Mathematics for a new Taj Mahal

Secondary: (ages 11 – 14) Mathematics

The Taj Mahal is one of the wonders of the world and most visitors cannot wait to
get an iconic photo of the beautiful building. Look closely and you’ll see a great
example of line symmetry: one vertical line down the middle, and one along the
waterline. In this task, students question how the Taj Mahal was constructed and
use their knowledge of symmetry, lines, angles, geometrical shapes, and diagrams
to make their own designs like the Taj Mahal.
NB: This lesson plan includes annexes with adaptations for remote learning and
additional assessment possibilities

Time allocation 3-4 lesson periods

Subject content Apply mathematics to everyday life

Calculate area, length, and other geometrical properties
Use parallel and perpendicular lines to reflect symmetry

Creativity and This unit has a creativity and critical thinking focus:
critical thinking  Generate and play with a range of strategies and unusual
ideas to envision how to solve a real-life maths problem
 Consider different perspectives and reflect on strengths and
limitations of proposed solutions

Other skills Collaboration, Communication, Persistence/Perseverance

Key words geometry; trigonometry; arithmetic; design; symmetry;

architecture; inquiry; India; ratios; angles; parallel; perpendicular

Products and processes to assess

Students discuss and create construction plans for a new Taj Mahal and use creative and
critical thinking to identify ways to use mathematical principles to support this. They respond
to mathematical challenges and produce written work responding to a series of questions
about real-life applications of mathematics. At the highest levels of achievement, they
consider several ways of formulating and answering problems, some of which are novel or
original, and are able to explain and justify their positions.

This work was developed by the Learning Links Foundation (India) for the OECD for the CERI project Fostering and assessing creativity and
critical thinking skills. It is available under the Creative Commons Attribution-NonCommercial-ShareAlike 3.0 IGO licence (CC BY-NC-SA 3.0 IGO).
 Teaching and Learning plan

This plan suggests potential steps for implementing the activity. Teachers can introduce as many modifications as they see fit to adapt the activity to their teaching context.

Step Duration Teacher and student roles Subject content Creativity and critical
thinking
1 Lesson The teacher introduces the lesson with a brief history of the Indian civilization and the various Building understanding of
period 1 challenges historians, archaeologists, and others have faced to understand how the Taj Mahal the context of the problem
was constructed.

The teacher may decide at this point to ask the students to think of and list as many questions Posing questions to identify
as they can about how the Taj Mahal was built. Relating mathematical gaps in knowledge
concepts to real life:
As appropriate, this can be followed with an initial introductory discussion of possible ways in geometry,
which different branches of mathematics can help to plan the design and construction of trigonometry, scale
buildings. ratios, pulley systems
etc., as appropriate to
teaching context

Concept of symmetry in
mathematical terms
2 The teacher sets students the challenge of creating a construction plan for a building like the
Taj Mahal and makes them aware of the resources they will have for their construction, i.e.: Generating questions and
playing with unusual ideas
* Workers have different geometrical shaped blocks. These are made of wood and can be to work out how to use
attached to the other blocks by their edges. Calculating area, mathematics to approach a
length, and other real-life problem.
* Each block weights 10 to 15 kilograms. You will need to arrange the blocks taking into geometrical properties
account their shapes and sizes in order to make a symmetrical building. Envisioning and planning
Exploring symmetry
how to meaningfully solve a
* You can have as many workers as you need. The construction project employed around and ratios
mathematics problem
20,000 artisans under the guidance of a board of architects led by Ustad Ahmad Lahauri. The
domed marble tomb is part of an integrated complex consisting of gardens and two red-
Considering different
sandstone buildings surrounded by a crenelated wall on three sides.
perspectives and
 * You have a plentiful supply of wooden blocks. You also have all the water, sand, and clay you Using arithmetic to challenges linked to the
need for making additional structures like fountains and a garden. create work plans, proposed solutions
estimates of the
Students organize themselves into teams of 4-5 and begin discussing the challenge. What do amount of materials
they need to work out in order to come up with a construction plan? (e.g. How will they know needed, etc.
where to place materials and how will they transport them etc.) Teacher can visit each group
to encourage students to be as imaginative in their thinking as possible, help them organize
their ideas, and prompt them to consider the challenges listed in the appendix, as appropriate.

Students then begin to work through the challenges, where necessary drawing on their
knowledge of mathematics to generate possible solutions. Students should keep a record of
their thinking, calculations, and diagrams used or produced at each step of the process

Identifying relevant
mathematical concepts
and drawing on
knowledge of
mathematics to
support planning
process

3 Lesson The teacher checks on progress of groups thus far and provides guidance to continue with their Opportunities to Reflecting on steps taken so
period 2 work. Students can be encouraged to assess and revise their thinking as appropriate and the reinforce particular far, identifying and
(this teacher may help them become aware of any assumptions they are making (e.g. regarding areas of mathematical challenging own
may materials, people, time, resources etc.). If the teacher has a particular related area of knowledge as related assumptions, and reviewing
continue mathematical knowledge they want to reinforce, they may choose to present this to the class to the local curriculum alternatives
into a as a whole at this point.
third
period) Students continue to work on their plans with their groups until they have finished, when they
can be asked to present their work to the rest of the class if desired.
4 Lesson The teacher provides challenge questions for students to answer independently about the
period activity, for example:
3/4
1.
 a) What was the logic behind this building? Understanding the use Reflecting on steps taken to
b) What was the significance of this building? of symmetry pose and solve a problem
c) Why is symmetry used in the buildings? using mathematics
d) How did mathematics help you meet this challenge? Summarizing how and
why they used Explaining strengths and
2. Which part of your work are you most proud of? Why? Which part of the exercise was the mathematics acknowledging uncertainty
most difficult for your group? Why? After completing the activity, what questions do you still (arithmetic, geometry, and limits of proposed
have? trigonometry etc.) plans
during the challenge
3. Write an argumentative paragraph in response to the following question:
“Building on the exercise, discuss how and why symmetry can be used in the design of buildings
and other objects"
Students can be asked to give examples which include references to actual measurements in
their answer.

A potential extension is also to ask students to discuss potential advantages of asymmetry

relative to symmetry: for instance, is it more or less constraining than symmetry?

4. After looking at all the evidence we have studied in class overall what did you learn about
Mughal architecture from our symmetrical building exercise? What did you learn about
mathematics? What, if anything, are you still unsure or uncertain about? What was your
personal contribution to the group’s success? How did your group effectively work together? Communicating
mathematical
Students answer questions independently in writing and conclude the lesson by reporting back knowledge gained and
in small groups their findings and challenges. remaining challenges
Resources and examples for
inspiration

Web and
print
 Blueprints, history, and picture of the Taj Mahal: https://en.wikipedia.org/wiki/Taj_Mahal
Other
 Projector, poster board, markers/pencils, lined/graph paper, scale, measuring tape

Opportunities to adapt, extend, and

enrich
 A more extended consideration of the Golden Ratio could be incorporated into this activity. See,
for example, https://www.mathsisfun.com/numbers/golden-ratio.html
 Links could be made to history, geography, visual arts, physical science, and intercultural
understanding.
 Creativity and critical thinking •Mapping of the different steps of the lesson plan against the OECD rubric to identify the creative
rubric for maths and/or critical thinking skills the different parts of the lesson aim to develop

CREATIVITY CRITICAL THINKING

Steps Steps
Coming up with new ideas Questioning and evaluating ideas
and solutions and solutions

Make connections to other maths concepts 1 Identify and question assumptions and generally 1,3
INQUIRING or to ideas from other disciplines accepted ways to pose or solve a maths
problem

Generate and play with several approaches 2 Consider several perspectives on approaching a 2,3
IMAGINING to pose or solve a maths problem maths problem

Explain both strengths and limitations of

Pose and envision how to solve 2 different ways of posing or solving a math 4
DOING
meaningfully a maths problem in a problem based on logical and possibly other
personally novel way criteria

Reflect on steps taken to pose and solve a 3,4 Reflect on the chosen maths approach and 3,4
REFLECTING
maths problem solution relative to possible alternatives
 Annex 1: Remote learning
adaptations

This plan suggests potential steps for implementing the activity in online modes of delivery. Teachers can introduce modifications as they see fit to adapt
the activity to their teaching context.
Step Duration Teacher and student roles Subject content Creativity and critical Adaptations and considerations for online
thinking modes of delivery
1 Lesson The teacher introduces the lesson with a brief history of Building understanding NB: Many of these adaptations rely on
period 1 the Indian civilization and the various challenges of the context of the students and teachers having access to
historians, archaeologists, and others have faced to problem internet-connected devices. In contexts,
understand how the Taj Mahal was constructed. where this is not the case, more use could
be made of phone calls, WhatsApp type
The teacher may decide at this point to ask the students Relating Posing questions to applications, and paper worksheets.
to think of and list as many questions as they can about mathematical identify gaps in
how the Taj Mahal was built. concepts to real knowledge The introduction could be a recorded video
life: geometry, that students watch asynchronously or a
As appropriate, this can be followed with an initial trigonometry, live whole-class video conferencing call can
introductory discussion of possible ways in which different scale ratios, be held to begin the unit.
branches of mathematics can help to plan the design and pulley systems
construction of buildings. etc., as Question generation can be done
appropriate to independently or during video
teaching context conferencing breakout rooms. It may be
helpful to use a collaborative document or
Concept of whiteboard to collect and share all student
symmetry in questions.
mathematical
terms Group discussions can take place in
breakout rooms, in independently
scheduled group calls with the teacher
joining at set times, through a written
discussion board or WhatsApp group.
2 The teacher sets students the challenge of creating a The teacher can assign groups a set way of
construction plan for a building like the Taj Mahal and Generating questions communicating (e.g. regular group calls, a
makes them aware of the resources they will have for their and playing with discussion board, text messaging, or
construction, i.e.: unusual ideas to work breakout rooms during whole-class
Calculating area, out how to use sessions). A schedule can be made for when
* Workers have different geometrical shaped blocks. length, and other mathematics to the teacher will join small group calls or
These are made of wood and can be attached to the other geometrical approach a real-life breakout rooms to give feedback and check
blocks by their edges. properties problem. progress. Students can also use online tools
such as Google Sketch or Tinkercad to work
* Each block weights 10 to 15 kilograms. You will need to Exploring
Envisioning and collaboratively.
arrange the blocks taking into account their shapes and symmetry and
planning how to
sizes in order to make a symmetrical building. ratios
meaningfully solve a Once they have understood the task,
mathematics problem groups can begin to work independently
* You can have as many workers as you need. The
with the teacher joining for some of each
construction project employed around 20,000 artisans
Using arithmetic Considering different group discussion. Clear guidelines will need
under the guidance of a board of architects led by Ustad
to create work perspectives and to be set for when they should finish the
Ahmad Lahauri. The domed marble tomb is part of an
plans, estimates challenges linked to task, how they should behave in small
integrated complex consisting of gardens and two red-
of the amount of the proposed solutions group discussions, and when and how they
sandstone buildings surrounded by a crenelated wall on
materials needed, can contact the teacher if they are stuck.
three sides.
etc.
* You have a plentiful supply of wooden blocks. You also Students can be asked to keep a record of
have all the water, sand, and clay you need for making their work, for example, by using an online
additional structures like fountains and a garden. collaborative document (e.g. google
sheets), a digital portolio (e.g. Open School
Students organize themselves into teams of 4-5 and begin eportfolio, Sesame, or Seesaw) or using an
discussing the challenge. What do they need to work out online whiteboard (e.g. Miro). These can be
in order to come up with a construction plan? (e.g. How viewed in real time by the teacher as an
will they know where to place materials and how will they additional method to assess progress.
transport them etc.) Teacher can visit each group to
encourage students to be as imaginative in their thinking
as possible, help them organize their ideas, and prompt Identifying
them to consider the challenges listed in the appendix, as relevant
appropriate. mathematical
concepts and
drawing on
 Students then begin to work through the challenges, knowledge of
where necessary drawing on their knowledge of mathematics to
mathematics to generate possible solutions. Students support planning
should keep a record of their thinking, calculations, and process
diagrams used or produced at each step of the process

3 Lesson The teacher checks on progress of groups thus far and Opportunities to Reflecting on steps This can take place in a whole-class video
period 2 provides guidance to continue with their work. Students reinforce taken so far, identifying conferencing call before students return to
(this can be encouraged to assess and revise their thinking as particular areas of and challenging own their group calls/breakout
may appropriate and the teacher may help them become mathematical assumptions, and rooms/discussion forums
continue aware of any assumptions they are making (e.g. regarding knowledge as reviewing alternatives
into a materials, people, time, resources etc.). If the teacher has related to the If students are asked to present, they can
third a particular related area of mathematical knowledge they local curriculum do this in a whole-class video conferencing
period) want to reinforce, they may choose to present this to the session by sharing their screen – or they can
class as a whole at this point. be asked to pre-record their presentation
and share a link, along with sharing
Students continue to work on their plans with their groups permissions for any video or audio clips
until they have finished, when they can be asked to they have integrated into the presentation.
present their work to the rest of the class if desired. Other students can then review these
presentations asynchronously in between
live sessions.
4 Lesson The teacher provides challenge questions for students to This can be independent written work that
period answer independently about the activity, for example: has to be submitted to the teacher by an
3/4 agreed date in an agreed format (e.g. over
1. email, WhatsApp or on the learning
a) What was the logic behind this building? Understanding Reflecting on steps platform).
b) What was the significance of this building? the use of taken to pose and solve
c) Why is symmetry used in the buildings? symmetry a problem using OR these can be oral discussions that take
d) How did mathematics help you meet this mathematics place in small group calls or breakout
challenge? Summarizing how rooms.
and why they Explaining strengths
2. Which part of your work are you most proud of? Why? used and acknowledging If students are asked to create written work
Which part of the exercise was the most difficult for your mathematics uncertainty and limits on collaborative documents, these can
group? Why? After completing the activity, what (arithmetic, of proposed plans easily be shared with other groups so that
questions do you still have? geometry, students can see similarities and
trigonometry
3. Write an argumentative paragraph in response to the etc.) during the divergences in how the task has been
following question: challenge approached by others.
“Building on the exercise, discuss how and why symmetry
can be used in the design of buildings and other objects"
Students can be asked to give examples which include
references to actual measurements in their answer.

A potential extension is also to ask students to discuss

potential advantages of asymmetry relative to symmetry:
for instance, is it more or less constraining than
symmetry?

4. After looking at all the evidence we have studied in class

overall what did you learn about Mughal architecture
from our symmetrical building exercise? What did you Communicating
learn about mathematics? What, if anything, are you still mathematical
unsure or uncertain about? What was your personal knowledge
contribution to the group’s success? How did your group gained and
effectively work together? remaining
challenges
Students answer questions independently in writing and
conclude the lesson by reporting back in small groups their
findings and challenges.
 Annex 2:
Additional assessment activities

There are many ways this activity can be assessed in addition to attention to the processes and products already outlined. Here are just some possible
activities, many of which can be used for either formative or summative assessment and which aim to assess both subject knowledge and creative and/or
critical thought.
DETAILS POSSIBLE CRITERIA POSSIBLE ONLINE MODES OF
DELIVERY

HOMEWORK Students could be asked to find another example of a  Ability to identify and explain symmetry Independent, asynchronous
famous building that uses symmetry and explain what  Ability to appraise examples of symmetry homework submitted to the teacher
this brings to the building by making comparisons to the  Ability to consider and review different in an agreed timeframe and format
Taj Mahal. Which is the better example of symmetry and perspectives on symmetry
why? Would everybody agree or is there different
perspectives on this?
PORTFOLIO/ Students could be asked to record their activities,  Effort put in to creating a high quality Digital portfolios can be used for
PROJECT calculations, and reflections in a portfolio. The exact output this. There are many available
content of the portfolio could be designed by the  Correct and relevant mathematical online Or students could simply
students or assigned by the teacher and may also include equations and knowledge create and submit a
self-assessment according to the rubrics  Ability to generate ideas for interesting and PowerPoint/link or scanned copy of
related portfolio entries work done on paper, which
 Ability to appraise own work and identify documents their project.
and explain critical and creative thinking It is useful to provide teacher
feedback during the process of
development
EXAM/QUIZ Students could be asked under timed conditions to  Correct and relevant mathematical In a live session or as a take-home
“explain at least 3 different ways they used mathematics equations exam
in this task and give some examples of the calculations  Ability to identify and evidence creative
made for each” and then “explain three ways we used and critical thinking
creative/critical thinking in this task and give an example  Ability to generate ideas for ways in which
of what I mean for each” mathematics can/did help meet an
architectural challenge
 Additionally or alternatively, students could be set a mini
timed challenge in which they are presented with an
architectural drawing for a new building and they have to
generate mathematic calculations to help inform the
design of at least three aspects of the building.
CREATIVE Students could be asked to write a ‘why mathematics is  Correct and relevant mathematical Independently, offline with regular
OUTPUT useful in the real world’ manifesto, giving examples from equations, reasoning, and examples check-ins from the teacher to
the activity to show how mathematics can be used to  Ability to generate original ideas and provide formative feedback as
inform everyday and professional activities. What product original content to explain how appropriate. Submitted to the
assumptions do you think people have about maths can be used in everyday life teacher through an agreed format
mathematics and how can you come up with creative  Ability to identify and challenge
content to challenge those assumptions? assumptions about mathematics
PERFORMANCE/ Students could be asked to give a presentation on how  Correct and relevant mathematical This can take place in a live video
they used mathematics to help them design a new Taj equations, reasoning, and examples conference session or students can
PRESENTATION
Mahal. They can also be asked to reflect on the strengths  Presenting style and skills pre-record and submit a
and limitations of their work and how they used critical  Ability to appraise own work and identify presentation/link. Note that video
and creative thought. and explain critical and creative thinking clips can be too heavy for some
email systems. If the student emails
a link to the presentation, they may
need to ensure permissions are
shared for each embedded video or
audio clip individually in addition to
presentation itself.
 Annex 3

POSSIBLE CHALLENGES FOR STUDENTS TO CONSIDER:

1. It's easy to use the wooden blocks to construct a building, but how can you align the blocks
to make a symmetrical shape?

2. Design a simple, labour efficient way to move blocks from the store to the construction
site. What materials do you need to move each block? How many blocks will you need on
each side of the symmetrical plane? How long will it take?

3. To ensure that the building gets off to a good start you need to make sure the 65 hectare
(250m x 250m) base is perfectly smooth and level with no bumps, undulations, or hollows
more than .3 of a metre above or below a perfectly level surface. How can you make sure the
site is this level? Devise a survey and inspection system to achieve this.

4. You need to make sure the initial floor plan of the building is correct. Devise a survey and
inspection system to achieve this.

Note: you cannot use a protractor since it's not accurate enough.

Hint: use geometry on a very large scale!

5. The building has to be right angled with no deviation anywhere from bottom to top. Devise
a system to make sure every outer block is at exactly the correct angle. For this problem you
do have a protractor. It's easy to get the first blocks into place, but it becomes much harder
to move the blocks up for the top half of the structure. Devise a system to move blocks up to
the top half of the structure in a labour efficient manner. You need to raise them 60 to 140m
(the block at the very top is 140m above ground level).

Notes:

a) You can use pulleys since the early Indians did have them.

b) You cannot build a straight ramp up the side of the building.

7. Work out the logistics of the building.

a) List all the jobs directly necessary in building such a building.

b) Estimate how many people you need doing each job each day (on average) in order
to cut out, move, raise, and correctly position the blocks. i.e. How many blocks need
to be used?

c) What materials, tools, and supplies do you need to do the job? How much of each
item do you need?
d) List the support materials and all the workers will need. i.e How much food, what
sort of pottery, what materials must be made by someone else for the workers’ use.
Prepare an estimate of everything and every job needed to work on the structure.

e) Create an organizational structure showing who will oversee what, and who will
report to whom.