# Designing a Zipline RLP

In this assessment students are asked to find the length of a hypothetical zipline from one building to another in the school. In order to do this they will need to create a clinometer out of a protractor, which can be used to measure the angle between eye level and the top of a building. Those measurements can then be used to find the height of the building through the use of trigonometric ratios. This assessment only works in the specific place-based context where there are two buildings (with one being relatively taller than the other) available and in relatively close proximity to each other. Using a clinometer and measuring tape/trundle wheels students will be able to make the needed measurements of the building heights and the distance between them. You will need to teach students how to create and use a clinometer ahead of time.

Math Concepts: trigonometric ratios Pythagoras' Theorem measure clinometer trundle wheel protractor trigonometry
MYP Related Concepts: models space
MYP Key Concepts: time
MYP Global Context: Orientation in Space and Time

# Cost of Window Cleaning a Building RLP

In this assessment, students are asked to find the cost of cleaning a building that is shaped like a right-angled trapezoid prism. To do this they will need to find the total surface area of the building. The given measurements require students to use trigonometric ratios and Pythagoras’s theorem to find the missing dimensions of the building. Students will have to show their work in a form of a report that also explains the accuracy of their calculations and whether they make sense in the context of the problem.

Math Concepts: area surface area Pythagoras’ theorem trigonometry ratios right-angled triangles cost trapezoid
MYP Related Concepts: representation space
MYP Key Concepts: time
MYP Global Context: Orientation in Space and Time

# Transformations of Trigonometric Functions

In this assessment, students work through scenarios of changing the function rule of the sine and cosine functions by addition and/or multiplication and see how such changes affects their graph. Students explore vertical/horizontal translation, reflection over the x-axis, and vertical/horizontal dilation. As they explore, students use their GDCs to graph functions, describe findings, suggest rules, and verify and justify their results.

Math Concepts: trigonometry functions transformation degree radian exact values sine cosine translation reflection dilation
MYP Related Concepts: models representation
MYP Key Concepts: relationships systems
MYP Global Context: Identities and Relationships

# Taxicab Geometry in NYC

In this assessment, students use a section of the map of New York City to describe routes recommended by Google Maps, analyze and identify rules and restrictions that applies to these routes, design (sketch and describe) a 4th route, and calculate estimates of distances travelled based on given values. Students are asked to describe their methods and explain their answers, providing the opportunity for them to reflect on the given information as well as their method(s) of calculations. As successful completion of this assessment does not require the knowledge of any specific mathematical concept, it is recommended as an introduction to MYP assessments at the beginning of grade 6 (or in the grade level a student first joins MYP).

Math Concepts: orientation maps distance routes estimation
MYP Related Concepts: models space systems
MYP Key Concepts: communication relationships
MYP Global Context: Orientation in Space and Time

# The Multiplexes of Pisa

In this assessment, students investigate possible combinations of housing units used to house different number of people. Students initially consider using only simplex units (that represent 1 single housing unit) and duplex units (that represent 2 attached housing unit under the same roof). At the end of the assessment task, students are guided to include triplex units (that represent 3 attached housing units under the same roof) in addition to simplex and duplex units. Throughout the investigation, students recognize patterns, state predictions, and use their findings to suggest and verify relationships as general rules.

Math Concepts: patterns Fibonacci sequence
MYP Related Concepts: patterns systems
MYP Key Concepts: logic relationships
MYP Global Context: Identities and Relationships