Standard #: MAFS.912.G-MG.1.2 (Archived Standard)


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Apply concepts of density based on area and volume in modeling situations (e.g., persons per square mile, BTUs per cubic foot).


General Information

Subject Area: Mathematics
Grade: 912
Domain-Subdomain: Geometry: Modeling with Geometry
Cluster: Apply geometric concepts in modeling situations. (Geometry - Major Cluster) -

Clusters should not be sorted from Major to Supporting and then taught in that order. To do so would strip the coherence of the mathematical ideas and miss the opportunity to enhance the major work of the grade with the supporting clusters.

Date Adopted or Revised: 02/14
Date of Last Rating: 02/14
Status: State Board Approved - Archived
Assessed: Yes

Test Item Specifications

    N/A

    Assessment Limits :
    Items may require the student to use knowledge of other Geometry
    standards.
    Calculator :

    Neutral

    Clarification :
    Students will apply concepts of density based on area in modeling
    situations.

    Students will apply concepts of density based on volume in modeling
    situations. 

    Stimulus Attributes :

    Items must be set in a real-world context

    Response Attributes :
    Items may require the student to apply the basic modeling cycle.

    Items may require the student to use or choose the correct unit of
    measure.



Sample Test Items (1)

Test Item # Question Difficulty Type
Sample Item 1

The population of Florida in 2010 was 18,801,310 and the land area was 53,625 square miles. The population increased by 5.8% by 2014.

A. To the nearest whole number, what is the population density, in people per square mile, for Florida in 2014?

B. To the nearest whole number, how much did the population density, in people per square mile, increase from 2010 to 2014?

N/A EE: Equation Editor


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Problem-Solving Tasks

Name Description
How thick is a soda can? (Variation II):

This problem solving task asks students to explain which measurements are needed to estimate the thickness of a soda can. Multiple solution processes are presented.

How thick is a soda can? (Variation I):

This problem solving task challenges students to find the surface area of a soda can, calculate how many cubic centimeters of aluminum it contains, and estimate how thick it is.

How many leaves on a tree? (Version 2):

This is a mathematical modeling task aimed at making a reasonable estimate for something which is too large to count accurately, the number of leaves on a tree.

How many leaves on a tree?:

This is a mathematical modeling task aimed at making a reasonable estimate for something which is too large to count accurately, the number of leaves on a tree.

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This problem solving task challenges students to apply the concepts of mass, volume, and density in the real-world context to find how many cells are in the human body.

Eratosthenes and the circumference of the earth:

This problem solving task gives an interesting context for implementing ideas from geometry and trigonometry.

Archimedes and the King's Crown:

This problem solving task uses the tale of Archimedes and the King of Syracuse's crown to determine the volume and mass of gold and silver.



Parent Resources

Problem-Solving Tasks

Name Description
How thick is a soda can? (Variation II):

This problem solving task asks students to explain which measurements are needed to estimate the thickness of a soda can. Multiple solution processes are presented.

How thick is a soda can? (Variation I):

This problem solving task challenges students to find the surface area of a soda can, calculate how many cubic centimeters of aluminum it contains, and estimate how thick it is.

How many leaves on a tree? (Version 2):

This is a mathematical modeling task aimed at making a reasonable estimate for something which is too large to count accurately, the number of leaves on a tree.

How many leaves on a tree?:

This is a mathematical modeling task aimed at making a reasonable estimate for something which is too large to count accurately, the number of leaves on a tree.

How many cells are in the human body?:

This problem solving task challenges students to apply the concepts of mass, volume, and density in the real-world context to find how many cells are in the human body.

Eratosthenes and the circumference of the earth:

This problem solving task gives an interesting context for implementing ideas from geometry and trigonometry.

Archimedes and the King's Crown:

This problem solving task uses the tale of Archimedes and the King of Syracuse's crown to determine the volume and mass of gold and silver.



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