MYP Mathematics – Year 5

Extended Level
Summative Assessment
Tuesday 23th October 2018

Student name: ________________________________________________________________

Class: ___________ Total Marks: 63 Total time: 70 minutes
Marks obtained: _____

CRITERION A:__/ 8 CRITERION B:n.a./ 8 CRITERION C:__/ 8 CRITERION D: n.a./ 8

INSTRUCTIONS TO CANDIDATES

 Do not open this examination until instructed to do so.

 You are permitted access to a calculator for this assessment.
 Answer all questions in the spaces provided.
 Use black or blue pen to answer your questions.
 You may use an HB pencil for diagrams or graphs.
 Tape corrector or dry correction fluid is not allowed.
 Unless otherwise stated in the question, all numerical answers should be given exactly.
 The number of marks is given at the end of each question or part question.
 The criterion descriptors are in the last page of this assessment.

CRITERION A: KNOWING AND UNDERSTANDING

Maximum: 8
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At the end of year 5, students should be able to:
1. select appropriate mathematics when solving problems in both familiar and unfamiliar situations
2. apply the selected mathematics successfully when solving problems
3. solve problems correctly in a variety of contexts.
Achievement Marks
Level descriptor
level
0 The student does not reach a standard described by any 0
of the descriptors below.
1–2

The student is able to: 1-6

i. select appropriate mathematics when solving
simple problems in familiar situations
ii. apply the selected mathematics successfully
when solving these problems
iii. iii. generally solve these problems correctly
in a variety of contexts.

3–4 The student is able to:

i. select appropriate mathematics when
solving more complex problems in
familiar situations
ii. apply the selected mathematics 07- 31
successfully when solving these
problems
iii. iii. generally solve these problems
correctly in a variety of contexts.
5–6 The student is able to:
i. select appropriate mathematics when solving
challenging problems in familiar situations
ii. apply the selected mathematics successfully
when solving these problems 32 - 46
iii. generally solve these problems correctly in a
variety of contexts.
7–8 The student is able to:
i. select appropriate mathematics when solving
challenging problems in both familiar and
unfamiliar situations
ii. apply the selected mathematics successfully 47 - 63
when solving these problems
iii. generally solve these problems correctly in a
variety of contexts.

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 CRITERION C: COMMUNICATING

Maximum: 8

At the end of year 5, students should be able to:

1. use appropriate mathematical language (notation, symbols and terminology) in both oral and written
explanations
2. use appropriate forms of mathematical representation to present information
3. move between different forms of mathematical representation
4. communicate complete, coherent and concise mathematical lines of reasoning
5. organize information using a logical structure.

Achievement
Level descriptor
level
0 The student does not reach a standard described by any of the descriptors below.
1–2 The student is able to:

i. use limited mathematical language

ii. use limited forms of mathematical representation to present information
iii. communicate through lines of reasoning that are difficult to interpret.
3–4 The student is able to:

i.use some appropriate mathematical language

ii.
use appropriate forms of mathematical representation to present information
adequately
iii. communicate through lines of reasoning that are complete
iv. adequately organize information using a logical structure.
5–6 The student is able to:

i. usually use appropriate mathematical language

ii. usually use appropriate forms of mathematical representation to present information
correctly
iii. usually move between different forms of mathematical representation
iv. communicate through lines of reasoning that are complete and coherent
v. present work that is usually organized using a logical structure.
7–8 The student is able to:

i. consistently use appropriate mathematical language

ii. use appropriate forms of mathematical representation to consistently present
information correctly
iii. move effectively between different forms of mathematical representation
iv. communicate through lines of reasoning that are complete, coherent and concise
v. present work that is consistently organized using a logical structure.

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 Venn Diagram and Probability
1. A group of theater majors were asked whether they were in the Drama club or Music club.
The results are summarized in the following Venn diagram.

a. Describe in words the shaded region in the Venn diagram. (1 mark)

________________________________________________________

b. How many students were in only one of the two clubs? (1 mark)

__________________________________________________________

c. How many students were in the drama club or the music club? (1 mark)

__________________________________________________________

d. How many students were surveyed? (1mark)

__________________________________________________________
(level 1-2)

2. In a class of 24 students
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  12 students play the piano
 13 students play the guitar
 4 students play neither instrument
a. Represent the information on a Venn diagram

(4 marks) (level 3 – 4)
b. A student is chosen at random. Given the student plays the Guitar, calculate the probability
he plays the Piano. (2 marks) (level 5 -6 )

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 3. Sami asked 50 people which drinks they liked from tea, coffee and milk.
 All 50 people like at least one of the drinks
 19 people like all three drinks
 16 people like tea and coffee but do not like milk
 21 people like coffee and milk
 24 people like tea and milk
 40 people like coffee
 1 person likes only milk
Sami selects at random one of the 50 people.
a. Represent the information on a Venn diagram (7 marks)

(level 5 – 6)
b. Given a person likes Tea, what is the probability the same person likes Coffee? (3 marks)
(level 7 – 8)

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4. If P(A) = 0.4, P(B) = 0.3, and P (A and B) = 0.12. Indicate by placing a tick next to one of the
categories below that best describes the nature of the events A and B.
A. Certain events ( )
B. Dependent events ( )
C. Independent events ( )
D. Mutually exclusive events ( ) (1 mark) (level 1 – 2)

5. Here is a Venn diagram

A number is chosen at random.

Calculate down P (A ꓵ B') (3 marks) (level 5-6)

5. Some of childrem at a nursery arrive by car.

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  40% of the children at the nursery are boys.
 70% of the boys at the nursery arrive by car.
 60% of the girls at the nursery arrive by car
a. Fill in the tree diagram

(5 marks) (level 3 – 4)
What is the probability that a child chosen at random from the nursery arrives by car? (3 marks)

(level 5 – 6)

6) A sample of 10 measurements has a mean of 15.7 and a sample of 20 measurements has

a mean of 14.3. Find the mean of all 30 measurements.
(4 Marks) (Level 3-4)

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7) Estimate the mean of the following ages of bus drivers data, to the nearest year. (5
Marks) (Level 3-4)

8) The following boxplots compare the times students in years 9 and 12 spend on
homework.

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a) Describe the distribution of the data from Year 12s. (1 Mark) (Level 1-2)

b) Calculate the interquartile ranges of the two sets of data. What conclusion can you
make from these two values? (3 Marks) (Level 3-4)

9) The following cumulative frequency graph displays the performance of 80 competitors in a running race.

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a) State the median time, the upper quartile time and the interquartile range. (4 Marks) (Level 3-4)

b) Calculate the estimated probability of a competitor chosen at random finishing between 26 and 34
minutes. (4 Marks) (Level 7-8)

c) Write two reasons why this is an estimated probability. (2 Marks) (Level 7-8)

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 10) The following is the logo of a company, which decided to print a 400 times bigger than the actual size and place
it on a big hoarding on the A5 highways to advertise their brand.

a) Calculate the total area of this logo. [3]

b) If the printing cost per square meter is €190 then calculate the total cost of printing the [2]

logo for the hoarding. 1 m2 = 10,000 cm2

d) Calculate the total perimeter of the printed logo. [3]

(level 7-8)

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