Aaron Mancilla

National University
MAT 675
Assignment 2.2b

Building the Great Pyramid: 10th Grade

Geometry
Webquest
Geometric Measurement and Dimension (G-GMD)
Give an informal argument for the formulas for the
circumference of a circle, area of a circle, volume of a cylinder,
pyramid, and cone.
3. Use volume formulas for cylinders, pyramids, cones, and
spheres to solve problems.

Introduction

Introduction
As exceptional young scholars, we believe
that you can achieve anything. In this
lesson, you will be working in a group of four
students and will research on the Pyramids
located in Egypt. The purpose of this activity
is for you to collect information, find the
volume of the Great Pyramid, and build a
model of the Great Pyramid. In your groups
you will discuss the procedures of the model
and the materials used.

Task

Task
1.You will work in groups of four to research the reason
why the Egyptians constructed Pyramids.
2. You will also investigate why the Great Pyramid was
constructed.
3. You will also investigated the resources and
materials use.
3. You will also investigate the mathematics used to
design the Great Pyramid.
4.Using your research, you will construct a model of the
Great Pyramid and will present it to the class.
5. You will describe why your group would build the
Great Pyramid.

Process

Process
Step 1: Research the location of the Great Pyramid. Look at the
following link for more information
http://www.arthistory.upenn.edu//zoser/zoser.html.
Step 2: Research why the pyramids were build for. Use the
webquest http://www.classzone.com/webquest/u3/intro.cfm,
and research who were the gods and why the pyramids were
build for.
Step 3: Determine the materials used. Use the webquest
http://egyptianpyramidwebquest.weebly.com/index.html, to
better assist you with the material and resources used.
Step 4: Determine the items placed in side Pyramids.
Step 5: Explained who build the Pyramids and around what
time.

Process
Step 6: Create a list of the materials and resources used. Use the webquest
http://
www.personal.psu.edu/faculty/j/x/jxz8/Student_Webquests/Shatto/PYRAMID1.H
TM
to better assist you to determine the materials and resources used.
Step 7: Determine the area of the base of the Great Pyramid. Learn about
volumes and areas of pyramids by following the link
http://www.pbslearningmedia.org/resource/mgbh.math.g.volumes/comparing-vol
umes-of-cylinders-spheres-and-cones/
.
Step 8: Calculate the volume of the Great Pyramid. Use the website http://
www.pbs.org/wgbh/nova/pyramid/geometry/height.html to better assist you to
determine the high of the Great Pyramid.
Step 9: Explain why you would build the Great Pyramid, and what would you
place inside. You must also determine who would do the labor.
Step 10: Using old cardboards, blocks, wood or plastic construct a pyramid
representing the Great Pyramid. Note, you must limit your resources as the
Egyptians had limited resources.
Step 11: Make a short presentation of the model of the Great Pyramid and
Explain why you would build one.

Evaluation

Needs
Satisfactor Excellent
improveme y EVALUATION (21-30)
nt
(11-20)
(0-10)
Research

Research
not
conducted.

Missing
parts of the
research.

All parts
researched.

Calculations

Calculations
not correct.

Partial
calculations
correct and
few errors.

All
calculations
correct.

Collaboratio
n

Students
not engaged
during
research
and during
presentation
.

Students
not engage
during the
process
steps.

All the
students in
the group
participated
in the
process and
presentation

Presentation No
Students
presentation missing a
few parts
and missing
a few parts

Presentation
is detailed
and
encouraged
questions.

Points

Conclusion

Conclusion
Through this activity you learned that the resources
available to the Egyptians were limited, yet they made
it possible to construct massive constructions. Their
understanding of mathematics and geometry were
outstanding, to this day we are still discovering about
their applications. As you have seen, the Egyptians
made mathematics part of their lives. Similarly, our
society has done the same, but it can take a while for
us to realize that. By building your own model of the
Great Pyramid you encountered several difficulties, but
when you work as a group you overcame the obstacles.
In mathematics, you are also able to collaborate to
solve any problem.

Webquest and Resources

Used

Webquest and Resources

Used

Webquest
Egyptian Pyramid Webquest. Retrieved from http://
egyptianpyramidwebquest.weebly.com/
Shatto. The Great Pyramid. Retrieved from http://
www.personal.psu.edu/faculty/j/x/jxz8/Student_Webquests/Shatto/PYRAMID1
.HTM
McDougal Littell. (2005). A Pyramid for the Pharaoh . Retrieved from
http://www.classzone.com/webquest/u3/teacher.cfm
Resources
PBS Learning Media. (2015). Comparing Volumes of Cylinders, Spheres, and
Cones. Retrieved from
http
://www.pbslearningmedia.org/resource/mgbh.math.g.volumes/comparing-volu
mes-of-cylinders-spheres-and-cones
/
Treat, J. (2009, July 2). The Step Pyramid Complex of Djoser. Retrieved from
http://www.arthistory.upenn.edu//zoser/zoser.html
Nova. (1997). Pyramids. Retrieved from http
://www.pbs.org/wgbh/nova/pyramid/geometry/

References

References

California Department of Education (2013). California Common Core State

Standards Mathematics. Retrieved from http://www.cde.ca.gov

Egyptian Pyramid Webquest. Retrieved from

http://egyptianpyramidwebquest.weebly.com/

Shatto. The Great Pyramid. Retrieved from

http://www.personal.psu.edu/faculty/j/x/jxz8/Student_Webquests/Shatto/P
YRAMID1.HTM

McDougal Littell. (2005). A Pyramid for the Pharaoh . Retrieved from

http://www.classzone.com/webquest/u3/teacher.cfm