Investigating Screens in Zanzibar

This investigation will be assessed against Criteria C and D and you will receive a Pamoja grade.
Criterion C: Communicating (assessed on the report and completed screen)
Level Descriptor `
Task specific Rubric
The student does not reach a standard
0
I have not met any of the descriptors described below.
1-2

3-4

5-6

7-8

described by any of the descriptors below.

The student is able to:
i. use limited mathematical language
ii. use limited forms of mathematical
representation to present information
iii. communicate through lines of
reasoning that are difficult to interpret.
i. use some appropriate mathematical
language
ii. use different forms of mathematical
representation to present information
adequately
iii. communicate through lines of
reasoning that are able to be understood,
although these are not always coherent
iv. adequately organize information
using a logical structure.

I needed a lot of help to

Describe my polygon
show the transformations
find the area and perimeter o

I was able to describe some of the attributes of my

polygon using mathematical vocabulary
I was able to describe some of the symmetry in A B C
I attempted to show my working for finding the area
and the perimeter.
I used some different mathematical ways to present the
information. (Drawings, folded shape, mathematical
vocabulary)
My different overviews (A B C) were organized logically
and the information was mostly there.
My different explanations were mostly clear and
complete.
i. usually use appropriate mathematical
I was able to describe most of the attributes of my
language
polygon using mathematical vocabulary
ii. usually use different forms of
I was able to describe most of the symmetry in A B C
mathematical representation to present
and E.
information correctly
I showed my working for finding the area and the
iii. communicate through lines of
perimeter and it mostly made sense.
reasoning that are usually coherent
I used different mathematical ways to present the
iv. present work that is usually organized information. (Drawings, folded shape, mathematical
using a logical structure.
vocabulary)
My different overviews (A B C and E) were organized
logically and the information was there.
My different explanations were clear and mostly
complete.
i. consistently use appropriate
I consistently used mathematical vocabulary correctly
mathematical language
throughout.
ii. consistently use different forms of
I used different ways correctly to represent the
mathematical representation to present
information.
information correctly
I explained clearly, completely and correctly on all
iii. communicate clearly through coherent tasks A B C E.
lines of reasoning
The report was organized in a logical way and was easy
iv. present work that is consistently
to follow.
organized using a logical structure.

Criterion D: Reflection and Evaluation (assessed on the report)

Level Descriptor
The student does not reach a standard I have not met any of the standards listed below.
0
described by any of the descriptors
below.

1-2

3-4

The student is able to:

i. identify some of the elements of the
authentic real-life situation
ii. apply mathematical strategies to
find a solution to the authentic reallife situation, with limited success.
i. identify the relevant elements of the
authentic real-life situation
ii. apply mathematical strategies to
reach a solution to the authentic reallife situation
iii. state, but not always correctly,
whether the solution makes sense in
the context of the authentic real-life
situation.

I attempt to show how the pattern will fill the window

and how many polygons will be needed.
I attempt to calculate the area of my polygon.
I attempt to calculate the area of the pattern on the
window.
I mostly correctly identify the symmetry in the Zanzibar
sketch (picture)
I mostly correctly calculate the area of my polygon
showing my working.
I mostly correctly find the total area of my pattern on
the window and am able to show how I did it.
I attempt to apply strategies to make my polygon and
my patterns.
I attempt to explain whether the area I found makes
sense.
I attempted to describe how the Zanzibar sketch and
my pattern were similar.
I attempted to describe how the Zanzibar sketch and
my pattern were different.

i. identify the relevant elements of the

5-6

authentic real-life situation

ii. select adequate mathematical
strategies to model the authentic reallife situation
iii. apply the selected mathematical
strategies to reach a valid solution to
the authentic real-life situation
iv. describe the degree of accuracy of
the solution
v. state correctly whether the solution
makes sense in the context of the
authentic real-life situation.

I identify the transformations in the Zanzibar sketch

(picture)
I show these transformations on the sketch.
I apply strategies to make my polygon and my patterns.
I choose a good strategy to find the area of my polygon
and my window pattern.
I apply my strategy to find the area of my pattern and
polygon correctly.
I attempt to describe what decimal place I round too
and why I choose that place.
I state correctly whether my solutions make sense.
I describe mostly completely how the Zanzibar sketch
and my pattern are similar.
I described mostly completely how the Zanzibar sketch
and my pattern are different.

i. identify the relevant elements of the

7-8

authentic real-life situation

ii. select adequate mathematical
strategies to model the authentic reallife situation
iii. apply the selected mathematical
strategies to reach a correct solution to
the authentic real-life situation
iv. explain the degree of accuracy of the
solution
v. describe correctly whether the
solution makes sense in the context of

I identified all of the transformations in the Zanzibar

sketch (picture)
I was able to show all of these transformations on the
sketch.
I was able to apply my strategy to find the area of the
window not covered by the pattern correctly.
I explained to what decimal place I rounded and why I
chose that place.
I described correctly whether my solutions made sense.
I apply good strategies to my polygon and pattern
making to make a window screen that tessellates, is

the authentic real-life situation

symmetrical and looks nice.

Pamoja Grade
Pamoja
P
A
M
O
J
A

Descriptor
Participating actively, sharing the work
Attention to detail
Meeting deadlines
Organization of materials and clean up
Just staying on task!
Actively listening to your group quietly!

sometimes

mostly

always

In your group: make a screen for your class window

Individually: make a report explaining your polygons, your transformations, and how they relate to
what you saw in Zanzibar.
Tasks:
A. Overview of your polygon
1. In your group you will choose the polygon(s) (1 or 2) that you will use to make your screen.
2. (Page 1 of your report) Individually you will glue your polygon (s) onto a piece of square
paper and do the following:
i. identify your polygon(s) by describing its attributes using correct notation:
a. number of sides
b. whether it is regular or not
c. which sides are the same length
d. which angles are the same
e. what the angles are
ii. describe the symmetry of the polygon and show any lines or points of symmetry
(reflection or rotational)
iii. Put the measurements of the sides of your polygon and calculate the
a. Perimeter
b. Area
c. Show your working
B. Overview of your Window Design (Symmetry of design)
1. In your group: decide on the pattern you will use in the window using your polygons from task
A.
Your screen must tessellate, it must look nice, it must be symmetrical
2. Individually(Page 2 of your report):. It should include:
i. a scale drawing of your pattern
ii. the basic shape that will be transformed in your pattern (identify it)
iii. identification of the polygons, either by a key or label
iv. a description of the symmetry
v. the symmetry drawn onto the pattern.
vi. The area of the window that will be covered by the pattern. Show all working.
C. Overview of Symmetry and Polygons in the Zanzibar picture or sketch

Individual (Page 3 of your report)

i. Use a picture that you took or sketched showing architectural symmetry in Zanzibar
ii. Put it in the middle of a sheet of squared paper
iii. Describe the polygons in the shape and how you know what polygons they are
iv. Describe the symmetry (rotations, translations, and reflections) in the picture.
D. In your group: make and put up your window screen
E. Conclusion
Individually (Page 4 of your report):
i. Make the connection between Zanzibar and your IST window
a. describe the symmetry that is the same in your Zanzibar picture with your screen
b. describe the symmetry that is different between the two
ii. Describe what could you have done to make your pattern more interesting
iii. Comment on how you could have improved your pattern
iv. Find the area of the window not covered by your screen.
v. State what decimal place you are rounding your answers to, and explain why you chose that
decimal place.