FACULTY: BACHELOR OF EDUCATION( ARTS )
DEPARTMENT: CURRICULUM AND EDUCATION MANAGEMENT
COURSE TITLE: LEARNING RESOURCE PROJECT
COURSE CODE: EDCI 398
PROJECT PROPOSAL
THE STRUCTURE OF A TRIANGULAR- BASED PRISM FOR BOOSTING ACADEMIC
PERFORMANCE SPECIFICALLY MATHEMATICS IN KIWANJA DAY SCHOOL.
PRESENTED BY,
DOMINIC NYAKUNDI NYAMWAMU
REG. NO: L11/1/1792/020
SCHOOL: KIWANJA DAY SECONDARY SCHOOL
REGION: LAIKIPIA ZONE
REGION COORDINATOR: PROF. KANJOGU
TP PERIOD: MAY TO AUGUST
DECLARATION
I Dominic Nyakundi declare that work covered in this learning resource project entitled:
A triangular-based prism, to display sides and angles is my work and contribution to the best of
my knowledge and has not been presented to any university or college for any academic award
or any other form of award.
STUDENT TEACHER
NAME: DOMINIC NYAKUNDI NYAMWAMU
REG. NO: L11/1/1792/020
SIGN:...................................
H.O.D MATHEMATICS
Name:................................................................
Sign:..................................................................
Date:.................................................................
SCHOOL PRINCIPAL
Name:................................................................
Sign:..................................................................
Date:...................................................................
Stamp:...............................................................
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ACKNOWLEDGEMENT.
I would like to express my sincere gratitude and appreciation to Mr. Maina the Head of
Mathematics Department for his guidance during the identification and development of the
learning resource project and for the patience ,intellectual support and encouragement rendered
throughout the teaching practice period .
Secondly, am grateful to my zone coordinator Prof. Kanjogu for her support and encouragement
that enhanced the identification of the project. I also appreciate the support given by Kiwanja
Day Secondary School led by the school Principal Mrs. Jane for the financial support and the
Director of Studies. They also offered a conducive environment for undertaking the learning
resource project.
My gratitude also goes to the Form One learners for the assistance they offered towards the
project. All glory, honor, praise and adoration to God for His love and everlasting grace that gave
me strength .
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DEDICATION.
I would like to fully dedicate this piece of work to Kiwanja Day Secondary School. It would help
both students and teachers during the teaching and learning process in tackling questions
concerning Mathematics.
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ABSTRACT
Mathematics is a vital discipline that is of important to human beings in solving daily arithmetic
problems. Mathematics is more of calculations and construction discipline that require relation
between abstract and mathematical concepts, facts and skills.
This means that students should understand majority of the mathematical concepts, facts and
ideas. This requires teachers to effectively use teaching and learning resources to improve
performance of the learners in mathematics as a subject done in the secondary level.
This learning resource would make much of its focus on mathematical discipline with a major
concern on area, volume of the triangular prism and the content coverage on trigonometry in the
understanding of Cosines, Tangents and Sines of a right-angled triangle.
The main goal of this learning and teaching aid is to improve learner’s centered mode of
instruction in mathematics that maximize much involvement of learners in learning during
classwork which in turn arouse interest among learners towards mathematics as a discipline.
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ABBREVIATIONS
T.S.C: TEACHERS SERVICE COMMISSION
K.C.S.E: KENYA CERTIFICATE OF SECONDARY EDUCATION
T.P: TEACHING PRACTICE
B.O.M: BOARD OF MANAGEMENT
KSH: KENYAN SHILINGS
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LIST OF FIGURES
Figure 1: Triangular-based prism …………………………………………………….. 6
TABLE OF CONTENTS
DECLARATION ............................................................................................................................. i
ACKNOWLEDGEMENT. ............................................................................................................. ii
DEDICATION............................................................................................................................... iii
ABSTRACT .................................................................................................................................. iv
ABBREVIATIONS ........................................................................................................................ v
LIST OF FIGURES....................................................................................................................... vi
Table 1: Work plan ……………………………………………………………………..Error! Bookmark not d
TABLE OF CONTENTS............................................................................................................... vi
CHAPTER ONE............................................................................................................................. 1
1.1 INTRODUCTION................................................................................................................. 1
1.2 BACKGROUND INFORMATION ......................................................................................... 2
1.3 PROJECT IDENTIFICATION ............................................................................................. 2
1.4 OBJECTIVES OF THE PROJECT................................................................................... 3
1. 5 IMPORTANCE FOR SELECTION OF THE PROJECT .................................................. 3
Table1 .......................................................................................................................................... 4
1. 6 PROJECT RELEVANCE..................................................................................................... 4
CHAPTER TWO: PROJECT DESCRIPTION AND PROJECT DESIGN ................................... 6
2.0 PROJECT DESCRIPTION ................................................................................................... 6
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2.1 MATERIALS USED ............................................................................................................. 7
2.2 PROJECT MODEL ............................................................................................................... 7
CHAPTER THREE: PROJECT DEVELOPMENT....................................................................... 9
3.1 PROCEDURE .................................................................................................................. 9
3.2 DELEGATION OF DUTIES ................................................................................................ 9
CHAPTER FOUR ........................................................................................................................ 10
CHAPTER FIVE...........................................................................................................................11
REFERENCES............................................................................................................................. 12
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CHAPTER ONE
1.1 INTRODUCTION
Triangular prism has a wide application in our daily lives for example roofing in many houses in
the country, in camping tents in wedges and axes. Most learners have difficulty in finding out the
surface area of triangular prism this prompted me to come up with a triangular prism model that
can be opened up and students can see and touch the faces, therefore making it easier for them to
calculate the surface area and volume of a triangular prism.
Mathematics as a subject in Kenyan Education system has many challenges some of these
challenges are explained in this paper. One of them is the lack or paucity of teaching and learning
assets as Mathematics aims at identifying the location of materials, their purposes in specific
areas of human endeavors as well as their transformation and evolution over time. This therefore
clearly illustrates that Mathematics as a subject should be extensively taught to the students since
they foster understanding to the individual and is an essential subject in different careers.
Mathematics is defined more as a science subject at secondary school level and as a compulsory
one from form one to form four. The teaching and learning resources of the subject should also
help the teachers to make a business of utilizing more analytic instructions with the aim of
erecting meaningful concrete experiences that would in turn assist the learners in calculating the
rate of volume and surface area on how the prism is.
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1.2 BACKGROUND INFORMATION
Kiwanja Day Secondary School is an institution of learning which falls in the category of a
public secondary school located in Kinamba town, Kirima sub-county of Laikipia West in
Laikipia County of Kenya.
The school in this article is a Christian based school and the expectations placed on this type of
school is to set moral standards among students. The religious denomination is a combination of;
Catholics & Protestant. This school has 416 learners with two different streams at the compound
except for the form one class that have three streams. Its staff comprised of 22 teachers in which
3 were from B.O.M 3 teachers from T.P and 15 teachers from T.S.C teachers. it has two sub-
ordinate staffs. It manages two sub-ordinate staffs. The school is under management of Mrs.
Jane, she is the school Principal and is responsible for the direction of the school.
On extensive analysis, I realized that learners are a bit below average in mathematics and more
so, angles, area, and volume of solids, being significant for most of the problems. It could have
been due to much acquisition of abstract knowledge without experimenting with learning
resources which are an actual entity. Specifically, the particular topic as surface area and volume
is considered to be a problem, and a triangular prism is among the covered topics, thus
stimulating me to create this project of the triangular prism.
1.3 PROJECT IDENTIFICATION
When I first joined my friend’s school Kiwanja Day secondary school on 13 th May, 2024, I
realized that I needed to have strong background information especially as it regards to the
teaching of Mathematics is concerned. This is because, the background information would assist
me in doing the following;
The background information would assist me to identify the areas of most concern and focus
when teaching Mathematics and also determine the teaching and learning equipment that can aid
in the understanding of Mathematics. On the process I discovered, there are teaching and
learning resources provided for by the school but they are limited. Indeed, the Ministry of
Education should also strive at promoting teaching and learning resources of Mathematics
among the teachers by creating some attractive and some tangible teaching and learning
materials.
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From the experience of teaching the learners and the discussion with the H.O.D, it would have
been useful to draw a model of the triangular prism, whereby the faces, cross section as well as
the base would be easily outlined, thus easy calculation of the volume and the surface area of the
triangular prism would be easily exercised.
1.4 OBJECTIVES OF THE PROJECT
The main objectives of this learning resource are:
1. To enhance practical applications that involves the computation of the volume and surface
area of a triangular based prism since it involves sides and corresponding angles.
2. To challenge the imagination of the learners to a real-life situation of the work out area.
3. To enable learners to appreciate formula used in calculating volume and surface area of a
triangular prism as it displays sides and angles.
4. To foster learner’s knowledge and understanding on finding the surface area and volume
of the solids as it is applicable and useful in life.
5. To enhance learner’s positive attitude towards mathematics by presenting concepts
practically rather than theoretical.
6. To expose the importance of learning mathematics in secondary school in relation to the
justification of the project.
1. 5 IMPORTANCE FOR SELECTION OF THE PROJECT
Mathematics subject is a compulsory subject in the secondary schools. Many students fail in it
not because it is hard but because of the negative attitude they have towards it. The teaching of
mathematics requires inductive approach for an effective and prosperous teaching and learning
process. It can be done through use models, calculation and use of charts and encourage learners
to practice on mathematics problems and consult where necessary.
Many of the secondary school teachers write often rely on the content of textbooks as the correct
teaching methods in class while it may not describe the content fully with ease to be understood
by the students.
After keen survey and consultation on the day I visited Kiwanja Day Secondary School I noted
that there was need to have a learning resource to enhance understanding and ease on concepts of
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triangular prism being taught among learners. The performance of this school is slightly below
average mainly because of poor attitude the learners have towards mathematics. The
performance in mathematics in KCSE as follows;
Year PERFORMANCE
2019 2.6
2020 3.2
2021 3.1
2022 3.0
2023 3.4
Table1
Therefore, when using this learning resource, the learners should be able to understand and easily
master concepts and their application for instance in the determination of surface area and
volume of triangular based prism. This is because the project is considered as a learning and
teaching resource has it entails much efforts on students to participate in the creation and use of it
in learning the surface area and its volume. Hence use of a learner centered approach which is
the best mode of delivering of mathematic concepts.
1. 6 PROJECT RELEVANCE
For the purpose of this project, it would be seen as a teaching and learning resource in the
classroom and outside the classroom. It would be used in teaching and learning process at any
form that is from form one up to form four level whenever the topic of finding the surface area
and volume of triangular prism is to be taught it would be very easy for the learners to grasp the
concepts. This project would allow for a review and revision of the taught processes as well as
retrieval of concepts.
The students should work in groups and apply functional knowledge in seeking the surface area
and volume of a triangular prism using the project as the core material.
This project would benefit from time during teaching as this would ensure that the program is
aligned to a learner centered approach and most of the work would be done on the learners.
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Moreover, the project would develop learner’s interest in the subject and thus enhance
performance in mathematics.
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CHAPTER TWO: PROJECT DESCRIPTION AND PROJECT DESIGN
2.0 PROJECT DESCRIPTION
Learners have better advantage when they see perform learning for instance when provided with
an opportunity to make own decision best approach is always seen.
Mathematics is one of the easiest subjects through which one can gain knowledge and skills for
instance in performing calculations on surface area and in uttering facts and figures that are
crucial in mathematical education and geometry especially surface area and volume which are
common areas of mastery in KCSE.
Iron nails and glue are used in joining the project of this work with a view to giving the project a
firm outlook that could easily allow it to be used for many years.
The edges of the five faces of the triangular prism would be joined using hinges. The model
would be opened up to give a net. The five faces would clearly be seen. One would be required
to measure the dimensions and find their area by adding the area of the two triangles and the
three rectangles, which forms the surface area of a triangular prism.
The length, height and width are also made of wood as the hypotenuse is the third dimension of a
rectangular plane. The sides of this model allow the learner have as many perspectives of the
triangular prism as he or she desires since they are jointed upright.
Such activities as collection of materials for making a triangular prism, jointing the woods with
iron nails and glue to make the above fruit, has made the students be involved in the making of a
learning resource. It also allows them to plan how to draw the diagram properly and label such
aspects as ABCDEF since such symbols may be used to represent sides and angles of the figure.
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PROJECT DESIGN
2.1 MATERIALS USED
The project is to be undertaken with utilization of the following materials.
1. Pieces Wood. 8. Ruler and pencils.
2. Nails.
3. Glue.
4. Hinges.
5. Plywood.
6. Hammer.
7. Handsaw.
2.2 PROJECT MODEL
TRIANGULAR PRISM
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Figure 1
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CHAPTER THREE: PROJECT DEVELOPMENT
3.1 PROCEDURE
i. Cut nine pieces of thin woods and measure them in different sizes, cut three rectangular
pieces of plywood, two-dimension 20cm by 30cm and one of dimension 30cm by 24cm
and two triangles pieces of plywood of dimension 20cm by 20cm by 24cm.
ii. Assemble hammer, nails and glue to be available for joining woods and framing using a
plywood.
iii. Frame the plywood using the hammer, nails and the pieces of wood and paint
the plywood.
iv. Joint the plywood using the nails and hinges to form a triangular prism.
v. Add glue on the vertices to ensure it is firm.
vi. Place it on the ground to make sure it is firm.
vii. Ensure angles are visible and they can be easily located.
3.2 DELEGATION OF DUTIES
The project would be carried out on a maximum of 10 weeks. The project would be done with
the collaboration of the teacher and the students. The learners who would be involved in the
development of the project would be specifically those from form two. They would be involved
in drawing a sketch and the net of triangular prism model, collecting timber, plywood, estimating
measurements in preparation of the real model and finally painting the model.
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CHAPTER FOUR
4 .1 PROJECT EFFECTIVENESS
The effectiveness of triangular prisms as geometric shapes can be evaluated based on their ability
to serve as a useful and efficient tool for specific purposes. Triangular prisms are a type of prism
that has a triangular base and parallel sides. They are commonly used in various fields such as
mathematics, physics, and engineering.
One of the main advantages of triangular prisms is their simplicity and ease of construction. They
can be easily manufactured and assembled using standard materials and techniques, making them
a cost-effective and efficient option for many applications. Additionally, their triangular shape
provides stability and structural integrity, making them suitable for use in various mechanical and
optical systems.
Triangular prisms are also highly versatile and can be used in a wide range of applications. For
example, they can be used to reflect or refract light in optical communication systems, to provide
structural support in mechanical systems, or to distribute forces in various engineering
applications. Their ability to perform these tasks effectively and efficiently makes them a
valuable tool in many different fields.
Overall, the effectiveness of triangular prisms as geometric shapes can be considered as high,
given their simplicity, versatility, and ability to serve as a useful and efficient tool for a wide
range of applications.
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CHAPTER FIVE
5.1 RECOMMENDATION
i. Create a detailed report documenting the project's objectives, methodology, results, and
conclusions.
ii. Analyze the data collected during the project to identify any patterns or trends in the
calculated areas of the triangular prisms.
iii. Validate the calculated areas by comparing them with known formulas for the surface
area of a triangular prism.
iv. Conduct an error analysis to identify any sources of error in the area calculations and
propose potential solutions or improvements.
v. Prepare a presentation summarizing the key findings and insights from the project to
share with peers or stakeholders.
vi. Suggest potential areas for future research or improvements in the methodology for
calculating the area of prisms.
vii. Seek feedback from peers or instructors to gain insights into areas for improvement or
further exploration.
viii. Discuss potential real-world applications of the project's findings and how the calculated
areas of triangular prisms could be utilized.
5.2 CONCLUSION
In conclusion, by using three lasers of different wavelengths to get an accurate measurement for
the apical angle of a prism, and then getting the minimum angle of deviation for these
wavelengths, the unknown refractive index of the prism can be evaluated to a moderately high
level of accuracy. The effectiveness of triangular prisms as geometric shapes can be considered
as high, given their simplicity, versatility, and ability to serve as a useful and efficient tool for a
wide range of applications.
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REFERENCES
1. Robert Allison Harris, John R. Sokatch, (2000), General description of the series.
2. Bonnie Coulter-Leech, (2006), Idea of Three-Dimensional shapes in geometry and how to be
measured.
3. Lester Gray French, 1895, Group of triangular and square prisms.
4. KLB Secondary Mathematics Book One, By KLB, (2008)
5. Discovering Secondary Mathematics Book One, By Vincent Owondo, First edition, First
Published in the year (2003).
6. P.A. Burrough, Fractal dimensions of landscapes and other environmental data, Nature (1981)
A. Fournier et al. Computer rendering of stochastic models Comm. of the ACM (1982) M.F.
Good child. The fractional Brownian process as a terrain simulation model B.B. Mandelbrot,
Fractals: form, chance and dimension
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