Summative Assessment. Unit 1.

Instructions
i. Attempt all the questions.
ii. Make sure that your final answer is clearly marked and identifiable.
iii. Compare your answers with the assessment criteria and make sure that you fully
understand the expectations for each response. The Assessment Criteria has been
added to the end of this assessment.
iv. Be neat and accurate: use a ruler and make sure that your handwriting is legible.
v. The use a spreadsheet or a calculator is strongly encouraged, as it will help you finish
on-time. However, make sure that the procedure is complete, visible, clear, labeled, and
explicit. Responses without a procedure will be scored as “N/A.”

1. The following histogram back-to-back histogram (also called Pyramid graphic) shows the age
distribution of males and females in Indonesia in the year 2010.

Male population, millions Female population, millions

Figure 1. Age distribution in Indonesia in millions of people in the year 2010. The left side represents the male population,
while he right side represents the female population.

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 a. Describe and compare the male and female distributions. State whether the data is
quantitative or qualitative and why. Make sure that you include a five-point summary of the
data and include all the necessary approximations to substantiate your argument.
b. Create a box-and-whisker plot for each of the two populations above. Be accurate and
detailed in your diagram.

2. Below, you will find the age distribution of Germany

Figure 2. Age distribution in Germany in millions of people in the year 2010. The left side represents the male population,
while he right side represents the female population.

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Figure 3. Cumulative frequency graph of the age distribution of Germany in the year 2010.

a. Describe the shapes of the distributions and compare them to them to the distributions
in Indonesia. You can use the cumulative frequency graph to estimate the five-point
summaries faster.
b. What do you do think is the reason for the difference in shapes? If you use external
references, please include them in full in your response.

3. Create a sketch of what you think a pyramid graph for the age distribution of Austria would
look like. The population of Austria in 2010 was 8.392 million people. Austria and Germany
are two neighboring countries. Assume that the culture and way of life are very similar
between the two countries.

4. How have you explored the Statement of Inquiry (SOI)? Give specific examples.
SOI: “How quantities are represented can help to establish underlying relationships and
trends in a population.”

Assessment Criteria:
Criterion C: Communicating
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

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 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.

Criterion D: Applying mathematics in real-life contexts

0
The student does not reach a standard described by any of the descriptors below.

1-2
The student is able to:
i. identify some of the elements of the authentic real-life situation
ii. apply mathematical strategies to find a solution to the authentic real-life situation, with
limited success.

3-4
The student is able to:

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 i. identify the relevant elements of the authentic real-life situation
ii. select, with some success, adequate mathematical strategies to model the authentic
real-life situation
iii. apply mathematical strategies to reach a solution to the authentic real- life situation
iv. discuss whether the solution makes sense in the context of the authentic real-life
situation.

5-6
The student is able to:
i. identify the relevant elements of the authentic real-life situation
ii. select adequate mathematical strategies to model the authentic real- life situation
iii. apply the selected mathematical strategies to reach a valid solution to the authentic
real-life situation
iv. explain the degree of accuracy of the solution
v. explain whether the solution makes sense in the context of the authentic real-life
situation.

7-8
The student is able to:
i. identify the relevant elements of the authentic real-life situation
ii. select appropriate mathematical strategies to model the authentic real- life situation
iii. apply the selected mathematical strategies to reach a correct solution to the authentic
real-life situation
iv. justify the degree of accuracy of the solution
v. justify whether the solution makes sense in the context of the authentic real-life
situation.