Mini Golf Geometry: Designing a Course with Geometric Principles
Created byMadgie Remy
0 views0 downloads

Mini Golf Geometry: Designing a Course with Geometric Principles

Grade 10Math5 days
In this project, 10th-grade math students design and construct a miniature golf course using geometric principles. They apply their knowledge of geometric shapes, angle calculations, and coordinate geometry to create scaled blueprints. The project incorporates real-world examples and geometric constructions, challenging students to integrate mathematical concepts into a fun, tangible design challenge. Students will also calculate perimeter and area of different shapes.
Geometric PrinciplesMini Golf Course DesignCoordinate GeometryGeometric ConstructionsReal-World ApplicationPerimeter and AreaGeometric Shapes
Want to create your own PBL Recipe?Use our AI-powered tools to design engaging project-based learning experiences for your students.
šŸ“

Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we use geometric principles to design and construct a miniature golf course that integrates various geometric shapes, calculations, and constructions?

Essential Questions

Supporting questions that break down major concepts.
  • How can geometric principles be applied in real-world design and construction?
  • How do you calculate the angles, area, and perimeter of geometric shapes?
  • How can coordinates be used to determine the dimensions of a miniature golf course?
  • What geometric shapes can be used to model real-world objects?
  • How can you make geometric constructions with tools and methods?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:
  • Apply geometric principles to design a miniature golf course.
  • Construct geometric shapes using a variety of tools.
  • Calculate the angles, area, and perimeter of geometric shapes.
  • Use coordinates to determine the dimensions of a miniature golf course.
  • Model real-world objects with geometric shapes.

Common Core Standards

HSG-CO.A.1
Primary
Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment, based on the undefined notions of point, line, distance along a line, and distance around a circular arc.Reason: This standard is directly related to the geometric principles applied in the design of the miniature golf course.
HSG-CO.D.12
Primary
Make formal geometric constructions with a variety of tools and methods (compass and straightedge, string, reflective devices, paper folding, dynamic geometric software, etc.).Reason: This standard is directly related to the construction of geometric shapes using a variety of tools.
HSG-GPE.B.7
Primary
Use coordinates to compute perimeters of polygons and areas of triangles and rectangles, e.g., using the distance formula.Reason: This standard is directly related to the use of coordinates to determine the dimensions of the miniature golf course.
HSG-MG.A.1
Primary
Use geometric shapes, their measures, and their properties to describe objects (e.g., modeling a tree trunk or a human torso as a cylinder).Reason: This standard is directly related to modeling real-world objects with geometric shapes.

Entry Events

Events that will be used to introduce the project to students

The Broken Course Challenge

Students arrive to find their classroom transformed into a bizarre, broken mini-golf course with impossible angles and nonsensical designs. They must 'diagnose' the geometric errors and propose mathematically sound solutions to make the course playable, sparking initial inquiry into geometric principles.
šŸ“š

Portfolio Activities

Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.
Activity 1

Geometric Glossary & Real-World Hunt

Students will research and define key geometric terms and identify real-world examples of these shapes, focusing on how they can be incorporated into mini-golf course design.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Research and define the following geometric terms: angle, circle, perpendicular line, parallel line, and line segment. Include diagrams.
2. Find at least three real-world examples of each geometric term. These examples should be items or structures that could plausibly be incorporated into a mini-golf course design.
3. Photograph or sketch each real-world example and label the geometric shapes present.
4. Compile the definitions, diagrams, and real-world examples into a glossary.

Final Product

What students will submit as the final product of the activityA glossary of geometric terms (angle, circle, perpendicular line, parallel line, line segment) with diagrams and photographs of real-world examples that could be used in the mini-golf course.

Alignment

How this activity aligns with the learning objectives & standardsHSG-CO.A.1 (Know precise definitions); HSG-MG.A.1 (Use geometric shapes to describe objects)
Activity 2

Construction Skills Workshop: From Tools to Mini-Golf

Students will practice geometric constructions using various tools (compass, straightedge, dynamic geometric software) and explore how these constructions can create different mini-golf obstacles.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Using a compass and straightedge, construct examples of angle bisectors, perpendicular lines, parallel lines, and regular polygons.
2. Recreate these constructions using dynamic geometric software (e.g., GeoGebra).
3. For each construction, write a brief description of how it could be adapted into a mini-golf obstacle. For example, an angle bisector could create a challenging angled ramp.
4. Compile the constructions (both physical and digital) and their descriptions into a construction portfolio.

Final Product

What students will submit as the final product of the activityA construction portfolio showcasing various geometric constructions (e.g., angle bisectors, perpendicular lines, circles) using different tools, with a description of how each construction could be used as a mini-golf obstacle.

Alignment

How this activity aligns with the learning objectives & standardsHSG-CO.D.12 (Make formal geometric constructions); HSG-MG.A.1 (Use geometric shapes to describe objects)
Activity 3

Blueprint Bonanza: Coordinate Geometry in Action

Students will design a scaled blueprint of their mini-golf hole, using coordinate geometry to define the boundaries, calculate perimeters, and determine areas of geometric shapes within the hole.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Sketch a preliminary design for your mini-golf hole, incorporating at least three different geometric shapes (e.g., triangle, rectangle, circle).
2. Create a coordinate grid on graph paper or using digital software. Assign coordinates to the vertices of each geometric shape in your design.
3. Use the distance formula and other coordinate geometry principles to calculate the perimeter and area of each geometric shape.
4. Create a final, scaled blueprint of your mini-golf hole, accurately representing the dimensions and coordinates. Include all calculations and a written justification explaining your design choices and the geometric principles applied.

Final Product

What students will submit as the final product of the activityA scaled blueprint of a mini-golf hole, including a coordinate grid, accurate dimensions, perimeter and area calculations for all geometric shapes, and a written justification for the design choices.

Alignment

How this activity aligns with the learning objectives & standardsHSG-GPE.B.7 (Use coordinates to compute perimeters and areas); HSG-CO.A.1 (Know precise definitions)
šŸ†

Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Geometric Glossary & Real-World Hunt Rubric

Category 1

Geometric Glossary and Application

This category assesses the student's understanding and application of geometric terms through definitions, diagrams, and real-world examples.
Criterion 1

Geometric Definitions & Diagrams

Accuracy and completeness of geometric term definitions and diagrams.

Exemplary
4 Points

Demonstrates a sophisticated understanding of all geometric terms with accurate and detailed diagrams. Definitions are precise and thorough.

Proficient
3 Points

Demonstrates a thorough understanding of most geometric terms with accurate diagrams. Definitions are clear and complete.

Developing
2 Points

Shows an emerging understanding of geometric terms with diagrams that may contain minor inaccuracies or omissions. Definitions are partially complete.

Beginning
1 Points

Shows a beginning understanding of geometric terms with incomplete or inaccurate diagrams. Definitions are minimal or unclear.

Criterion 2

Real-World Examples

Relevance and clarity of real-world examples, demonstrating the application of geometric concepts.

Exemplary
4 Points

Provides insightful and highly relevant real-world examples that creatively demonstrate the application of geometric concepts within a mini-golf context.

Proficient
3 Points

Provides relevant and clear real-world examples that effectively demonstrate the application of geometric concepts within a mini-golf context.

Developing
2 Points

Provides real-world examples that are somewhat relevant but may lack clarity or direct connection to mini-golf design.

Beginning
1 Points

Provides real-world examples that are vague, irrelevant, or do not demonstrate the application of geometric concepts.

Criterion 3

Presentation Quality

Quality of presentation, including organization, labeling, and visual appeal.

Exemplary
4 Points

Presents a highly organized, visually appealing glossary with clear and accurate labeling of all diagrams and photographs. Demonstrates exceptional attention to detail.

Proficient
3 Points

Presents a well-organized glossary with clear labeling of diagrams and photographs. Demonstrates attention to detail.

Developing
2 Points

Presents a glossary that is somewhat organized, but may have inconsistencies in labeling or visual appeal.

Beginning
1 Points

Presents a glossary that is poorly organized, lacks clear labeling, and is visually unappealing.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning
Question 1

How did your understanding of geometric principles evolve as you designed and built your mini-golf course?

Text
Required
Question 2

To what extent were you able to apply geometric principles in real-world design and construction?

Scale
Required
Question 3

Which geometric shape was most challenging to incorporate into your design, and why?

Text
Required
Question 4

How effectively did you use coordinates to determine the dimensions of your mini-golf course?

Scale
Required
Question 5

In what ways could you improve your mini-golf course design, considering geometric principles?

Text
Required