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Party Plan
 You have Rs.6000 to spend on a party.
 Use the following planner to pick what you need for the party.

While you make your choices, estimate the costs so that you stay within your budget.

Step 1:
1) How many guests will be invited to your party?
2) Select ONE of the following options for invitations:
(i) E-mail/Whatsap - free
(ii) Written invitation – Rs.3 per guest.
(iii) Computer printed invitations – Rs.5 per guest.
 (iv) Singing invitations – Rs.15 per guest.

 Total cost of invitations: ____________

 Cost of invitations as a percentage of total budget: ______________

3) Select ONE from the following options for where you party takes place:
(i) At your home or in your backyard – free
(ii) At party hall – Rs.500
(iii) At a restaurant – Rs.1000
(iv) At a hotel in Hyderabad – Rs.3000
 Total cost of venue: _______________

 Cost of venue as a percentage of total budget: ___________

4) Here are few things you want to buy for the party.
a) Bottled water b) Pizza c) Ice Cream.
a) There are three different packages of bottled water. Which package costs the less per bottle?
Select the best option from each column:

How many packs you buy as per your requirement?

 Total cost of water bottles: _______________

b) There are two different jumbo offers of Cheese Pizza from Pizza hut and Dominos.
How many packs you buy as per your requirement?
 Total cost of Pizzas: _______________
 c) The ice cream comes in various sizes of packs because of various reasons. What would be those
reasons? Amul company sells ice cream in various packs as given below. Which pack will you
prefer and what would be reason for your choice? (Consider real life authentic situations)

How many packs would you buy as per your requirement?

 Total cost of Ice Cream: _______________

 Total amount you spent on water bottles, Pizzas and Ice Cream ___________
 Total amount on food as percentage of total budget ____________
5) Select ONE from the following options of how you will clean – up after your party:
a) You will do all the cleaning without being asked – free
b) Get help from a maid for Rs.200
c) Hire cleaning service – Rs.1000
d) Rent a robotic cleaning machine for the day – Rs.1500.
Step 2:
6) Organize your data about the money spend on different categories in a tabular form. With the help
of the table find the total cost for the party (including the cost for the invitation, location and food)
SNo. Category Amount
1 Invitations
2 Venue
3 Food
4 Cleaning

Total:
7) Did you spend less than Rs.6000 (Yes/No)(If yes go to Q9 otherwise go to the next question)
8) If you got more than Rs.6000 go back and fix your planner and write your modified calculations in
the below table –
SNo. Category Earlier Amount Amount after
modified
1 Invitations
2 Venue
3 Food
4 Cleaning
Total: Total:

9) How much money do you have left?

Step 3:
10) In what way has this planner helped you to understand planning and budgeting? Explain?
11) How accurate is your party plan with respect to each category given (invitation, venue, food and
cleaning)? Is there any possibility to be more or less than your plan(approximation) in any of these
situations based on the authentic real life situations? If, yes what would be those categories and
explain how they affect your plan.
12) According to your plan if you are left with some amount, what would you prefer to do with it?
13) How will you be able to apply what you have learned through this assessment in other areas of your
life?
Criteria – C Communicating
Achi
eve
Level descriptor
ment
level
The student does not reach a
0 standard described by any of the
descriptors below.
The student is able to:
i. use limited mathematical
language
ii. use limited forms of mathematical
1–2 representation to present
information
iii. communicate through lines of
reasoning that are difficult to
understand
The student is able to:
i. use some appropriate
mathematical language
ii. use appropriate forms of
mathematical representation to
present
information adequately
3–4
iii. communicate through lines of
reasoning that are able to be
understood,
although these are not always
coherent.
iv. adequately organize information
using a logical structure.
The student is able to:
i. usually use appropriate
mathematical language
ii. usually use appropriate forms of
mathematical representation to
present
5–6
information correctly
iii. communicate through lines of
reasoning that are usually coherent
iv. present work that is usually
organized using a logical structure.
Task Specific Criteria
The student does not reach a standard described
by any of the descriptors below
The student is able to:
i. use limited mathematical language in expressing
their ideas on various categories and their
choices.
ii. use limited form of mathematical representation
like percentages, ratio etc., to present information
about various categories.
iii. communicate through lines of reasoning that
are difficult to interpret..
The student is able to:
i. use some appropriate mathematical language
while expressing their ideas on various categories
and their choices for their planning
ii. use appropriate forms of mathematical
representation like percentages and ratios etc.to
present information adequately about various
categories.
iii. communicate through lines of reasoning that
are able to be understood, although these are not
always clear
iv. adequately organize information using a logical
structure.(Q5)
The student is able to:
i. usually use appropriate mathematical language
while expressing their ideas on various categories
and their choices for their planning.
ii. usually use appropriate forms of mathematical
representation like percentage and ratios etc., to
present information correctly about various
categories.
iii. communicate through lines of reasoning that
are usually coherent
iv. present work that is usually organized using a
logical structure (Q6 and Q7)
 The student is able to:
i. consistently use appropriate
mathematical language
ii. consistently use appropriate
forms of mathematical
representation to
7–8
present information correctly
iii. communicate clearly through
coherent lines of reasoning
iv. present work that is consistently
organized using a logical structure.
The student is able to:
i. consistently use appropriate mathematical
language while expressing their ideas on various
categories and their choices for their planning
ii. consistently use appropriate forms of
mathematical representation like percentages and
ratio etc., to present information correctly about
various categories.
iii. communicate clearly through coherent lines of
reasoning.
iv. present work that is consistently organized
using a logical structure.(Q6 and Q7)

Criterion D: Applying mathematics in real-life contexts

Achieveme
Level descriptor
nt level
The student does not reach a
0 standard described by any of the
descriptors below.
The student is able to:
i. identify some of the elements of
the authentic real-life situation
ii. apply mathematical strategies to
1–2 find a solution to the authentic real-
life situation, with limited success..
Task Specific description
The student does not reach a standard
described by any of the descriptors
below.
The student is able to:
i. identify some of the elements of the
authentic real-life situation.
ii. apply mathematical strategies like
comparing and contrast among different
companies and prices to find a solution
to the authentic real-life situation, with
limited success..

The student is able to: The student is able to:

i. identify the relevant elements of
the authentic real-life situation
iii. apply mathematical strategies to
reach a solution to the authentic
3–4 real-life situation
iv. describe whether the solution
makes sense in the context of the
authentic real-life situation.
The student is able to:
5–6 i. identify the relevant elements of
the authentic real-life situation
i. identify the relevant elements of the
authentic real-life situation
iii. apply mathematical strategies like
comparing and contrast among different
companies and prices to reach a
solution to the authentic real-life
situation in step 3
iv. describe whether the solution makes
sense in the context of the authentic
real-life situation in step 3)
The student is able to:
i. identify the relevant elements of the
authentic real-life situation
 iii. apply the selected mathematical iii. apply the selected mathematical
strategies to reach a valid solution strategies like comparing and contrast
to the authentic real-life situation among different companies and prices to
iv. describe the degree of accuracy reach a valid solution in step 3
of the solution to the authentic real-life situation.
v. discuss whether the solution iv. describe the degree of accuracy of
makes sense in the context of the the solution in step 3
authentic real-life situation. v. discuss whether the solution makes
sense in the context of the authentic
real-life situation in step 3)
The student is able to: The student is able to:
i. identify the relevant elements of i. identify the relevant elements of the
the authentic real-life situation authentic real-life situation for making
iii. apply the selected mathematical appropriate choices for the party.
strategies to reach a correct iii. apply the selected mathematical
solution. strategies like comparing and contrast
7–8 iv. explain the degree of accuracy of among different companies and prices to
the solution reach a correct solution.(Q4 & Q9)
v. explain whether the solution iv. explain the degree of accuracy of the
makes sense in the context of the solution in step 3
authentic real-life situation. v. explain whether the solution makes
sense in the context of the authentic
real-life situation in step 3.