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# Property Assessment

The township assessed a property in a subdivision. The property is in a cul-de-sac and the
Assessor included part of the cul-de-sac in the assessment. As a result, the homeowner is
being charged more taxes than appropriate.
Your job is to find the correct square footage for the property. You will have to use
numerous trigonometry and geometry skills.
146.04 ft

55 ft

arc length
78.21 ft
radius 40 ft

108.96 ft

Wrong assessment
using the area of a trapezoid

Correct Assessment

In order to convince the Township office of your work, you will need to show all math
calculations, formulas, diagrams, and explain every mathematical step using words
such that my grandmother who works in the Township office can understand your
work. I suggest that you have a parent or another adult proofread your work to make
sure that your written explanations make sense. Remember, you only have one
opportunity to present your case to the Township office so make it your best.

2

c = 2r

Area = r2

## Formula for the Area of a Triangle:

Area = ab sin(C)
sin x side opposite
hypotenuse

hypotenuse

360

## Sector Area central angle * r 2

360

Assignment background:
The objective of this lesson is for the students to apply their knowledge of geometry and trigonometry to
solve a real-world problem.
Goals:
1)
2)
3)
4)

Analyze a problem involving area and find errors in reasoning. Propose solutions to fix the errors.
Use arc length to find a central angle.
Use a central angle to find the area of a sector of a circle.
Use a central angle to find the area of a segment of a circle and triangle that make up the sector (twostep process).
5) Find the area of a trapezoid.
6) Be able to explain your mathematical work using words.
The students would have the option to work individually or in pairs. However, each group will have to
meet with the teacher for daily check-in to make sure they are progressing and to give them a chance to
ask any questions that may be holding up their work.
The written explanations will be provided to the Township office showing each step of the mathematical
calculations. The students will have to explain their work in a manner that an average person can
understand. Students should use their parents or another adult proofread their written work to make
sure it makes sense.

Cement Work

After showing students four or five different objects and practice finding the volume of the
objects, the students will be told their assignment will be to find the volume of different size
cement projects that are located around the school building. The students will have to make
measurements and use the measurements to calculate volumes and prices for installing some
cement sidewalks and patios around the school building. The students will have to estimate
approximate shapes to accommodate the variety of projects around the school. The students
will have to make sure their estimate is reasonable so that their cement company does not go
out of business. The students will have to determine industry appropriate cement thicknesses
and cement prices. The projects will be located around the school property and appropriately
marked on the grass/dirt areas. The students will have to provide a detailed written project
estimates similar to those of a real company.

## How Tall Is It?

Name_____________________

Name______________________

Name_____________________

1) You need to pick 2 partners for this activity. Put all three names on the top of this sheet; however, put
your name first.
2) Pick up two meter-sticks, one angle-finder, and a geometry textbook from the front of the classroom.
3) Go outside and the teacher will assign your group to find the height of a structure using the two metersticks, the angle-finder, and textbook.
4) In the space below, you need to sketch your object and label all measurements that you made with the
meter sticks and angle-finder. Neatness and accuracy counts. If I cannot understand you drawing or
labels, then you will have to re-do the assignment.
5) Divide the back of this paper into three equal sections by drawing two lines. On the back of this paper,
you need so show all math calculations and show how you used trigonometry to find your answer. You
need to complete the math calculations three times. The first time, round all numbers to one decimal
place (tenths place). The second time you will round all numbers to two decimal places (hundredths
place). The third set of math calculations will have all numbers truncated at three decimal places
(thousandths place).
6) Even though you are working in groups, every student will need to turn in their own results. No two
papers should be identical. You may be using the same measurements, but everyone will have the own
style of drawing and show their math calculations differently.

## Slippery Slope of a Roof

Name_____________________

Name______________________

Name_____________________

Below is a diagram of a building and its roof. Your job is to find the slope of the roof. (Roofers call this the pitch
of the roof.) This time, any tools you want to use for this activity need prior approval from the teacher. You will
have to make your own decisions as to what tools will be useful.
All measurements need to be clearly labeled on the diagram below. All math calculations showing your use of
trigonometry will need to be included on the back of this paper. Remember, neatness and accuracy counts. Also,
if I cant read or understand your work, you will have to re-do this assignment.
You will also have to decide how you want to present your final results. You may either provide a written report,
an oral presentation with appropriate visual aids, or another creative presentation of your choosing (just
remember to check with the teacher before you get too creative.)

## Final Report for each Project

You may either provide a written report, an oral presentation with appropriate visual aids, or another creative
presentation of your choosing (just remember to check with the teacher before you get too creative.)

## Your report or presentation will need to include the following elements:

1) A detailed diagram with measurements appropriately labeled. The sheets with the diagrams that I
provided can be used as a guide for your diagrams.
2) A list of all formulas used.
3) All math calculations shown in a neat and organized manner.
4) A detailed explanation of how you solve the problem.
5) All references need to be listed or cited.
6) If providing a written report; spelling, grammar, formatting, and neatness will count towards your final
grade. If providing an oral report; proper speaking skills and neat, organized visuals will count towards
your final grade. If providing another creative product, see the teacher as to what will count towards your
final grade.

## Michigan Mathematics Standards Addressed

Quantitative Literacy and Logic (L)
L1.1.6 Explain the importance of the irrational numbers in basic right triangle
trigonometry
L1.2.1 Use mathematical symbols to represent quantitative relationships and situations.
L2.4.2 Describe and explain round-off error, rounding, and truncating.
Algebra and Functions (A)
A2.4.1 Identify the family of functions best suited for modeling a given real-world
situation.
Geometry and Trigonometry (G)
G1.2.2 Construct and justify arguments and solve multistep problems involving angle
measure, side length, perimeter, and area of right triangles.
G1.2.3 Use the Pythagorean Theorem and its converse to solve multi-step problems.
G1.3.1 Define the sine, cosine, and tangent of acute angles in a right triangle as ratios of
sides. Solve problems about angles, side lengths, or areas using trigonometric ratios in
right triangles.
Precalculus (P)
P6.5 Solve trigonometric equations using basic identities and inverse trigonometric
functions.
Unit Objectives
As a result of this unit, the students will know:
How to express sin, cos, and tan as a function of the sides of a right triangle.
How to use the Pythagorean Theorem.
Some practical applications for trigonometric functions.

## As a result of this unit, the students will understand that:

Answers involving trigonometric functions are often irrational.
Answers involving trigonometric functions are usually rounded and truncated.

## As a result of this unit, the students will be able to:

Model and solve real-world problems using trigonometric functions.
Find missing angles, sides, perimeters, and areas using trigonometric functions
and their inverses.