problems. Students apply algebraic and geometric concepts and skills to the solution of problems.

Standard 2: Information Systems (Commencement)

Students will access, generate, process, and transfer information using appropriate technologies.

1. Information technology is used to retrieve, process, and communicate information and as a tool to enhance learning. Students prepare multimedia presentations demonstrating a clear sense of audience and purpose. Knowledge of the impacts and limitations of information systems is essential to its effective and ethical use. Students evaluate software packages relative to their suitability to a particular application and their ease of use.

Standard 3: Mathematics (Commencement)

Students will understand mathematics and become mathematically confident by communicating and reasoning mathematically, by applying mathematics in real-world settings, and by solving problems through the integrated study of number systems, geometry, algebra, data analysis, probability, and trigonometry.

3. Students use mathematical operations and relationships among them to understand mathematics. Students use addition, subtraction, multiplication, division, and exponentiation with real numbers and algebraic expressions.

4. Students use mathematical modeling/multiple representation to provide a means of presenting, interpreting, communicating, and connecting mathematical information and relationships.

5.Students use measurement in both metric and English measure to provide a major link between the abstractions of mathematics and the real world in order to describe and compare objects and data. Students derive and apply formulas to find measures such as length, area, volume, weight, time, and angle in real-world contexts. Students apply proportions to scale drawings, computer-assisted design blueprints, and direct variation in order to compute indirect measurements. Students use geometric relationships in relevant measurement problems involving geometric concepts.

Standard 5: Technology (Commencement)

Students will apply technological knowledge and skills to design, construct, use, and evaluate products and systems to satisfy human and environmental needs.

7. Project management is essential to ensuring that technological endeavors are profitable and that products and systems are of high quality and built safely, on schedule, and within budget. Students help to manage a group engaged in planning, designing, implementation, and evaluation of a project to gain understanding of the management dynamics.

Standard 6: Interconnectedness: Common Themes (Commencement)

Students will understand the relationships and common themes that connect mathematics, science, and technology and apply the themes to these and other areas of learning.

Models are simplified representations of objects, structures, or systems used in analysis, explanation, interpretation, or design. Students revise a model to create a more complete or improved representation of the system.

6. In order to arrive at the best solution that meets criteria within constraints, it is often necessary to make trade-offs, Students analyze subjective decision making problems to explain the trade-offs that can be made to arrive at the best solution.

Standard 7: Interdisciplinary Problem Solving (Commencement)

Students will apply the knowledge and thinking skills of mathematics, science, and technology to address real-life problems and make informed decisions.

1. The knowledge and skills of mathematics, science, and technology are used together to make informed decisions and solve problems, especially those relating to issues of science/technology/society, consumer decision making, design, and inquiry into phenomena.

2. Solving interdisciplinary problems involves a variety of skills and strategies, including effective work habits; gathering and processing information; generating and analyzing ideas; making connections among common themes of mathematics, science, and technology; and presenting results.

National Council of Teachers of Mathematics Curriculum and Evaluation Standards for school Mathematics

Standard 1: Mathematics as Problem Solving

In grades 5-8, the mathematics curriculum should include numerous and varied experiences with problem solving as a method of inquiry and application so that students can-

• Use problem-solving approaches to investigate and understand mathematical content;
• Develop and apply a variety of strategies to solve problems, with emphasis on multi-step and non-routine problems;
• Acquire confidence in using mathematics meaningfully.

In grades 9-12, the mathematics curriculum should include the refinement and extension of methods of mathematical problem solving so that all students can-

• Use, with increasing confidence, problem-solving approaches to investigate and understand mathematical content;
• Apply the process of mathematical modeling to real-world problem situations.

Standard 2: Mathematics as Communication

In grades 5-8, the study of mathematics should include opportunities to communicate so that students can-

• Model situations using oral, written, concrete, pictorial, graphical, and algebraic methods;
• Develop common understandings of mathematical ideas, including the role of definitions;
• Appreciate the value of mathematical notation and its role in the development of mathematical ideas.

In grades 9-12, the mathematics curriculum should include the continued development of language and symbolism to communicate mathematical ideas so that all students can-

• Reflect upon and clarify their thinking about mathematical ideas and relationships;
• Express mathematical ideas orally and in writing.

Standard 3: Mathematics as Reasoning

In grades 5-8, reasoning shall permeate the mathematics curriculum so that students can-

• Understand and apply reasoning processes, with special attention to spatial reasoning and reasoning with proportions and graphs;
• Make and evaluate mathematical conjectures and arguments;
• Validate their own thinking;
• Appreciate the pervasive use and power of reasoning as a part of mathematics.

In grades 9-12, the mathematics curriculum should include numerous and varied experiences that reinforce and extend logical reasoning skills so that all students can-

• Make and test conjectures;
• Construct simple valid arguments.

Standard 4: Mathematical Connections

In grades 5-8, the mathematics curriculum should include the investigation of mathematical connections so that students can-

• Explore problems and describe results using graphical, numerical, physical, algebraic, and verbal mathematical models or representations;
• Apply mathematical thinking and modeling to solve problems that arise in other disciplines, such as art, music, psychology, science, and business;
• Value the role of mathematics in our culture and society.

In grades 9-12, the mathematics curriculum should include investigation of the connections and interplay among various mathematical topics and their applications so that all students can-

• Recognize equivalent representations of the same concept;
• Use and value the connections among mathematical topics;
• Use and value the connections between mathematics and other disciplines.

Standard 5: Number and Number Relationships (Grades 5-8)

In grades 5-8, the mathematics curriculum should include the continued development of number and number relationships so that students can-

• Understand, represent, and use numbers in a variety of equivalent forms in real-world and mathematical problem situations;
• Develop number sense for whole numbers, fractions, decimals, integers, and rational numbers;
• Understand and apply ratios, proportions, and percents in a wide variety of situations.

Standard 5: Algebra (Grades 9-12)

In grades 9-12, the mathematics curriculum should include the continued study of algebraic concepts and methods so that all students can-

• Represent situations that involve variable quantities with expression, equations, inequalities, and matrices;
• Operate on expressions and matrices, and solve equations and inequalities;
• Appreciate the power of mathematical abstraction and symbolism.

Standard 6: Number Systems and Number Theory (Grades 5-8)

In grades 5-8, the mathematics curriculum should include the study of number systems and number theory so that students can-

• Understand and appreciate the need for numbers beyond the whole numbers;
• Extend their understanding of whole number operations to fractions, decimals, integers, and rational numbers;
• Develop and apply number theory concepts in real-world and mathematical problem situations.

Standard 6: Functions (Grades 9-12)

In grade 9-12, the mathematics curriculum should include the continuous study of functions so that all students can-

• Model real-world phenomena with a variety of functions;
• Represent and analyze relationships using tables, verbal rules, equations and graphs.

Standard 7: Computation and Estimation (Grades 5-8)

In grades 5-8, the mathematics curriculum should develop the concepts underlying computation and estimation in various contexts so that students can-

• Use computation, estimation, and proportions to solve problems;
• Use estimation to check the reasonableness of results.

Standard 7: Geometry from a Synthetic Perspective (Grades 9-12)

In grades 9-12, the mathematics curriculum should include the continued study of geometry of two and three dimensions so that all students can-

• Represent problem situations with geometric models and apply properties of figures;
• Classify figures in terms of congruence and similarity and apply these relationships;
• Deduce properties of, and relationships between, figures from given assumptions.

Standard 9: Algebra (Grades 5-8)

In grades 5-8, the mathematics curriculum should include explorations of algebraic concepts and processes so that students can-

• Understand the concepts of variable, expression, and equation;
• Apply algebraic methods to solve a variety of real-world and mathematical problems.

Standard 12: Geometry (Grades 5-8)

In grades 5-8, the mathematics curriculum should include the study of the geometry of one, two, and three dimensions in a variety of situations so that students can-

• Represent and solve problems using geometric models;
• Understand and apply geometric properties and relationships;
• Develop an appreciation of geometry as a means of describing the physical world.

Standard 13: Measurement (Grades 5-8)

In grades 5-8, the mathematics curriculum should include extensive concrete experience using measurement so that students can-

• Estimate, make, and use measurements to describe and compare phenomena;
• Extend their understanding of the concepts of perimeter, area, volume, angle measure, capacity, and weight and mass.

CONTENT KNOWLEDGE

ESSENTIAL QUESTIONS

Why do we need to learn to compute area and volume?

Why are units so important in measurement?

PROCEDURE

INITIATING ACTIVITY: The first day of this unit is spent reviewing the area formulas for the rectangle, square, parallelogram, and triangle. I ask students to recall the formulas and I record them on the board. I also remind them that area is measured in square units. We do an example of finding the area of a rectangle, a square, a parallelogram, and a triangle. It is important at this time to stress units of measure and introduce the concept 1 yd² =9 ft² ; I do this by drawing one square yard on the board and then dividing each side into three feet, so the students can clearly see the 9 square feet in the one square yard. It looks like this:

Each square represents one square foot. The entire block represents one square yard. This is a review of the basic area formulas, so I present examples by playing Jeopardy. I divide the class into 5 groups (I just count off). I write the following chart on the board:

I have included a copy of the questions I use, but you can easily make up your own. Notice that the questions get more difficult as the point value goes up – some questions require changing units of measure. Once the students are divided into groups, I call on one person to begin the game, that person selects a category and a point value. I have the questions written on large pieces (11"X17") of oaktag, so I can hold up the question for everyone to see as I read it aloud. The first person with their hand up is called on, a correct answer earns points for their team, an incorrect or incomplete response deducts points from their team score. Anyone from a team may respond, but only one response per team is permitted. Students are encouraged to discuss their answer with other teammates before raising their hands. Once called upon, a student must give an answer immediately. I usually have small lollipops to give to all participants who end the game with a positive score (highest score gets first choice) – this provides an incentive for students to earn points. Students are given a homework assignment from the textbook.

Day 2 is spent investigating surface area and reviewing volume. I have students put homework problems on the board, then answer questions they have about the work they see. This allows me to make sure that the students are following the correct formulas and steps. Once the homework has been reviewed and corrected, we begin the discussion on surface area. I have models of rectangular prisms, cubes, and triangular prisms made out of construction paper that are loosely taped together that I use to demonstrate the idea of surface area. As we look at the prisms, I can undo the tape and show them each base and face as a flat surface. I label all measurements inside the prisms, so that it is easy to see the dimensions and calculate the individual areas. We do an example of a cube, a rectangular prism, and a triangular prism as a class. Then I divide the students into 5 groups, each group gets 3 models for which they will calculate the surface area. Once the groups have correctly calculated the surface area for the prisms, they are given a worksheet with six more problems to complete with the help of their group members. As the groups finish we review the concept of volume being the area of the base times the height of the prism. Students go back and find the volume of the examples on their worksheet. A homework assignment is given from the textbook.

The area of a trapezoid and a circle are reviewed on the third day. Practice several examples of trapezoids, including problems that require finding the height of the trapezoid when the area and the lengths of the two bases are known. Do examples of circles where the radius is given and examples where the diameter is given. Do examples where students leave answers in terms of pi, use the approximation 3.14, and use 22/7. Students then practice problems from a worksheet independently. If desired, teacher can assign textbook pages and/or a worksheet for homework.

On day four cover the surface area of a cylinder and review volume. Have a large construction paper cylinder, one that you can easily take apart. This gives students a visual aid to help them understand the idea of circumference times height for the lateral surface area. Now is the time to introduce the upcoming project. Tell the students that they will spend the next several days conducting a simulation where they will run a company hired to install an in-ground spa. They will have to do many calculations during the installation. Have a model of a spa (cylindrical). Guide the students through the steps to find the surface area of the spa, then find the volume. Discuss the stages involved in the installation of the spa: surveying and excavation, structural, gunite, deck and tile installation, plaster, and finishing. Distribute the worksheet describing "Spa Challenge," students should read this over for homework. Students should report directly to the computer lab for the next class.

The next four days are spent working in groups on the computers. On day five, students work in pairs or groups of three (pairs are best, groups of larger than three are impractical for working on one computer, some students may be able to handle the work alone). The first day on the computers the students run the spa simulation at the learning level. The learning level will give them hints for the correct data entry (such as "That number is too high."). I tell them it is important for them to take notes both on the information they are given and on the information the program provides. Generally, they do not take adequate notes and this is a great learning experience. The program does have a calculator tool, but it is more convenient to use a regular calculator if available.

At the beginning of the sixth day distribute the "Note-Taking Guide" (attached) – students experience a great sense of relief when given this guide as they remember the difficulty they had the previous day. Students run the spa simulation again at the learning level, completing the guide as they go along. Each group of students need only complete one guide. I required them to change roles each time they ran the simulation. The students took turns operating the computer, recording information on the guide, and using the calculator.

Days 7 and 8 are spent running the spa simulation on the real-world level. On the real-world level students are informed of invalid answers, but are not given a high/low indicator. Some groups of students may get through one complete simulation while others will be able to complete two or three. At the end of day 8, students select their best performance to hand in for a grade (they hand in the note-taking guide). I have included the grading rubric I used, you may prefer to design your own. Students report to the regular classroom for the next class. For homework, students complete the "Summary Sheet".

At the conclusion of the spa simulations, we spent three class periods (days 9, 10, 11) preparing presentations as described in the "Spa Challenge". Presentations were prepared on the computer using "Power Point". One class period (day 12) was devoted to giving presentations. I have included the grading rubric I used for the presentations.

The next class period (day 13) was dedicated to finding the areas of complex polygons. I do many examples of complex polygons that can be divided into rectangles and triangles to calculate the area. Students work in pairs to try some examples. An assignment from the textbook is given for homework.

Days 14, 15,and 16 are spent calculating the surface area of an in-ground pool. After homework is reviewed, students receive a worksheet to find the surface area of an in-ground pool. The worksheet used is attached. Students construct a scale model of the pool and calculate its surface area. Each student must construct their own model, although they may work together if they wish. Students must indicate the ratio of similitude used to construct their model. Once students have completed their scale models, I bring out an in-ground pool model that I have made out of foam board. The inside of the pool is lined with light blue construction paper. Make the liner separate pieces for the shallow end, the deep end, and the middle section. Write the variables for dimensions of the pool on the construction paper liner, use the same variables used in the "Pooling Around" program. This model allows you to remove the surfaces of the deep end, so students can see how to calculate the surface area of the deep end. Repeat the process for the shallow end. The middle section is the most difficult because the sides of the section are trapezoids. Once the surface area of each section is found, find the surface area of the pool. I give the students about 20 minutes to calculate the necessary measurements and try to compute the surface area (I do allow students to work together). Then I begin questioning their methods and compute the surface area on the board. Now you need to find the volume of the pool. Find the volume of the deep end, the shallow end, and the middle section so that you can calculate the total volume of the pool.

CULMINATING ACTIVITY: Days 17 – 21 are spent working with the computers. This time students run the pool simulation. Students are told that this time they will not be given an information guide, they will have to take their own notes. I required the students to run one simulation at the learning level and one at the real-world level, they could choose which level at which to run their other simulations. In the 5 class periods given to run trials, some groups completed five simulations, some only three. Students turn in their notes from their best simulation.

INSTRUCTIONAL/ENVIRONMENTAL MODIFICATIONS

Students can be helped individually by group members or the teacher during the running of this simulation, so little instructional modifications were needed.

You must have access to enough computers to accommodate all groups. I was fortunate enough to have access to a computer lab.

TIME REQUIRED

Preparation time included approximately two hours running simulations and taking notes to create the guide for the spa level. Another hour was used to create the information guide that was used. There was also approximately one hour used to prepare the more traditional lessons on area, surface area, and complex areas.

21 class periods (45-50 minutes) to complete entire unit. I used one additional period to give a unit test on area, surface area, and volume.

MATERIALS AND SUPPLIES

Computer software: Math at Work Series – Pooling Around

CORD Communications
P. O. Box 21206
Waco, Texas 76702-1206
800-231-3015
E-mail: mathatwork@cord.org

Very reasonably priced; I believe we paid $9.95 each.

Calculators – one for each group. Although the software has a calculator feature, it is easier for students to use a separate calculator.

Jeopardy questions written on oaktag, answers on back

Copies, 3 per group, of the information guide for spa simulation.

Copies, 1 per student:

• Surface Area of a Pool Worksheet
• Spa Challenge
• Spa Grading Rubric
• Presentation Grading Rubric
• Pool Challenge
• Pool Challenge Grading Rubric
• Access to computers with Power Point capabilities.
• Computer with projector to use when giving the Power Point presentations.

ASSESSMENT TOOLS AND TECHNIQUES

Students can be assessed on a daily basis as the teacher is observing and assisting in the running of the simulations.

I determined grades, as based on the included rubrics, for the completion of the spa simulation note-taking guide and summary sheet, and the Power Point presentation. Students were also graded on their notes and performance of the pool simulation.

In addition to the presentations and the running of the simulation, students were given a chapter test on areas, surface area, and volume.

REFLECTION

The class I used this unit with was an Informal Geometry class. The students had just completed the Course I curriculum and Regents Exam over a period of a year and a half. 25% of the students were classified as having special education needs.

This unit took quite a bit of time to complete, but it was well worth it. It addressed many of the national and state standards and was incredibly exciting for the students. Students were completely engrossed while running the simulations. I was very impressed with the quality of their Power Point presentations. On their own, some of the groups created scale models as their visual aides. They seemed to enjoy the role of presenting to a "Board" that may be employing them in the future.

JEOPARDY QUESTIONS

FOR AREA OF PARALLELOGRAM, RECTANGLE, SQUARE, TRIANGLE

RECTANGLE

10 points: Find the area of a rectangle with a length of 7 inches and a width of 2.4 inches.

20 points: Find the area of a rectangle with a length of 3 feet and a width of 10 inches.

30 points: Find the width of a rectangle if its area is 122 square feet and its length is 16 feet.

40 points: If the area of a rectangle is 6 square yards and its length is 3 yards, its width measures how many feet?

50 points: In square yards, what is the area of a rectangle that measures 18 feet by 9 feet?

PARALLELOGRAM

10 points: Find the area of a parallelogram with a base of 13 inches and a height of 11 inches.

20 points: Find the area of a parallelogram with a base of 30 cm and a height of 50 mm.

30 points: Find the height of a parallelogram if its base measures 11 feet and its area is 154 square feet.

40 points: If the area of a parallelogram is 72 square feet and its base measures 12 feet, the measure of its height in yards is ___ ?

50 points: In square yards, what is the area of a parallelogram that has a base of 9 feet and a height of 7 feet?

JEOPARDY QUESTIONS CONTINUED

SQUARE

10 points: Find the area of a square with a side of 14 inches.

20 points: Find the area of a square with a side of 2.5 feet.

30 points: Find the length of a side of a square if its area is 400 square feet.

40 points: The side of a square measures 18 feet. Find the area of the square in square yards.

50 points: The area of a square is 441 square yards. Find, to the nearest foot, the length of the side of the square.

TRIANGLE (I draw illustrations for these, using obtuse, acute, and right triangles)

10 points: A right triangle with a base of 15 inches and a height of 8 inches. Find the area.

20 points: An obtuse triangle with a base of 5 feet and a height of 8 feet. Find the area.

30 points: An acute triangle has a base of 3 feet and a height of 11 inches. Find the area of the triangle in square inches.

40 points: A triangle has an area of 135 square feet. If the base measures one yard, find the measure of the height in yards.

50 points: A triangle has an area of 35 square yards. If the height of the triangle is 15 feet, find the length of the base in feet.

SPA CHALLENGE

Your group has been hired to complete the installation of an in-ground spa.

Within the computer simulation, you will hire the subcontractors necessary to complete the job. Pay close attention to the amount of time each subcontractor needs to complete their portion of the job. Money is definitely important – your company wants to show a profit! Do your calculations carefully, extra material costs money!

Upon completion of the job, your group is to make a Power Point presentation to the Board of Directors. The presentation should be a complete overview of the project, including deadlines that were set, problems that were encountered, and the outcome of the project. The Board of Directors has the power to hire your group for future jobs, so you must make a good impression – your future depends on it!

Your presentation should take between 5 and 10 minutes and must be ready for Thursday February 25.

Grades for this project will be determined using the attached grading rubrics. You will receive 2 grades for this project. The first grade will be for completing the information guide and reflection sheet for the simulation – this will count as a test grade. The second grade will be for your presentation – it will also count as a test grade.

SPA SIMULATION GRADING RUBRIC

NAME_______________________________________

INFORMATION GUIDE – SPA SIMULATION

Name of Group Members _______________________________________________

Spa Simulation Level: __________

DATE THE CUSTOMER WANTS SPA TO BE FINISHED:

INFORMATION FROM SUBCONTRACTORS include estimated time, special hours, special information:

1. Surveying and excavation

• Structural (rebar)
• Gunite
• Deck and Tile
• Plaster
• Finishing

SKETCH AND LABEL SPA:

D=depth=_______

d=pool diameter=______

T=wall thickness=_____

Excavation Diameter=d + 2T=______

EXCAVATION PERIMETER:

Excavation Circumference=p X Excavation Diameter

AREA OF SOD REMOVAL:

Sod area (in sq. ft)=¼ X p X (Excavation Diameter)²

Sod area (in sq. yd)=Sod area (in sq. ft) X 1/9

VOLUME OF SOIL TO BE REMOVED (Volume of Excavation):

Excavation Depth=D + T=_____ ft

Excavation Volume (in ft³)=¼ X p X (Excavation Diameter)² X Excav. Depth

Excavation Volume (in yd³)=Excavation Volume (in ft³) X 1/27

Number of Truckloads=Excavation Volume / 12

EXCAVATION SURFACE AREA (surface area of hole):

Surface Area of Sides (in sq. ft)=p X (d + 2T) X (D + T)

Surface Area of Bottom (in sq. ft)=¼ X p X (d + 2T)²

Excavation Surface Area=Surface Area of Sides + Surface Area of Bottom (in sq. ft)

Pieces of Rebar=Excavation Surface Area / Rebar coverage rate

VOLUME OF GUNITE (walls and floor):

Pool Volume=¼ X p X d² X D

Volume of Gunite (in cu. ft)=Excavation Volume (in cu. ft) – Pool Volume

Gunite Volume in cu. yd=Gunite Volume in cu. ft X 1/27

VOLUME OF CONCRETE (deck volume):

Deck surface area (in sq. ft)=(deck length)² – sod area (in sq. ft)

Volume of Concrete (in cu. ft)=Deck surface area X Deck thickness

Volume of Concrete (in cu. yd)=Volume of Concrete in cu. ft X 1/27

INSIDE PERIMETER OF WALLS (tiles on spa perimeter):

Circumference of pool ( in ft)=p X diameter

Circumference of pool (in in.)=circumference of pool in ft X 12

# of tiles=circumference in inches / width per tile

# of tiles=circumference in inches / width per tile

INSIDE SURFACE OF SPA:

Surface area of sides=p X d X D

Surface area of bottom=¼ X p X d ²

Pool Surface Area=Surface area of Sides + Surface Area of Bottom

Batches of plaster=Pool Surface Area / Batch Coverage Rate

REVIEW/SUMMARY

ITEM OVER/UNDER/CORRECT

Excavation Perimeter=

Yards of Topsoil=

Truckloads=

Linear Feet of Rebar=

Concrete for Walls=

Concrete for Deck=

Coping Tiles=

Ceramic Tiles=

Batches of Plaster=

SCHEDULE:

Customer’s Desired Date=______

Scheduled Target Date=________

CUSTOMER SATISFACTION:

Problems Encountered and Solution Chosen:

Responsiveness to Problems:

Finished Pool:

BUDGET:

Lost money / made money / broke even

NAME _______________________________________

POOLING AROUND

SPA PROJECT REFLECTIONS

Please use COMPLETE SENTENCES to answer each of the following.

Describe the role you played in completing this project.

Describe the role other member(s) of your group played in completing this project.

What problems did you encounter in running this simulation? How did you solve them?

If you ran this simulation again, what would you do differently?

Describe the role mathematics played in the completion of this project.

What is your opinion of this computer software program? Did you like/dislike it? Why? Was it worth our time to use this software? Would you use this program again?

SPA PRESENTATION GRADING RUBRIC

NAME_________________________________________

NAME________________________________________ INFORMAL GEOMETRY

YOUR OWN IN-GROUND POOL

You have decided to build an in-ground pool. The hole has been dug to your specifications and it is up to you to do the rest. Before you put in water you must line the entire hole with a rubberized liner. The problem is deciding how much liner you will need. Remember, money for the liner is coming out of your pocket! The blueprints for the pool with the appropriate dimensions are found below. Build a cardboard model and answer the questions below.

1. What concept in mathematics does the liner relate to?

• How much liner must you purchase? Show how you arrived at this answer.

• If you had a choice between buying liner at $3.50 per square yard or $1.25 per square foot, which would you buy? Explain your answer.

POOL CHALLENGE

Your construction company has been hired to complete the installation of an inground pool.

Within the computer simulation, you will hire the subcontractors necessary to complete the job. Pay close attention to the amount of time each subcontractor needs to complete their portion of the job. Money is definitely important – your company wants to show a profit! Do your calculations carefully, extra material costs money!!

You will need to take excellent notes during this project – you will not be given an information guide for this simulation.

Upon completion of the job, your group must submit your notes from this project to the Board of Directors for review. The Board of Directors will check your notes for the following:

All formulas used should be recorded.

All calculations should be correct.

You should make a profit.

Notes should be legible and well organized.

Your notes must be submitted no later than 2:45 PM on Friday March 12, 1999.

POOL SIMULATION- NOTES GRADING RUBRIC

NAME_______________________________________

SIMULATION: