Performance+Task

Applying Knowledge of Right Triangle Ratios

** GOAL: ** Students will form groups and develop two methods for determining the height of the school’s flagpole and height of flag which can fly from it. Then they will conduct necessary measurements to complete calculations. Finally, the student groups will create a Powerpoint presentation of their method and results.

** ROLE: ** Students will assign roles for each group member. Each member will complete assigned roles and complete an evaluation of their teammates and themselves after project completion.

** AUDIENCE: ** Each team will present their method, calculations, and results in a presentation to the high school principal and math teacher.

** SITUATION: ** A new Federal law states that the height of an American flag must be at least one-quarter the height of the flag pole. Our principal has asked you to develop a **safe** method to determine the height of the flagpole and the dimensions of an American flag that can fly from it.

** PRODUCT: ** Students will develop three plans for determining the height of the flagpole using materials provided. I will review each plan to ensure their safety. Once the flagpole height is determined, the group will research and identify the dimensions of an American flag that fulfills the new requirement. Next, the group will create a Powerpoint presentation to share their information and with the principal and the math teacher.

** STANDARDS: ** Students will be assessed using the attached rubric. The goal is to determine the height of the flagpole using right triangle properties and algebra to determine the height of an American flag that can fly from it.

** DAILY TASKS FOR EACH GROUP ** Day 1 (39 minutes) Using the knowledge aquired in Prentice Hall Pre-Algebra Chapter 11 Right Angles in Algebra, create **3** different triangle-based plans to determine the height of the flag pole using the materials available. Assign tasks for each group member. Determine the information you need to complete your plans. Look at the available materials and how they can be used to find any missing information in your equation(s). Not every material needs to be used, but these are the only materials available. Turn in your plans which needs to include: mathematical rational for each plan, a diagram showing each plan, and the tasks for each group member.

Day 2 (39 minutes) Use approved plans and materials to calculate the height of the flag pole. Research flag dimensions and list all available dimensions to use with our flagpole height.

Day 3 (39 minutes) 1 . Create a Powerpoint presentation with the following information: a. Methods used to determine height which includes mathematical rational and diagrams created b. Any measurements taken and materials used. c. Flagpole height and flag height that is required.

2 . Fill out attached questionnaire on contributions of all team members including yourself.

Day 4 (39 minutes) 1. Group presentations to school principal and math teacher. 2. Reflection: a. Did your techniques compute the same answer? Explain any differences in your answer from the three methods. b. Which method provided the easiest to complete the assignment? c. Explain how the method can by used "real-world" applications. d. Think about the entire project. What was one thing you liked about the project? What is one thing you would change and how would you change it?

** Available Materials: ** 20’ tape measure Protractor Straws Calculator Masking Tape

Team member evaluation ( // Questionaire adapted from questionnaire used in EDUC 525) // Name:  ** Team Component **  1. Summarize the work of each team member other than yourself?

**Individual Component**  2. Please describe what you have worked on specifically.  3. What was challenging or energizing about **your** work?  4. Rate **your** collaboration, creative pr﻿oblem-solving, and communication skills used in this project:  5. Rate each of your team member’s collaboration, creative problem-solving, and communication skills. Use Excellent(4), Proficient(3), Capable(2), Needs Work(1)

 Project Scoring Rubric: Students develop presentation with necessary information, 3 animation elements in slide, and allows for questions || 
 * = **Points** ||= **Criteria** ||
 * = 20 ||= //Plan//: based on mathematical concepts found in Chapter 11 of textbook, diagram is detailed and shows how plan and math are going to be used. ||
 * = 15 ||= //Powerpoint presentation//:
 * = 10 ||= //Team Reflection//: Each team member is given a useful task and completes task, questionaire is completed, and reflects honest evaluation of each team member ||
 * = 5 ||= //Project Reflection//: completed questions with meaningful answers, provided feedback for project improvement ||