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Nelson Education > School > Mathematics K-8 > Math Focus > Grade 6 > Student Centre > Web Quests > Chapter 8
 

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Chapter 8 - Measurement

Planning an Aquatics Centre

INTRODUCTION

There are many swimming competitions at the summer Olympics and several pools are needed for the games. The London 2012 Aquatics Centre has an Olympic-sized competition pool, a training pool, and a diving pool.

 

THE TASK

Imagine that you are part of the construction crew building the London 2012 Aquatics Centre. You have been asked to order the concrete for the three pools and estimate the cost of the concrete. The concrete is used to line the insides of the pools and costs $60 for one square metre.

 

THE PROCESS

  1. Visit London 2012 Aquatics Centre to read about the London Aquatics Centre.
  2. The competition pool is 50 m long, 25 m wide and 2 m deep. The training pool is 50 m long, 21 m wide and 2 m deep. The diving pool is 25 m long, 21 m wide and 5 m deep.
  3. Use a ruler to draw plans for the three pools. Label the dimensions.
  4. Calculate the area of the bottom and the four walls of each pool.
  5. If it costs $60 for one square metre of concrete, determine the cost of concrete needed to cover the insides of each pool.
  6. If each swimming lane is 2.5 m wide, how many lanes will fit in the competition pool? Explain.
  7. Which pool has the largest volume? Explain.

RESOURCES

Website:

London 2012 Aquatics Centre

 

Materials:

pencil
ruler
grid paper
calculator

 

ASSESSMENT

Mathematical Processes Work meets standard of excellence Work meets standard of proficiency Work meets acceptable standard Work does not yet meet acceptable standard
Connections

• I made insightful connections between real-world contexts and mathematical ideas.

 • I made meaningful connections between real-world contexts and mathematical ideas. • I mades simple connections between real-world contexts and mathematical ideas. • I made minimal or weak connections between real-world contexts and mathematical ideas.
Visualization • I used visual representations insightfully to foster/demonstrate a thorough understanding of measurement. • I used visual representations meaningfully to foster/demonstrate a reasonable understanding of measurement. • I used visual representations simply to foster/demonstrate a basic understanding of measurement. • I used visual representations poorly to foster/demonstrate an incomplete understanding of measurement.
  • I used insightful visual representations that lead to an effective solution. • I used meaningful visual representations that lead to a workable solution.
 • I used simple visual representations that lead to a general solution.
 • I used unclear visual representations that lead to an inaccurate solution.
Problem Solving • I developed a thorough plan for solving the problem. • I developed a workable plan for solving the problem. • I developed a basic plan for solving the problem. • I developed a minimal and/or flawed plan for solving the problem.

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