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

  1. Students will select and justify the quantities they use to report a water allocation.
  2. Students will represent a set of parcel water requests with both a histogram and a box plot.
  3. 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.

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.