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Maths Assessment Task Lana Jamil Year 9
Maths Assessment Task Lana Jamil Year 9
Year 9
Unit: Web teachers
Due Date: 12th September 2018 (9AM)
Key Concept: Related Concepts: Global Context: MYP Criteria:
Relationship Representation Orientation in Space and C - Communicating
and Measurement Time D - Applying mathematics in real-
life contexts
Statement of inquiry:
Understanding the relationship between shapes helps us.
ATL Skills
Communication
BOSTES outcomes:
MA5.2-1WM - selects appropriate notations and conventions to communicate mathematical
ideas and solutions
MA5.2-2WM - interprets mathematical or real-life situations, systematically applying appropriate
strategies to solve problems
MA5.2-3WM - constructs arguments to prove and justify results
MA5.2-13MG- applies trigonometry to solve problems, including problems involving bearings
MA5.2-14MG - calculates the angle sum of any polygon and uses minimum conditions to prove
triangles are congruent or similar
Description of Activity:
Google are introducing a new web based mathematics learning platform to allow children in countries
where education is not available due to war and displacement to learn. They have requested the help
of AIA Kellyville students to create a short online tutorial video teaching Congruence and Trigonometry
to 14 year olds. The video must be accompanied by the completed task sheet which will have all
working out cleraly set out with units if required.
The video must have clear concise explanations and answer the questions set out in this task sheet as
examples.
The video must not exceed 8 minutes in duration.
Criterion C – Communication
Achievement Level descriptor Task Specific
level
0 The student does not reach a standard described by any
of the descriptors below.
1–2 The student is able to: The student is able to describe in non-mathematical
use limited mathematical language language how to calculate the longest side of a right
use limited forms of mathematical representation angle triangle and expressing ratio in simplest form.
to present information The explanation is unclear but reaches a final answer.
communicate through lines of reasoning that are
difficult to interpret.
3–4 The student is able to: The student is able to describe with some
use some appropriate mathematical language mathematical language on how use trigonometric
use appropriate forms of mathematical ratios for calculation and use similarity to find the
representation to present information adequately unknown side. The explanation is mostly clear and
communicate through lines of reasoning that are reaches a final answer. There is use of drawings/
able to be understood, although these are not working out or animations to aid explanation.
always coherent
adequately organize information using a logical
structure.
5–6 The student is able to: The student is able to describe with mostly
usually use appropriate mathematical language mathematical language on how to use trigonometry
usually use appropriate forms of mathematical and similarity to find missing sides and angles. The
representation to present information correctly explanation is clear and reaches a final answer and
communicate through lines of reasoning that are always remembers units. There is use of
usually coherent drawings/working out or animations to aid
present work that is usually organized using a explanation. The explanation is mostly logical with
logical structure. steps followed.
7–8 The student is able to: The student is able to describe with clear mathematical
usually use appropriate mathematical language language on how to use trigonometry and similarity to
usually use appropriate forms of mathematical find missing sides and angles They are able to apply
representation to present information correctly this to problem solving questions The explanation is
communicate through lines of reasoning that are clear and reaches a final answer and always
usually coherent remembers units. There is use of drawings/working out
present work that is usually organized using a or animations to aid explanation. The explanation is
logical structure. logical with steps followed, clear and concise.
Criterion D: Applying mathematics in real-life contexts
Achievement Level descriptor Task Specific
level
0 The student does not reach a standard described by any of the
descriptors below.
1–2 The student is able to: The student is able to describe in non-
identify some of the elements of the authentic real-life mathematical language how to calculate the
situation longest side of a right angle triangle and
apply mathematical strategies to find a solution to the expressing ratio in simplest form. The
authentic real-life situation, with limited success. explanation is unclear but reaches a final
answer.
3–4 The student is able to: The student is able to describe with some
identify the relevant elements of the authentic real-life mathematical language on how use
situation trigonometric ratios for calculation and use
select, with some success, adequate mathematical similarity to find the unknown side. The
strategies to model the authentic real-life situation. explanation is mostly clear and reaches a final
apply mathematical strategies to reach a solution to the answer. There is use of drawings/ working out
authentic real-life situation or animations to aid explanation.
describe whether the solution makes sense in the context
of the authentic real-life situation.
5–6 The student is able to: The student is able to describe with mostly
identify the relevant elements of the authentic real-life mathematical language on how to use
situation. trigonometry and similarity to find missing
select adequate mathematical strategies to model the sides and angles. The explanation is clear and
authentic real-life situation. reaches a final answer and always remembers
apply the selected mathematical strategies to reach a valid units. There is use of drawings/working out or
solution to the authentic real-life situation. animations to aid explanation. The explanation
describe and discuss the degree of accuracy of the is mostly logical with steps followed.
solution whether the solution makes sense in the context
of the authentic real-life situation.
7–8 The student is able to: The student is able to describe with clear
identify the relevant elements of the authentic real-life mathematical language on how to use
situation. trigonometry and similarity to find missing
select appropriate mathematical strategies to model the sides and angles They are able to apply this to
authentic real-life situation. problem solving questions The explanation is
apply the selected mathematical strategies to reach a clear and reaches a final answer and always
correct solution. remembers units. There is use of
explain the degree of accuracy of the solution and drawings/working out or animations to aid
whether the solution makes sense in the context of the explanation. The explanation is logical with
authentic real-life situation. steps followed, clear and concise.
ATL Descriptor
Communication
1 – Never 2-Rarely 3-Sometimes 4-Usually 5-Consistently
Reflection
I think I will achieve a level 7 (Criteria C 1-8) in communication because…
Complete after finishing the assessment before the teacher has marked
I think I will achieve a level 7, as I completed all of the questions to my knowledge correctly
and I explained how to do it in the video. But, I did submit my assessment late.
I achieved a level _____ because…
Complete after receiving the marked work back
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
____________________________________
Reflection
I think I will achieve a level _____ (Criteria D1-8) in Applying mathematics in real-life contexts
because…
Complete after finishing the assessment before the teacher has marked
I think I will also achieve a level 7 for this too. I completed all of the questions and showed
all of the working out.
I achieved a level _____ because…
Complete after receiving the marked work back
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
____________________________________
X= hypotenuse
Pythagoras formula
√𝑎2 + 𝑏 2 = 𝑐
16
16:24 = 24
16÷8= 2
2
24÷8= 3 =3
Answer = 2:3
Converting km to cm
1km = 100,000 cm
3 x 100000 = 300000 cm
1cm:300000 cm
1: 300000
Level 3-4
5. What is the value of x in the figure below, correct to 2 decimal places?
𝑎2 = √𝑐 2 − 𝑏 2
√15.42 − 12.12 = 9.525
9.525 rounded to 2DP = 9.53
6. In the figure below the 2 triangles are similar. Find the value of EF
AC= EF X=5
AB= DE 45=15
CB= FD
15X= 45X5
15X= 225
X=225÷15 X=15
16 4
=
24 3
𝑥 4
=
9 3
3x=9x4
3x=36
36÷3= 12
XZ=12 cm
YZ= 16
16-12 = 4CM
A= 4CM
Level 5-6
9. A kite flies in a strong wind at the end of a 67-m string, which rises to an angle 44°
with the horizontal. How high is the kite to the nearest metre?
10. The width of a river can be determined using similar triangles. The width of this river
is:
11. Do you think that 7 m, 17 m and 15 m could be the side lengths of a right-angled
triangle? Explain your answer.
√ 72 + 152 = 16.55
No, as the formula does not satisfy the Pythagorean triad formula, and √ 72 + 152
does not equal 17m.
a)
1:40 is the ratio
Cross multiply.
1 𝑥
= 40x=4.4 4.4/40 = 0.11 x=0.11m
40 4.4
b)
Length= 8cm
8:x
1 8
=
40 x
x= 40x 8 320cm
Convert cm to m.
320/100 = 3.2m
Level
7 -8
13. Ann and Jason are estimating the height of the same tree. Ann stands 34 m from the tree
and measures the angle of elevation of the top of the tree to be 47°. Jason stands 24 m
from the tree and measures the angle of elevation to be 56°. Can they both be correct if
they measure to the nearest metre? Explain.
14 Find the height, h, of the building in the figure below.
1 The span of a roof for a doll’s house is 3.2 m and it rises to a height of 0.6 m in the centre.
5 A single sheet of plywood will be used as the roof. What length of plywood is needed to
create the sloping sides of the roof?
1 Samantha was reading a map on which the 75-km distance from Geelong to Melbourne
6 was 1.2 cm. How many centimetres would a 135-km trip be on the same map? Round
your answer to the nearest tenth of a centimetre.
1.2cm:75km
X:135km
Cross multiply: