Summative Assessment for Criterion B:

MYP: Year 2 - Algebra Codes

Question: How can you use a table to solve an inequality?

STEP 1: Use a table to solve the inequality x + 4 3x Complete the table. x -1 0 1 2 3 4 x+4 3 4 5 6 7 8 3x -3 0 3 6 9 12 Is x + 4 3x Yes Yes Yes Yes NO Yes x No

Well done Liliana. Just check this last entry as you made an error here.

STEP 2: Find values of x Find the values of x that make the inequality in Step 1 true. What do you think is the solution of the inequality? Explain your reasoning. (Try to make the explanation detailed and clear.

I started to look at the 3x tables but then soon realised that it was rong. I also noticed that in the second colume it goes down from 8-3. I noticed that and in the third coloum there is a 3x table. For the x coloume I noticed that it goes from -1 to 4. For this iniquality you need a negadive number to work

Can you elaborate on this last statement a bit more Liliana? It is great that you are trying to recognise patterns, but now start to justify any conclusions you may draw from them.

STEP 3 Use a table to solve the inequality 4x + 3 > 9x 7 Complete the table.

x -1 0 1 2 3 4 x 19

4x + 3 -1 3 7 11 15 16

9x - 7 -16 -7 2 11 20 29

Is 4x + 3 > 9x - 7 Yes Yes Yes Yes x No No No

Again, check that all your table entries are correct please. STEP 4: Find values of x Find the values of x that make the inequality in Step 3 true. What do you think is the solution of the inequality? Explain your reasoning. I think the solution of the inequality would be that in the second collum it goes from smallest to biggest. I also started to look for multiplications but could not find any. I noticed that in this one in the x colom it says 3 and the answer was no also for step 1. Can you see if there is a group of numbers for x where the inequality is true? How could you describe it? What values worked for you? See if you can recognise further patterns here Liliana. How is this solution different from the solution in Step 2?

It is different because they dont have the same answers and they have less numbers such as negative numbers. The first colum dosent have as much nos as the second colum. The solution is different because your taking away and with the first colum your multipliying. Ok, can you notice anything else here? What patterns can you see? A good start. STEP 5 Substitute a number less than 1 Determine if the inequalities in Steps 1 and 3 are true when you substitute a number less than 1 for x. Explain. They are true because once you check them you can see they are true. You can check by putting a number less than or bigger depending on the sighn and then once your done substitute the algebraicic number (x) and work through. Good work Liliana. Can you therefore find an inequality to describe the solutions? First let me take the Original number.

Please consider these questions when you are concluding your findings:

Name 5 values that are true in both x + 4 > 3x and 4x + 3 > 9x - 7

At first glance, how can you tell that the solutions of x + 4 > 3x and x + 4 > 3x will be different? How do you test a given variable of an inequality? How do solutions of multi-step inequalities differ from solutions of multi-step equations?

You need to try to pull your findings together here in a conclusion. Have a go now please Liliana.

You will be assessed summatively on Criterion B for this task. The rubric is detailed below.
Criterion B: Investigating patterns

0 12

The student does not reach a standard described by any of the descriptors below. The student applies, with some guidance, mathematical problem-solving techniques to recognize simple patterns. The student applies mathematical problem-

34

solving techniques to recognize patterns, and suggests relationships or general rules. 56 The student selects and applies mathematical problem-solving techniques to recognize patterns, describes them as relationships or general rules, and draws conclusions consistent with findings. The student selects and applies mathematical problem-solving techniques to recognize patterns, describes them as relationships or general rules, draws the correct conclusions consistent with the correct findings, and provides justifications or a proof.

78

Please aim to identify patterns and offer correct conclusions which provide justifications or a proof. A justification gives valid reasons or evidence to support the conclusion and explain why the rule is valid. A proof is a mathematical demonstration of the truth of the relationship or general rule.