the goofy golf ball

THE GOOFY GOLF BALL UNIT 5 SUMMATIVE ASSESSMENT #2

COMPANY NAME: ___________________________________________ GROUP MEMBERS: ____________________________ ____________________________ ____________________________

THE SITUATION

You have just been hired as the leading team of entrepreneurs to create a new package for a struggling golfing company. The company has historically been very successful, but right now they are going through hard times. They have brought in your team to help turn the company around, starting with a new name. Your job is to design 3 different golf ball packages that are cost-effective and functional, but also interesting and attractive to potential customers. Not only will use your knowledge of Volume and Surface Area, but you also need to consider the marketing of the design: things like color, size, shape, and logos. To culminate your proposal, you will prepare a live pitch to the company’s board of directors (Mr. Danny and some special guests). The pitch will describe each 3D design you created, the corresponding mathematics used in the creation of the package, and the entrepreneurial thought involved in the design process.

EXPECTATIONS

¨ Read & understand the Rubrics ¨ Equal participation from all group members ¨ Use the planning pages ¨ Know and meet daily deadlines ¨ Positive attitude & best effort

ATL SKILLS ¨ Critical Thinking

o Observe Carefully o Recognize Problems

¨ Creative Thinking o Generate New Ideas o Consider Multiple Perspectives

CHECKLIST ¨ Complete the Design #1 Planner ¨ Complete the Design #2 Planner ¨ Complete the Design #3 Planner ¨ Complete the Entrepreneurial Analysis ¨ Complete the Presentation Planning Sheet ¨ Present to the board of directors ¨ Create a physical 3-D model or digital render of your package design (1 per student)

BRAINSTORMING Basic information: A standard golf ball has a diameter of 4.2 cm, which means it has a radius of 2.1 cm. Use the thought bubbles to brainstorm all your ideas. Below are some example questions to consider. What 3D shape do you want to make your package? How many levels of golf balls will you include? What will be the dimensions of your 3-D shape? How many golf balls will be on each level?

Sketch as many ideas as you wish below. Label any important dimensions on the sketches. Examples of important dimensions are length, width, height, base, slant height, radius, and diameter. Make your package a little bit wider than the edge of the golf ball so it can fit inside with extra room to spare

SKETCHES

DESIGN #1 PLANNER 3-D Perspective Illustration

View from Above

View from Side

View from Other Side

Net of the 3-D shape

What is the name of the 3-D shape?

Total number of golf balls per package:

How many golf balls will fit on the Base level?

How many levels of golf balls will fit in your package?

Calculate the dimensions of the Base of the package: Remember to make your package a little bit wider than the edge

of the golf ball so it can fit inside with a little room to spare.

Calculate the height of the package: Remember to make your package a little bit taller than the edge


Step-by-step calculation of the Volume of your 3-D shape starting with the formula:

Step-by-step calculation of the Surface Area of your 3-D shape starting with the formula:


View from Above

View from Side











Step-by-step calculation of the Volume of your 3-D shape starting with the formula.

Step-by-step calculation of the Surface Area of your 3-D shape starting with the formula.


View from Above

View from Side











Step-by-step calculation of the Volume of your 3-D shape starting with the formula.

Step-by-step calculation of the Surface Area of your 3-D shape starting with the formula.

ENTREPRENEURIAL ANALYSIS

Plan the entrepreneurial thought involved in your package designs. Feature your company name, a creative slogan, and an interesting logo/image to represent your company. Your design should be attractive to the customer and try to generate a lot of sales.

Draw a picture of your company logo:

What is your slogan and how does it aim to attract the customer’s attention and business?

SURPRISE!

Costa Rica just implemented a new tax for businesses to help generate income due to a fiscal deficit. All packaging companies are now required to pay a tax of 3 colones per square centimeter of surface area. Calculate the total cost of the tax per package for your company. If your company sells 5,000 products next year, how much total income will the government generate in tax?

3-D MODEL CONTRUCTION or 3-D RENDER Each team member will construct a physical 3-D model or render of one design. If you are working alone, you only need to create one physical design or render. Groups of 2 must create 2 physical designs or renders, and groups of 3 must create all 3 designs or renders. Include a photo below. Label the important dimensions.

DESIGN #1

DESIGN #2

DESIGN #3

PRESENTATION PLANNER

Each team member will be part of the pitch to the board of directors. The group leader is responsible for collecting the designs from each group member and putting it all together into the presentation. Who is the group leader? ____________________ Which app are you going to use? ______________________ Which team member will be responsible for presenting each design? Design 1: _______________________ Design 2: _______________________ Design 3: _______________________ Part 1: Introduction: Discuss your purpose as a design team. Part 2: Design Slides: Include the following information for each design: ¨ Name of the 3D shape ¨ Pictures of the design with dimensions labeled ¨ Total number of golf balls per package

¨ Interesting aspects to the design ¨ Step-by-step calculation of the Volume ¨ Step-by-step calculation of the Surface Area

Part 3: Closing: Briefly thank the board members for their time, and make your final remarks.

Criterion B: Investigating Patterns Level The student is able to: Task-Specific Clarification

1-2

Apply, with teacher support, mathematical problem-solving techniques to recognize simple patterns. State predictions consistent with simple patterns

Seldom selects and applies correct patterns of calculating volume and surface area of 3-D figures. Seldom describes patterns as relationships in 3-D figures.

3-4

Apply mathematical problem-solving techniques to recognize patterns. Suggest how these patterns work.

Sometimes selects and applies correct patterns of calculating volume and surface area of 3-D figures. Sometimes describes patterns as relationships in 3-D figures.

5-6

Apply mathematical problem-solving techniques to recognize patterns. Suggest relationships or general rules consistent with findings. Verify whether patterns work for another example.

Usually selects and applies correct patterns of calculating volume and surface area of 3-D figures. Usually describes patterns as relationships in 3-D figures. Sometimes verifies the use of related patterns in other 3-D models.

7-8

Select and apply mathematical problem-solving techniques to recognize patterns. Describe patterns as relationships or general rules consistent with correct findings. Verify whether patterns work for other examples.

Consistently selects and applies correct patterns of calculating volume and surface area of 3-D figures. Correctly describes patterns as relationships in 3-D figures. Verifies the use of related patterns in other 3-D models.

Criterion D: Applying Mathematics in Real-life Contexts The student is able to: Task-Specific Clarification 1-2

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.

Few measurements of the geometric figures are correct. Few correct calculations are shown on the work page.

3-4

Identify the relevant elements of the authentic real-life situation. Apply mathematical strategies to reach a solution to the authentic real-life situation. State, but not always correctly, whether the solution makes sense in the context of the authentic real-life situation.

Some measurements of the geometric figures are correct. Some correct calculations are shown on the work page. Explains, with some success, to the teacher how the student was able to arrive to the solution.

5-6

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. Describe the degree of accuracy of the solution. State correctly whether the solution makes sense in the context of the authentic real-life situation.

Most measurements of the geometric figures are correct. Most correct calculations are shown on the work page. Explains adequately to the teacher how the student was able to arrive to the solution. Mostly displays entrepreneurial thought through the context of the authentic real-life situation.

7-8

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 correct solution to the authentic real-life situation. Explain the degree of accuracy of the solution. Describe correctly whether the solution makes sense in the context of the authentic real-life situation.

All measurements of the geometric figures are correct. All correct calculations are shown on the work page. Explains correctly to the teacher how the student was able to arrive to the solution. Effectively displays entrepreneurial thought through the context of the authentic real-life situation.

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