Geom Perftask Revised2014

Roanoke County Public Schools
Geometry
Performance Tasks
Revised June 2014

Math Performance Tasks 2013
Mathematics Performance Tasks

Created June 2013. Revised June 2014. Available on Blackboard.
Roanoke County Public Schools does not discriminate with regard to race, color, age, national origin, gender, or handicapping condition in an
educational and/or employment policy or practice. Questions and/or complaints should be addressed to the Deputy Superintendent/Title IX
Coordinator at (540) 562-3900 ext. 10121 or the Director of Pupil Personnel Services/504 Coordinator at (540) 562-3900 ext. 10181.
Acknowledgements
The following people have made tremendous contributions to the creation of these performance tasks and all are appreciated.
Travis Anderson Jeff Highfill Sherri Mays Brian Harris

CSHS WBHS WBHS HVHS
Renee Munsey Tiffany Sakaguchi Madison Weisenborn

HVMS CSMS WBHS
Roanoke County Public Schools Administration
Dr. Lorraine Lange Dr. Ken Nicely Dr. Rebecca Eastwood Linda Bowden
Superintendent Director of Secondary Instruction Director of Elementary Instruction Mathematics Coordinator
Preface
This document will assist the mathematics teacher in preparing students for the challenges of the twenty-first century. As established by the National Council of
Teachers of Mathematics Principles and Standards for School Mathematics,2000, educational goals for students are changing. The Learning Principle from this
book states, When challenged with appropriately chosen tasks, students become confident in their ability to tackle difficult problems, eager to figure things out
on their own, flexible in exploring mathematical ideas and trying alternative solution paths, and willing to persevere. Students should have many and varied
experiences in their mathematical training to help them learn to value mathematics, become confident in their ability to do mathematics, become problem
solvers, and learn to communicate and reason mathematically.
Table of Contents
Introduction/General Comments ............................................................................................................................................. i
Sequence of Performance Tasks.............................................................................................................................................. ii
Sequence of Performance Tasks.............................................................................................................................................. ii
First Nine Weeks Performance Tasks ...................................................................................................................................... 1
Second Nine Weeks Performance Tasks .................................................................................................................................. 7
Third Nine Weeks Performance Tasks ................................................................................................................................... 11
Fourth Nine Weeks Performance Tasks ................................................................................................................................. 16

Introduction/General Comments
VDOE Mathematics Performance Task Definitions are
An assessment that requires students to synthesize SOL content in a problem-solving setting that
encourages communication, reasoning, critical thinking, connections, and use of varied
representations.
A rich, rigorous, multi-level task (problem) that emphasizes process and context as well as content. It
should be relevant, rigorous, and accessible to all students.
If our standards define what students need to know and be able to do, then a performance task is how
students can demonstrate their understanding of those concepts through actual work products, not just
multiple-choice assessments.
The performance tasks created in this document are arranged per each nine weeks pacing in the RCPS
curriculum guides. Teachers can use these as part of their lesson plans to give rigor and relevance to
their students learning.
i
Sequence of Performance Tasks

First Nine Weeks
SOL Title Time Frame
G.3a (Lesson 1.7) The Roanoke Adventure! 0.5 Blocks
Second Nine Weeks

G.7,G.8,G.11
Fun in the Sun! 1 block
(After Chapters 7 & 8)
Sequence of Performance Tasks

Third Nine Weeks

G.8, G.9, G.14 a,d
A Plethora of Plats! 0.5 block
(After Lesson 10.5)
G.4 a, G.11
Water Works! 1 block
(After Lesson 10.7)
Fourth Nine Weeks
G.12 (Lesson 12.5) Call Me Maybe? 0.5 block
G.7,G.8,G.13, G.14
Day at the Beach! 0.5-1 block
(Chapter 11)
ii
First Nine Weeks Performance Tasks
Title: The Roanoke Adventure!

G.3 The student will use pictorial representations, including computer software, constructions, and coordinate methods, to solve
SOLs: problems involving symmetry and transformation. This will include
a) investigating and using formulas for finding distance, midpoint, and slope;
TASK
The Roanoke Adventure!

Today you will explore the city of Roanoke a little more carefully. A map has been provided with four key locations marked; the
Taubman Museum of Art, the Hotel Roanoke, McDonalds and the Roanoke Civic Center. Use the attached map and your
geometric knowledge to solve the problems below. Be sure to show your work and explain your reasoning. (*Each unit on the map =
100 ft.)
1. You are at McDonalds and your friend is at the Hotel Roanoke and you wish to meet each other at the exact halfway point
between the two locations.
a. What are the coordinates of this location? Would you still recommend meeting here?
b. Give the coordinates of a better location to meet. Justify your answer.
2. Of the four given locations (McDonalds, Hotel Roanoke, Taubman Museum and Roanoke Civic Center), which two are closest to
one another? Explain your reasoning.
3. Your friend calls from her house and asks to meet for lunch. You tell her that you are at the Taubman Museum, and she suggests
you meet at the Hotel Roanoke because it is exactly halfway between your location and her house. On what street does she live?
4. A special committee on transportation and tourism has decided to explore the installation of a cable-car system to transport
passengers between locations throughout the city. Cable cars can provide a safe mode of transportation while offering a 360-
degree view of the Roanoke Valley. The committee has allotted $2,352,000 for the project. The cable car (gondola) costs
1

approximately $648,000. If the track costs $568 per foot to construct, develop a plan that connects as many points of interest as
possible while keeping within the committees budget. Explain your reasoning.
2
Y Title:
Roanoke Civic Center Fountain

Math Performance Tasks
McDonalds
The Roanoke Adventure!
X
3
Hotel
Roanoke
Y
Taubman Museum of Art

Roanoke
2013

ANSWER KEY:
1. You are at McDonalds and your friend is at the Hotel Roanoke and you wish to meet each other at the exact halfway point between the
two locations.
a. What are the coordinates of this location? (3.5, -1.5)
b. Give the coordinates of a better location to meet. Justify your answer.

Interstate 581 (answers may vary). Each friend will need to travel approximately 11.3 units or 1130 ft.
2. Of the four given locations (McDonalds, Hotel Roanoke, Taubman Museum and Roanoke Civic Center), which two are closest
to one another? Explain your reasoning.
The Hotel Roanoke and the Taubman Museum of Art are the closest. Here are the distances students should logically compare:
Hotel Roanoke to Taubman Museum 7.07 units or 707 ft.
Civic Center Fountain to McDonalds 7.38 units or 738 ft.
3. Your friend calls from her house and asks to meet for lunch. You tell her that you are at the Taubman Museum, and she suggests
you meet at the Hotel Roanoke because it is exactly halfway between your location and her house. On what street does she live?
(-5, -3) Gilmer Ave
4. A special committee on transportation and tourism has decided to explore the installation of a cable-car system to transport
passengers between locations throughout the city. Cable cars can provide a safe mode of transportation while offering a 360-degree view
of the Roanoke Valley. The committee has allotted $2,352,000 for the project. The cable car (gondola) costs approximately $648,000.
If the track costs $568 per foot to construct, develop a plan that connects as many points of interest as possible while keeping within
the committees budget. Explain the reasoning behind your decisions.
$2,352,000 Cost of Car ($648,000) = $1,704,000 for construction of the track.

$1,704,000 / $568 per foot = 3000 ft. of track available.
Answers will vary, but the suggested solution would be to connect the Civic Center Fountain to the Hotel Roanoke = 2,219 feet,
and The Hotel Roanoke to the Taubman Museum of Art = 707 feet. This would bring the total cost of the suggested project to
4

$2,309,968 and connects three major tourist attractions.
5
Mathematics Performance Task Rubric - The Roanoke Adventure!

Process Goals
4 3 2 1
for Students
- I showed an extensive use of - I showed satisfactory use of - I showed partial - I showed no understanding
the distance and midpoint the distance and midpoint understanding or minor or major mistakes in the use
formulas. formulas. mistakes in the use of the of the distance and midpoint
- I adapted and extended one - I chose a strategy that led to distance and midpoint formulas.
or more efficient strategies a satisfactory solution. formulas. - I chose a strategy that did
that led to a correct solution. - I chose a strategy that led to not match the problem
a partial solution. and/or lead to a solution
Problem Solving
and Reasoning
- I used an extended - I used satisfactory - I used partially correct - I used an incorrect or

representation to explain my representations to explain representations to explain minimal representation or
work and I made connections my work and I made my work or to make made incorrect connections.
Representations between my work, the connections between my connections.
and Connections problem, and my work, the problem, and my
representation. representation.
- I used precise mathematical - I communicated process and - I provided a partial - I showed little or no
language to clearly thinking in an organized and communication of process or communication of process or
Communication communicate process and clear manner thinking thinking
thinking
Virginia Department of Education, Fall 2012
6
Second Nine Weeks Performance Tasks
Title: Fun in the Sun!

G.7 The student, given information in the form of a figure or statement, will prove two triangles are similar, using algebraic and
coordinate methods as well as deductive proofs.
G.8 The student will solve real-world problems involving right triangles by using the Pythagorean Theorem and its converse, properties
SOLs: of special right triangles, and right triangle trigonometry.
G.11 The student will use angles, arcs, chords, tangents, and secants to
b.) solve real-world problems involving properties of circles; and
TASK
Fun in the Sun!

Today we will be working with using the sun and shadows to determine heights of objects, and even the angle of the sun.
To start visit the official United States Naval Observatory website by copying and pasting the link below directly into your internet browsers window:
http://aa.usno.navy.mil/data/docs/AltAz.php.
Fill in the form below making sure to use todays date:
Then, choose Compute Table to view a listing of times and angles of elevation of the sun.
7

Use the table below to record at least three different times of the day that you will take your measurements and the altitudes of the sun.
TIME OF DAY ALTITUDE OF SUN (in degrees)
2. Next go outside and find your schools flagpole (or some other object to measure). Using nothing but a meter stick, the measurements from the
USNO, and your calculator, use trigonometry to determine the height of the object youve chosen.
Without using trigonometry how else could you determine the height of the pole?
3. While the USNO seems like a reliable source, it would be helpful to verify their data. Choose at least two other objects for which you know the
height (you may consider using yourself). Use these two objects, and your knowledge of trigonometry to verify the altitudes of the sun youve recorded
in your table.
4. Our math class has been charged with cutting down a tree on campus to use for paper to help with our paper shortage. In order to safely cut down
the tree we must clear an area around the base of the tree so that no property is damaged. Use the USNO site and your meter stick to determine the
diameter and the area of the circle that needs to be cleared to safely cut a tree of your choice from your schools grounds.
8

ANSWER KEY:
Use the table below to record at least three different times of the day that you will take your measurements and the altitudes of the sun.
Measurements below serve as examples or values you could use on a rainy day.
TIME OF DAY ALTITUDE OF SUN (in degrees)

12:00 67.8
2. Next go outside and find your schools flagpole (or some other object to measure). Using nothing but a meter stick, the measurements from the
USNO, and your calculator, use trigonometry to determine the height of the object youve chosen.
*Instruct students to measure the shadow of the flagpole first. For example: Shadow of flagpole = 435 cm would give 1066 cm for the height of the
flagpole.
Without using trigonometry how else could you determine the height of the pole? Use similar triangles and set up proportions.
x 179
= where 179cm is the height of a student and 73cm is the length of the shadow for a student.
435 73
3. While the USNO seems like a reliable source, it would be helpful to verify their data. Choose at least two other objects for which you know the
height (you may consider using yourself). Use these two objects, and your knowledge of trigonometry to verify the altitudes of the sun youve recorded
in your table.
Given a pole 100 cm tall with a shadow of 41 cm find the angle.
Tan-1(100/41) = 67.7o. Answers may vary when done outside.
4. Our math class has been charged with cutting down a tree on campus to use for paper to help with our paper shortage. In order to safely cut down
the tree we must clear an area around the base of the tree so that no property is damaged. Use the USNO site and your meter stick to determine the
diameter and the area of the circle that needs to be cleared to safely cut a tree of your choice from your schools grounds.
Measure the shadow of tree = 1224 cm. Angle = 67.8 from above. Height = 3000 cm.
Area: 9,000,000 p cm2.
9
Mathematics Performance Task Rubric Fun in the Sun!

Process Goals
4 3 2 1
for Students
- I adapted and extended one - I chose a strategy that led to - I chose a strategy that led to - I chose a strategy that did
or more efficient strategies a satisfactory solution. a partial solution. not match the problem
that led to a correct solution. - I justified my answers by - I justified my answers by and/or lead to a solution
- I justified my answers by showing satisfactory partially showing my - I did not justify my answers
showing extensive calculations and methods. calculations and methods. by showing calculations or
calculations and methods. methods.
Problem Solving
and Reasoning
thinking
10
Third Nine Weeks Performance Tasks
Title: A Plethora of Plats!

of special right triangles, and right triangle trigonometry.
G.9 The student will verify characteristics of quadrilaterals and use properties of quadrilaterals to solve real-world problems.
SOLs:
G.14 The student will use similar geometric objects in two- or three-dimensions to
a) compare ratios between side lengths, perimeters, areas, and volumes;
d) solve real-world problems about similar geometric objects.
TASK
A PLETHORA OF PLATS!
You are looking to buy property on the prestigious Paulus Avenue and have the
following plat drawing showing the dimensions and the angles of the property
lines. Using area formulas of these polygons which piece
of property has the best value for the money? Which has the worst? How did
you come to this determination? What about the price per square foot?
Or was something else more important?
11
Mathematics Performance Task Rubric A Plethora of Plats!

Process Goals
4 3 2 1
for Students
- I showed an extensive use of - I showed satisfactory use of - I showed partial - I showed no understanding
the relevant formulas for the relevant formulas for understanding or minor or major mistakes in the use
mistakes in the use of the
finding areas of a polygon. finding areas of a polygon. relevant formulas for finding of the relevant formulas for
- I adapted and extended one - I chose a strategy that led to areas of a polygon. finding areas of a polygon.
or more efficient strategies a satisfactory solution. - I chose a strategy that led to - I chose a strategy that did
that led to a correct solution. a partial solution. not match the problem
and/or lead to a solution
Problem Solving
and Reasoning
thinking
12
Title: Water Works!

G.4 The student will construct and justify the constructions of
a) a line segment congruent to a given line segment;
SOLs: G.11 The student will use angles, arcs, chords, tangents, and secants to
a) investigate, verify, and apply properties of circles;
b) solve real-world problems involving properties of circles; and
c) find arc lengths and areas of sectors in circles.
TASK
Water Works!
You are designing a sprinkler system for the White House South lawn pictured below.
You must design and make a proposal bid for the job.
Remember that the lowest cost project wins the contract.
You and your crew have the following information:
-The crew has taken several measurements for the South Lawn (see diagram below).
-The maximum radius for a Toro 690 sprinkler that you plan to install is 200ft. These sprinklers
can rotate between 0 and 360 degrees.
1. Knowing that you must water the entire South Lawn (pictured below) how many sprinklers do you need to use?
Use your compass to draw the center and area each sprinkler covers on the map below to help show your layout.
2. Using your knowledge of each sprinkler, calculate the total area that is watered by the sprinklers. Show your method.
3. Compare the watered area to the actual area of the South Lawn (assume the lawn is roughly two rectangles and a semicircle combined). What
do you think accounts for the difference?
4. Finally, if each sprinkler costs $89 calculate the cost of the project. What could you change about the design to reduce the overall cost?
13
Title: Water Works!
THE WHITE HOUSE & SOUTH LAWN
14
Mathematics Performance Task Rubric Water Works!

Process Goals
4 3 2 1
for Students
- I correctly calculated the - I satisfactorily calculated the - I made minor errors in - I made significant errors in
total area watered by the total area watered by the calculating the total area calculating the total area
sprinklers and demonstrated sprinklers and demonstrated watered by the sprinklers. watered by the sprinklers.
my methods. my methods. - I partially identified - I minimally identified
- I correctly identified - I satisfactorily identified differences between the area differences between the area
differences between the area differences between the area that is watered and the area that is watered and the area
that is watered and the area that is watered and the area of the lawn. of the lawn or made
Problem Solving of the lawn. of the lawn. - I used a strategy that led to a significant errors.
and Reasoning - I adapted and extended one - I used an efficient strategy partially correct solution. - I chose a strategy that did
or more efficient strategies that led to a correct solution. not match the problem
that led to a correct solution. - I used partially correct
- I used correct reasoning and reasoning and justification to and/or lead to a solution
- I used correct reasoning and
justification to explain my explain my solutions - I provided no correct
justification to explain my
solutions (possibly with (possibly with minor reasoning or justification
solutions.
minor mistakes) mistakes)
thinking
15
Fourth Nine Weeks Performance Tasks
Title: Call Me Maybe?

SOLs: G.12 The student, given the coordinates of the center of a circle and a point on the circle, will write the equation of the circle.
TASK
Call Me Maybe?
PART 1: Cell phone towers cover a range defined by a circle. The map below is formed such that the city of Washington has coordinates (0,0) and
each unit on the map represents 1 mile.
a. The equation x2 + y2 = 16 models the position and range of the tower located in Washington. Draw this on the map.
b. Draw the tower and circle for Springfield is defined by the equation (x + 4)2 + (y + 6)2 = 9.
c. Draw the circle and write the equation for the tower located at the point at Great Falls with a radius of 3.5 miles.
d. Write the equation for the tower located in Fairfax.
e. Does Barcroft Park lie within the range of the cell phone tower in Springfield?
16
Title: Call Me Maybe?
PART 2
a. A major cell phone company is building towers to the east of Washington. They need coverage in the areas of Lanham, Crofton, Suitland-
Silver Hill, Clinton, and Greater Upper Marlboro but only can afford to build two towers. The first tower has a range with a radius of 5 miles
and the second has a range with a diameter of 12 miles. What would be the best location for these towers to provide complete coverage for
these towns? Write the equations for these two towers and draw them on the map.
b. Suppose instead that the areas of Lanham, Crofton, Suitland-Silver Hill, Clinton, and Greater Upper Marlboro can all jointly fund the
construction of a single, more powerful cell phone tower. Write the equation that describes the location of a tower with the minimum radius
required to cover all of these areas.
17
Mathematics Performance Task Rubric Call Me Maybe?

Process Goals
4 3 2 1
for Students
- I showed a thorough and - I showed an accurate - I showed a partial - I showed limited or no
accurate understanding of understanding of the understanding of the understanding of the
the concept and procedure concept and procedure for concept and procedure for concept and procedure for
for the equations of circles. the equations of circles. the equations of circles. the equations of circles.
- I used correct reasoning and - I used mostly correct - I used some correct - I used no correct reasoning
justification to determine the reasoning and justification to reasoning and justification to and justification and
best location for the two determine a good location determine partially correct incorrectly determined the
additional cell phone towers. for the two additional cell location for the two correct location for the two
Problem Solving
phone towers. additional cell phone towers. additional cell phone towers.
and Reasoning
Representations work and I made connections my work and I made my work or to make made incorrect connections.
and Connections between my work, the connections between my connections.
problem, and my work, the problem, and my
- I used precise mathematical - I used mathematical - I used some mathematical - I used no mathematical
language and drawings to language and drawings to language and drawings to language to explain my
Communication
clearly and accurately explain accurately explain my explain my thinking. thinking.
my thinking. thinking.
18
Title: A Day at the Beach!

of special right triangles, and right triangle trigonometry.
G.13 The student will use formulas for surface area and volume of three-dimensional objects to solve real-world problems.
SOLs:
G.14d The student will solve real-world problems about similar geometric objects.
TASK
A Day at the Beach!

You are at the beach with your friends. You have brought some supplies to make sand castles. These supplies include a pail that has a base with a
circumference of 6 inches, is 10 inches tall, has a slant height of 10.44 inches, and has an opening on top that is twice the diameter of the base. You
also have a plastic pyramid mold that has a square base with an edge that measures 4 inches and a slant height of 5.385 inches, and an empty soup can
with a diameter of 3.25 inches and is 4.5 inches tall.
For each question, include correct units of measurement and round your answer to nearest thousandth or in terms of .
1) Draw and label diagrams that represent the soup can and pyramid. Calculate how much sand you can fit into each object.
2) Draw and label a diagram that could represent the pail. Calculate how much sand will fit in the pail.
(*Hint: Similar triangles will help.)
3) You and your friend are going to have a race to see who can fill the pail the fastest. Which object would you choose, the soup can or the plastic
pyramid? Justify your answer and determine how many times you would need to empty your object to fill the pail.
4) If the pail has a hole in the bottom and is losing sand at a rate of 5.3 in 3 per second, how long would it take a full pail to completely empty?
5) Your friends are bored making sand castles and decide to play with a beach ball they found in the car. The package says the beach ball has a
diameter of 20 inches. While playing with the beach ball, the plug comes loose and the beach ball deflates so that one quarter of the air
escapes. How much air is left in the beach ball?
19
Title: A Day at the Beach!
Solutions:
1) Volume of the soup can is 37.33 in3. Volume of the plastic pyramid is 26.667 in3.
2) Volume of the large cone is 240 in3, small cone is 30 in3. Volume of the pail is 210 in3. Hint: You may consider drawing the diagram below to
help your students with this calculation.
3) The soup can will fill the pail the fastest. It will take 17.673 or 18 full scoops of sand.
4) It will take 124.478 seconds for the pail to empty.
5) The volume of the full beach ball is 1333 1/3 in3. The volume after the ball deflates by one quarter is 1000 in3.
20
Mathematics Performance Task Rubric A Day at the Beach!
Process Goals
4 3 2 1
for Students
- I showed a thorough - I showed a satisfactory - I showed a partial - I showed limited or no
understanding of finding understanding of finding understanding of finding the understanding of the
volume a cylinder and volume a cylinder and volume of a cylinder and concepts for finding the
pyramid. pyramid. pyramid. volume of a cylinder and
- I showed a thorough and - I showed a satisfactory - I showed a partial pyramid.
accurate understanding of understanding of the understanding of how to find - I showed limited or no
the concepts and procedures concepts and/or procedures the volume of the cross understanding of the
associated with finding the associated with finding the section of a cone but did not concepts for finding the
Problem Solving
volume of the cross section volume of the cross section find the accurate volume. volume of the cross section
and Reasoning
of a cone. of a cone. - I used partial reasoning and of a cone.
- I used correct reasoning and - I used satisfactory reasoning justification to determine the - I provided minimal reasoning
justification to determine the and justification to best container to use when or justification for
best container to use when determine the best container filling the pail although I did determining the best
filling the pail. to use when filling the pail. not find the correct solution. container to use when filling
- I used correct reasoning and - I used satisfactory reasoning - I used partially correct the pail.
justification to determine the and justification to reasoning and justification to - I used limited reasoning or
amount of time it would take determine the amount of determine to determine the justification to determine the
to empty the pail. time it would take to empty amount of time it would take amount of time it would take
- I showed a thorough and the pail. to empty the pail and to empty the pail.
accurate understanding of - I showed a satisfactorily provided a partially correct - I showed limited or no
the concept and procedure accurate understanding of answer. understanding of the
for determining the the concept and/or - I showed a partial concepts needed for
remaining air in the beach procedure for determining understanding of the determining the remaining
ball. the remaining air in the procedure for determining air in the beach ball.
beach ball. the remaining air in the
beach ball and provided a
partially correct answer.
Mathematics Performance Task Rubric A Day at the Beach!
Process Goals
4 3 2 1
for Students
- I used precise mathematical - I used mathematical - I used some mathematical - I used no mathematical
language and pictures to language and pictures to language and pictures to language to explain my
Communication
clearly and accurately explain accurately explain my explain my thinking. thinking.
my thinking. thinking.

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Geom Perftask Revised2014

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Roanoke County Public Schools

Revised June 2014

Mathematics Performance Tasks

Travis Anderson Jeff Highfill Sherri Mays Brian Harris

Renee Munsey Tiffany Sakaguchi Madison Weisenborn

Roanoke County Public Schools Administration

Sequence of Performance Tasks.............................................................................................................................................. ii

Sequence of Performance Tasks.............................................................................................................................................. ii

First Nine Weeks Performance Tasks ...................................................................................................................................... 1

Second Nine Weeks Performance Tasks .................................................................................................................................. 7

Third Nine Weeks Performance Tasks ................................................................................................................................... 11

Fourth Nine Weeks Performance Tasks ................................................................................................................................. 16

Sequence of Performance Tasks

SOL Title Time Frame

G.3a (Lesson 1.7) The Roanoke Adventure! 0.5 Blocks

Second Nine Weeks

SOL Title Time Frame

Sequence of Performance Tasks

SOL Title Time Frame

SOL Title Time Frame

G.12 (Lesson 12.5) Call Me Maybe? 0.5 block

First Nine Weeks Performance Tasks

Title: The Roanoke Adventure!

The Roanoke Adventure!

b. Give the coordinates of a better location to meet. Justify your answer.

Title: The Roanoke Adventure!

Roanoke Civic Center Fountain

Taubman Museum of Art

Title: The Roanoke Adventure!

a. What are the coordinates of this location? (3.5, -1.5)

b. Give the coordinates of a better location to meet. Justify your answer.

$2,352,000 Cost of Car ($648,000) = $1,704,000 for construction of the track.

Title: The Roanoke Adventure!

Mathematics Performance Task Rubric - The Roanoke Adventure!

- I used an extended - I used satisfactory - I used partially correct - I used an incorrect or

Virginia Department of Education, Fall 2012

Second Nine Weeks Performance Tasks

Title: Fun in the Sun!

Fun in the Sun!

Fill in the form below making sure to use todays date:

Title: Fun in the Sun!

TIME OF DAY ALTITUDE OF SUN (in degrees)

Title: Fun in the Sun!

TIME OF DAY ALTITUDE OF SUN (in degrees)

Mathematics Performance Task Rubric Fun in the Sun!

Virginia Department of Education, Fall 2012

Third Nine Weeks Performance Tasks

Title: A Plethora of Plats!

Mathematics Performance Task Rubric A Plethora of Plats!

Virginia Department of Education, Fall 2012

Title: Water Works!

You and your crew have the following information:

Title: Water Works!

THE WHITE HOUSE & SOUTH LAWN

Mathematics Performance Task Rubric Water Works!

Virginia Department of Education, Fall 2012

Fourth Nine Weeks Performance Tasks

Title: Call Me Maybe?

Title: Call Me Maybe?

Mathematics Performance Task Rubric Call Me Maybe?

Virginia Department of Education, Fall 2012

Title: A Day at the Beach!

A Day at the Beach!