Project Grade 10 Math
Kelmarsh Valley Irrigation District: Allocating a Short Supply
A five-session grade 10 project in which teams display thirty fictional parcel requests, model district constraints, and propose a seasonal allocation rule.
Objectives
- Students will select and justify the quantities they use to report a water allocation.
- Students will represent a set of parcel water requests with both a histogram and a box plot.
- Students will express district limits as a system of inequalities and classify allocation rules as viable or non-viable.
Vocabulary
- Acre-foot
- The amount of water it takes to cover one acre of land, about the size of a football field, one foot deep. Western states use acre-feet to measure large amounts of water.
Also: allocation, constraint, histogram, box plot
Teacher overview
The Kelmarsh Valley Irrigation District, its thirty farm parcels, and every figure in this project are fictional. Teams act as staff analysts asked to recommend how a short seasonal supply should be divided among growers who together requested far more water than the district holds, and to recommend a price that covers the season's fixed costs. The final deliverable is a written proposal of four to six pages plus an eight-minute presentation to a fictional district board, and the project runs across five sessions of sixty minutes each.
Project Brief
Driving question. When a fictional irrigation district cannot fill every request, what rule should it use to divide the water, and how should it report the result to growers?
The client. You are staff analysts for the Kelmarsh Valley Irrigation District, a fictional district that delivers surface water to thirty farm parcels and to the town of Kelmarsh. The district board will hear your recommendation at the end of the project.
The supply. This season the district expects 4,200 acre-feet in total. A standing contract sends 900 acre-feet to the town before any farm water is delivered. That leaves 3,300 acre-feet for the thirty parcels.
The requests. The thirty parcels asked for these amounts, in acre-feet: 40, 55, 62, 70, 75, 80, 85, 90, 95, 100, 105, 110, 115, 120, 125, 130, 140, 150, 160, 170, 180, 200, 220, 240, 260, 290, 320, 380, 450, 600. The requests total 5,217 acre-feet, well above what the district can deliver.
The money. The district's fixed costs for the season are $780,000 in this fictional scenario. The district recovers costs through a single price per acre-foot delivered, charged the same to the town and to every parcel.
Constraints your model must carry. Total deliveries cannot exceed 4,200 acre-feet. The town must receive its 900 acre-feet. No parcel may receive more than it requested. Revenue must at least cover the $780,000 in fixed costs. Your board also insists that no parcel receive less than 25 percent of what it asked for.
What you turn in. A written proposal of four to six pages containing your quantity memo, both data displays, your system of inequalities with a graphed feasible region for two decision variables, a table of three candidate allocation rules marked viable or non-viable, your recommended rule, and your recommended price per acre-foot. You also give an eight-minute presentation to the fictional board, and you must answer one question from the board about a grower who is unhappy with your rule.
Milestones
Session 1, quantity memo. Write one page naming the quantities your team will report and defending each choice. Candidates include acre-feet delivered per parcel, percent of request filled, and dollars per acre-foot. Choose two as your primary reporting quantities and explain what question each one answers for a grower. Turn in the memo at the end of the session.
Session 2, data displays. Build a histogram of the thirty fictional parcel requests, stating the bin width you chose and why. Build a box plot of the same thirty values, marking the median and both quartiles. Write two sentences on what the histogram shows that the box plot hides, and two sentences on the reverse. Turn in both displays.
Session 3, constraint model. Choose two decision variables, such as a flat amount given to every parcel and a percentage of each request. Write at least four inequalities from the constraints in the brief, graph them on labeled and scaled axes, and shade the feasible region. Turn in the graph with each boundary labeled by the constraint it carries.
Session 4, candidate rules and price. Test three allocation rules against your model: an equal share for every parcel, a fixed percentage of each request, and a rule of your own design. Build a table showing, for each rule, the water each of the thirty parcels receives, the total delivered, and whether the rule is viable. Compute the price per acre-foot that recovers the $780,000 in fixed costs under your recommended rule. Turn in the table and the price.
Session 5, board presentation. Present for eight minutes to the fictional board, using your two reporting quantities from Session 1 throughout. Answer one challenge question from the board about the grower who requested 600 acre-feet. Turn in the finished written proposal at the end of the session.
From Water for Schools (waterforschools.org). This material is in the public domain (CC0) and may be copied, edited, and shared freely.
Rubric
Criterion 1: Choice and use of quantities.
- Advanced. Two reporting quantities are named, each is defended by the question it answers for a grower, and both are used consistently in the table, the graph, and the presentation.
- Proficient. Two quantities are named and defended, and both appear in the proposal, with minor inconsistencies in units or labels.
- Developing. Quantities are named but the defense is thin, or one quantity is dropped after the memo.
- Beginning. No clear choice of reporting quantity is made, and units shift without explanation.
Criterion 2: Data displays.
- Advanced. The histogram states and justifies its bin width, the box plot marks the median and both quartiles correctly, and the written comparison names a specific feature each display reveals or conceals.
- Proficient. Both displays are correct and labeled, and the comparison is accurate but general.
- Developing. One display is correct, or both are present with errors in bins, quartiles, or labels.
- Beginning. Displays are missing, unlabeled, or built from the wrong values.
Criterion 3: Constraint model and viability.
- Advanced. At least four inequalities capture the supply, contract, request, budget, and minimum share limits, the feasible region is correctly shaded on labeled axes, and each of the three candidate rules is marked viable or non-viable with the specific constraint cited.
- Proficient. Four inequalities are written and graphed correctly, and the three rules are classified with reasons given for most.
- Developing. Fewer than four constraints appear, or the shading and the classifications disagree with each other.
- Beginning. Constraints are listed in words only, with no system, graph, or viability test.
Criterion 4: Proposal and presentation.
- Advanced. The proposal recommends one rule and one price, ties both to the fictional district's stated limits, and the presentation answers the board's challenge question about the largest grower with a reason drawn from the model.
- Proficient. The proposal recommends a rule and a price supported by the model, and the presentation answers the challenge question adequately.
- Developing. A recommendation appears but is weakly connected to the model, or the price does not recover the stated fixed costs.
- Beginning. No clear recommendation is made, or the presentation does not use the team's own analysis.
Differentiation
Support
Give teams the fictional parcel requests already sorted from least to greatest, with the median and quartiles marked, so Session 2 begins at the display step. Provide two of the four inequalities already written, and offer a partly completed allocation table for the equal-share rule so Session 4 starts from a worked example.
Extension
Ask teams to add a second season to the fictional model, in which parcels that took a reduced share this year receive priority next year, and to express that carryover as an additional constraint. A further challenge is to compare a single price per acre-foot with a two-tier price that charges more above a stated volume, and to argue which recovers the fixed costs more fairly.
ELL supports
Provide a labeled diagram of the fictional district showing the reservoir, the canal, the town, and a row of parcels, with the words allocation, request, and delivery placed on the picture. Offer a proposal outline with section headings and one sentence frame under each, such as "We recommend dividing the water by ___ because ___," and allow the board presentation to be delivered from a written script.
Extensions
Have teams present their fictional Kelmarsh Valley proposal to a second class acting as growers rather than as a board, and revise one section based on the objections they hear. A short written account of what changed and why makes a useful bridge to a later unit on public comment and rate setting.