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YOUR FUTURISTIC HOME

MS. LOUISE | GRADE 7 | PERFORMANCE TASK


Student Name: __________________________________ Submission Date: _______________________________
DUE DATE: 26th October 2014
Goal: Create a proposal for designing a futuristic home, which meets your needs.
Role: You are an architect and must design a building plan to put forward as part of your proposal for the Expo
2020 city.
Audience: Your target audience will be submitting you proposal to Sheikh Mohammed bin Rashed Al Maktoum
Situation: The UAE will build a new city in Jebel Ali to host the Expo 2020.
Product:
Your job is to create a proposal, on a large display board, for the design of a futuristic home that should include:
1) Ground floor plan (A3 page)
- Include at least 10 different polygons in your plan which must be clearly labeled
- Measure and label at least 8 different sides using the appropriate units of scale
- Identify and label 6 different types of angles
- Measure and label at least 6 different angles
2) Front view of the house (A3 page)
- Measure and label the interior angles of 2 polygon shapes
- Measure and label the exterior angles of 2 polygon shapes
3) Draw a tessellation on either the ground floor or front view of the house (A4 page)
4) Materials you are going to use in construction of this house
5) Details of any futuristic methods or energy resources you might use in construction
6) Marks will be awarded for creativity and unique designs

Standards:
American Common Core
7.G.A.2 Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions.
Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a
unique triangle, more than one triangle, or no triangle.
7.EE.B.4 Use variables to represent quantities in a real-world or mathematical problem, and construct simple
equations and inequalities to solve problems by reasoning about the quantities.

MYP Standards
This task performance will assess Criterion B,C and D as detailed in the rubric below.
Unit One Title: Shapes and designs: Two-dimensional Geometry
Unit Question: What do all polygons have in common?
Global Context: Scientific and Technical Innovation
2
Teacher comments: (see the back of the task sheet)
Assessment
criterion rubric
0 1 2
The student is able to:
3 4
The student is able to:
5 6
The student is able to:
7 8
The student is able to:

Criterion B:
Investigating
patterns

Part 3 Draw a
Tessellation
which
follows a definite
pattern


The student does not
reach a standard
described by any of
the following
descriptors.
- apply, with teacher
support,
mathematical
problem-solving
techniques to discover
simple patterns

- state predictions
consistent with
patterns.
- apply mathematical
problem-solving
techniques to discover
simple patterns

- suggest general rules
consistent with
findings.
- select and apply
mathematical
problem-solving
techniques to discover
complex patterns.

- describe patterns as
general rules
consistent with findings

- verify the validity of
these general rules.
- select and apply
mathematical
problem-solving
techniques to discover
complex patterns

- describe patterns as
general rules
consistent with correct
findings

- prove, or verify and
justify, these general
rules.

Criterion C:
Communicating


Your proposal is
well structured,
easy to follow
and contains all
the necessary
parts and
information.

The student does not
reach a standard
described by any of
the following
descriptors.
- use limited
mathematical
language

- use limited forms of
mathematical
representation to
present information

- communicate
through lines of
reasoning that are
difficult to interpret.
- use some
appropriate
mathematical
language

- use appropriate
forms of mathematical
representation to
adequately present
information

- communicate
through lines of
reasoning that are
complete

- adequately organize
information using a
logical structure.
- usually use
appropriate forms of
mathematical
representation to

- usually present
information correctly
Usually move between
different forms of
mathematical
representation

- communicate
through lines of
reasoning that are
complete and
coherent

- present work that is
usually organized
using a logical
structure.
- consistently use
appropriate
mathematical
language

- use appropriate
forms of mathematical
representation to
consistently present
information correctly

- move effectively
between different
forms of mathematical
representation

- communicate
through lines of
reasoning that are
complete, coherent
and concise.

- Present work that is
consistently organized
using a logical
structure.

Criterion D:
Applying
Mathematics in
Real Life
Context


Modern homes
should be both
sustainable and
energy efficient.




How Geometry
relates to the
construction of
buildings in
everyday life.

The student does not
reach a standard
described by any of
the following
descriptors.
- identify some of the
elements of the
authentic real-life
situation

- apply mathematical
strategies to find a
solution to the
authentic real-life
situation, with limited
success.
- identify the relevant
elements of the
authentic real-life
situation

- select, with some
success, adequate
mathematical
strategies to model
the authentic real-life
situation.
- identify the relevant
elements of the
authentic real-life
situation

- select adequate
mathematical
strategies to model
the authentic real-life
situation

- apply the selected
mathematical
strategies to reach a
valid solution to the
authentic real-life
situation

- explain the degree
of accuracy of the
solution

- explain whether the
solution makes sense
in the context of the
authentic real-life
situation.
- identify the relevant
elements of the
authentic real-life
situation

select appropriate
mathematical
strategies to model
the authentic real-life
situation

- apply the selected
mathematical
strategies to reach a
correct solution to the
authentic real-life
situation

- justify the degree of
accuracy of the
solution

- justify whether the
solution makes sense
in the context of the
authentic real-life
situation.