Amusement Park Project

Amusement Park Project

Designer: ______

Period : ____

MY PARK NAME:

______
Task 1: Creating Your Blueprint

Congratulations! You have been hired to create a blueprint for an amusement park. Think of a creative theme and name for your park that would draw visitors to the park and be family-friendly. Your boss wants you to include specific attractions and necessities in your design—pay attention to the details or you may be fired. The boss has 32 architects and may not have time to direct you through every detail. Use this requirements sheetand your textbook as a resource as you work should you experience any difficulties with the project. At the conclusion of your design the following items will be included in your blueprint: a ticket center, eight rides, restaurants, transportation with stations, gift shops, restrooms, first aid stations, lost and found, and a park focal point. (Location specifics will be given to you later.)

• The blueprint should be done on the large sheet of graph paper to make the blueprint the best it can be. Your blueprint should be completed in pencil and be very neat. You will be asked to use colored pencils for certain elements of your blueprint. You may also use colored pencils later if you wish to add color to your blueprint.

• Use a ruler to draw in the x and y axes. Be sure these are on one of the lines of your paper and should be centered on your paper.

• Write the numbers for your coordinate plane along the x and y axes.

• Park Sections: Your park should have four (4) main sections—ONE section in each quadrant. Write the name of each section of your park on your blueprint.

TASK 2: Designing your Park

When placing items on the blueprint, you will plot only the entrance points of each attraction on the graph paper and draw in the remaining part of the attraction around it in a creative fashion.

• Park Focal Point: Every good amusement park has an iconic focal point (Cinderella’s castle at the Magic Kingdom, Spaceship Earth in EPCOT, etc.) By the way, geometrically speaking, Spaceship Earth is a derivative of a pentakis dodecahedron, with each of the sixty isosceles triangle faces divided into sixteen smaller triangles. Tell someone THAT next time they call it a “golf ball.” Place your focal point at the origin of your blueprint.

• The ticket center should be on the y-axis at either end of your park and close to the edge of your paper. This is your park entrance: create an entrance sign with your park’s name on it.

• The lost and found should be anywhere on the x-axis.

• Your transportation will encircle the park and should intersect with your ticket center. Create two stations for your transportation: one at eachpoint it crosses the x-axis.

• Plot two restrooms: one in each quadrant with a negative y-coordinate.

• Plot two restaurants: onein each quadrant with a negative x-coordinate.

• Plot two gift shops: one in each quadrant with a positive y-coordinate.

• Plot two first aid stations: one in each quadrant with a positive x-coordinate.

• Plot four rides: one in each section (quadrant) of your park. Label these: Ride A, Ride B, Ride C, Ride D.You can give each a name but be sure to label them using the letters!

• Plot four more rides: each a reflection of the Rides A, B, C and D.You can give each a name but be sure to label them using the letters!

• Ride A’ should be a reflection of ride A across the y-axis.
• Ride B’ should be a reflection of ride B across the x-axis.
• Ride C’ should be a reflection of ride C across the y-axis.
• Ride D’ should be a reflection of ride D across the x-axis.

• Plot three additional creative elementsE, F and G. These can be anything you want, use your imagination! You may place these anywhere there is space in your park but their coordinates should not be integers.

After planning out the layout and design of each item, identify its location by using ordered pairs. (Fill in the coordinates and circle the quadrant of each item on the next page.)If the location does not lie in a quadrant—circle none of the quadrants.

You must receive approval from the boss before continuing further. Please check in with the boss to see if your design has been approved.

Congratulations! Your supervisor is very pleased with your efforts. Now that the planning stage is finished, your park has been selected for construction. Your role is to apply your math skills in the following tasks. Keep your work neat and organized so your abilities can be accurately assessed.

• TASK 3: You need to determine how far away certain park items are from one another. Calculate the distance between the locations listed below. Write a number sentence (Ex. |5| + |-2| = 7 ) in the spaces to show your calculations. Calculate the distance in unit dimensions. “7 units.” When finding distance, sometimes you will add and other times you may need to subtract. Can you determine why?

TASK 4: The surveyor needs to knowthe area of four sections of your park. Be sure to show work.

• 1- Using a purple pencil and ruler, MARK the direct pathfrom: Ride B to Ride B’, Ride B’ to one of your stations, and from that station to ride B.

• What figure is graphed? ______Find the area of the figure: ______

• 2- Using a yellow pencil and ruler, MARK the direct path to and from Station 1 to Station 2. Mark the direct path from Ride A to Ride A’. Connect these four points to make a trapezoid.

• Find the area of the trapezoid: ______

• 3-Using an orange pencil and ruler, MARK the direct path from the Ticket Center to the Lost and Found, The Lost and Found to the origin, and the origin to the Ticket Center.

• What figure is graphed? ______Find the area of the figure: ______

• 4- Using a green pencil, shade over your point at the origin, the ticket center and the lost and found.Plot a fourth point (vertex) to create a rectangle. What is the rectangle’s area and perimeter?

• Fourth vertex: ______Area: ______Perimeter: ______

TASK 5: We will need actual dimensions in lieu of the unit dimensions. 1 unit on your blueprint is equal to 25.2 yards. Use this ratio to solve for the actual distances by setting up a proportion and calculating. Show your work in the space provided!

Written Reflection: As you prepare for the review of your work, there is one final task. Write a personal reflection to explain your work. If communicated well, you may be promoted within your organization. Summarize the objective of each task with one to two sentences.

• Task 1: ______

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• Task 2: ______

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• Task 3: ______

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• Task 4: ______

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• Task 5: ______

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What did you do well on this project? What skills could you improve upon?

How could the completion of this project help you in the future?

Teacher Directions:

This was created as a culminating project to demonstrate mastery of the following sixth grade common core standards:

• Understand a rational number as a point on the number line. Extend number line diagrams and coordinate axes familiar from previous grades to represent points on the line and in the plane with negative number coordinates.
• Recognize opposite signs of numbers as indicating locations on opposite sides of 0 on the number line; recognize that the opposite of the opposite of a number is the number itself, e.g., −(−3) = 3, and that 0 is its own opposite.
• Understand signs of number in ordered pairs as indicating locations in quadrants of the coordinate plane; recognize that when two ordered pairs differ only by signs, the locations of the points are related by reflections across one or both axes.
• Find and position integers and other rational numbers on a horizontal or vertical number line diagram; find and position pairs of integers and other rational numbers on a coordinate plane.
• Understand the absolute value of a rational number as its distance from 0 on the number line; interpret absolute value as magnitude for a positive or negative quantity in a real world situation.
• Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate.
• Solve real-world and mathematical problems involving area, surface area, and volume.
• Draw polygons in the coordinate plane given coordinates for the vertices; use coordinates to find the length of a side joining points with the same first coordinate or the same second coordinate. Apply those techniques in the context of solving real-world mathematical problems.

Students can use a standard size sheet of graph paper, large poster graph paper, or technology to complete this project. Students were given latitude to create a theme for their park, naming of rides and restaurants, etc. However, students should follow the directions carefully, and include only those park elements specified. For points E, F, and G, my expectation was for students to create a point with no integers—ex. (3.5, -0.5) so they would have some practice plotting points not directly on the grid lines of their paper. They could be in any quadrant. This also opened our discussion of rational numbers and what constitutes an integer, description of the different number sets, etc.

After Task 2, I quickly had the students show me the elements on the checklist below on their blueprint to insure their park had been completed correctly. If not, I highlighted those areas that need attention for them to correct. Once all items were satisfied, I stamped in the approval box with a colorful stamp—the teacher is “the boss.” One variation is to allow other students approve their design.

Time was dedicated in class for students to start, with the final completion at home.

Teacher checklist for approval after Task 2: