Australian International Academy, Kellyville

Year 8 Assessment task

Due Date: 8th June 2017

You have been given a very important CAS opportunity! The PE department
The hockey tournament an investigation
would like you, as mathematicians, to help organise a hockey tournament
which the school will host. They would like to use the Soccer World Cup as a
model for the hockey tournament but are not sure whether this will work or
not. The information the PE department can give you is the following;

20 teams will be participating from different international schools.

Provisional dates for the competition are Thursday 16th Sunday 19th of November
2017.
There are 4 hockey fields available.
Matches can be played from 08:00 till 20:00 each day if necessary.
The maximum number of days the tournament can run for is four but, if possible, the
PE department would prefer if it could be run over three days.

Since the Soccer World Cup is the model that you are to base the tournament on it would be a good
idea if you started by looking at how this competition works!

A Beautiful Game?

In June 2010, the FIFA World Cup heads to

South Africa for the first time; the first time
since 1930, the year of the first ever World
Cup, that it has been held in Africa. The
competition, which begins Friday June 11th,
starts with 8 groups each with 4 teams who
play each other once. Once all of the group
matches have been played the competition
is left with 16 teams. These 16 teams then
enter into what is called a single-elimination
tournament which takes them from the
gory/culture/ round of 16 through to the quarter-finals,
the semi-finals and the final.

Part A: Investigating a single-elimination tournament

1. Given that there are 16 teams in the round of 16, how many teams will go forward to the

quarter-finals- 8
semi-finals- 4
The final? -2

2. Describe how you found the number of teams at each stage.

If there are 16 teams starting off and each team plays with one another then the winner will go
forward/qualifies into the next stage so if 16 start of and 1 team wins then theyre will be 8 left. For
the semi-finals 4 teams will win which means 4 teams will qualify and 2 teams will qualify to the
finals and face off against each other!

3. Could a single-elimination tournament begin with any number of teams? Explain your answer.

No, because if we supposedly start off with 20 teams and in the quarter finals there are 10, 5 in semi-
finals and 2.5 in finals, we cant have half teams or more than 2 teams since in the finals there can
only be two teams playing against each other.

4. A single-elimination tournament begins with n teams.

What can you say about the value of n? N is the number of teams in the tournament. The
value is 16.
Using algebra describe how to find the number of teams going into each round of the
tournament. N (divided by) 2

5. In a single-elimination tournament with 16 teams, how many matches in total will be played in
deciding who the winner is? 15 matches were played.

16 teams:

8 teams Quarters

4 teams Semis

2 teams Finals

15 matches were played.

Explain how you found your answer to this question.

6. If instead of there being 16 teams at the start there were 32 teams, how many matches would now
be played in deciding who the winner is? 31 matches were played.

32 teams:

16 teams Single Elims

8 teams Quarters

4 teams Semis

2 teams Finals

In total, it equals 31 Matches!

7. Describe any patterns you notice in the calculations you have done.

The pattern seems to be taking one away from the total of teams which equals how many matches
were played. E.g. 16 teas = 15 matches, 32 teams = 31 matches etc.
8. By looking at other starting number of teams, investigate possible connections between the number
of starting teams and the number of matches needed in deciding a winner. Can you write a
mathematical rule that describes the connection you found?

N= TEAMS-which is 16

Y=Matches Played.

Y=x/2

Hint: It may help you to draw up, and continue, a table like the one shown below is there a
connection between the total number of matches played and the power of two (n)?

Starting number Total number of matches played

2 1
4 2
8 4
16 8

Part B: Group Matches

http://countroshculla.blogspot.com2005_12_10_archive.html
In next years World Cup, before the single-elimination tournament can take place all
the group matches need to be played first to decide who the 16 teams are.

In the 2010 World Cup, there are 8 groups (A H), each with 4 teams.

Consider Group A with teams A1, A2, A3 and A4. Each team plays all the other
teams in the group.

1. How many games will be played altogether in each group?

In each group, there will be 6 games played altogether! 6 per group.

Explain how you found your answer.

2. If instead of only four teams in each group, there were six teams. How many games would be
played altogether with six teams in a group?
14 games will be played if there were 6 teams in a group.
3. How many games would be played altogether if there were 8 teams in a group?
28 games will be played altogether if there are 8 teams in the group.

Describe any patterns you notice in what you have done this far.

4. Investigate the number of games played for other numbers of teams and record your data in a
table.
If there are 10 teams in the group, 45 matches will be played.

No. of 2 3 4 5 6 7 8 9 10
Teams
No. of 1 3 6 9 14 21 28 36 45
games
played
 Consider the data you have collected. Are there any generalizations you can make about the
number of teams in a group and the number of games that need to be played?

5. Write a mathematical rule which will give you the number of matches played when you
know the number of starting teams in a group - remember to test your rule to see if it works.
If there are 4 teams in a group the rule would be as followed: 3 + 2 +1 to find how many
matches played, same as if there were 5 teams then 4 + 3 + 2 + 1 that would find out how
many matches were played altogether.

Try to explain why your rule works.

It works because I have tested it with all the number of teams!

Part C: Your Proposal

Having completed Parts A and B you should now have a much better idea about how to organise the
hockey tournament that the PE department will run in November.

How do you think the PE department should organise their hockey tournament?

Firstly, we need to organise a table where we have all the games listed and
all the scheduled times. Doing so will make sure everyone is on track and are
playing their right games.
For example:
There are 20 teams in total participating in this tournament. It can run
for four days but 3 days preferably. There are 4 fields available to play on at the same time.
I will have 4 groups of stages with 5 teams in each one, in each stage, top 2 (2 highest with
most wins) qualify to the next level. The same thing will happen in each level.
This table is used for all 4 of the round of 20 games. This will happen because there will be 4
separate courts for each game. Each team will receive 3 points per win, 1 point per draw and
0 points for a loss. All the points well be added up and the top 2 will go through to the
Quarter-finals. In the quarter finals and all the finals after that, it will be single elimination
The 2 teams who wins in the quarter finals will go into the semi-finals and then the finals!!!
Lastly the last 2 teams will play against each other in the grand finale. After the grand finale,
the winner will be decided.

Table: Used for round of 20s

In this round, each team must verse each other once!
Altogether there will be 9 games played for the round of 20s for each 4 groups!
Team name Team 1 Team 2 Team 3 Team 4 Team 5
Scheduled 8.00 am 10.00 am 2.00 pm 4.00 pm 6.00 pm
time for
game
Total Points: (No. of (No. of (No. of (No. of (No. of
points) points) points) points) points)
More Below!
 Table is being used for quarter finals:
Team name Team 1 Team 2 Team 3 Team 4
Schedule time 8.00 am 12.00 am 2.00 pm 6.00 pm
for game

Table used for finals:

Team name Team 1 Team 2
Scheduled time for game 12.00am 12.00 am

The winner is Team 2!!!!!!!

Once you have decided how you think the tournament should run you will need to prepare a bullet
point to the PE department which outlines your plan for the hockey tournament.

Part D: Reflection

Having completed the task and made your presentation you now need to reflect on what you have
done. Look at the rubric for Criterion D, this asks you to:

Explain in some detail how you were able to use your findings from parts A and B to help you
organise the hockey tournament.
Explain in some detail how what you have done in this task could be useful in a real life
situation
Having completed the task, look back at what you did to consider how appropriate the
methods you used were if you could do it all again would you do it the same way?

In part A, I used most information to guide me on how to make and set out the single elimination
tournament games/ the round of 20s. Some of the information I used was like how if there were 16
teams then 8 matches will be played, then the 8 teams will qualify to the quarter finals. Then the 4
teams who won will move onto the final with a face off against each other. In part B, most information
was based off group elimination for example 1 group contains 4 teams then 6 matches will be played,
each team will play one another at least once. Then there were 6 teams, 8 teams and so on and so
forth. This helped me find a specific rule which I could use to find the amount of games needed to play
without doing any specific calculations! The rule was to find out for 4 teams in a group you must:
3+2+1 which is 6 matches played and the answer is 6 games played. I have tested my rule to see if it
works and I am 100% sure this is the right rule

If I had this task in-real-life I would have taken account of how many teams we had, then consider
how many groups I could make. I would also have to take account that am I using single eliminations
or group stages etc. will there be semi-finals, quarter finals etc. I would also need to decide what
times I have available. I would also have to look on how many courts or football fields I have
available. Finally, I would make a schedule timetable which has all the information provided that can
let the teams know who they are facing and at what time.

Looking back at the task I think most of my methods used were correct, in part a I had the method
were you would divide the N by 2= n/2, then moving onto part b I looked into a different method
which was you had to plot the amount of teams e.g. 1, 2 , 3 , 4 etc. then draw arrows showing which
team would play who, but this got very confusing so I changed it up even though I still got the right
answers. I found out a rule, if you had 4 teams you would subtract 1 and add the rest of the teams up
for example: You start from the number below the actual number of teams. 3+2+1= 6 so on 6 teams it
would be as followed. 5+4+3+2+1= 14 matches played altogether.

Criterion B Investigating patterns in mathematics

Level Descriptor

You failed to submit any work or your work does not reach any of the standards described
0
below.

With some help you used some basic mathematical problem-solving techniques to see
1-2
patterns.

You used mathematical problem-solving techniques to help see patterns.

You described these patterns in words.
3-4 You tried to write a mathematical rule in Part A connecting the number of teams and
matches played.

You used mathematical problem-solving techniques to help see patterns.

You described these patterns in words.
5-6 You wrote a mathematical rule in Part A connecting the number of teams and matches
played.
You were able to make some generalisations in Part B

You used mathematical problem-solving techniques to help see patterns.

You described these patterns in words.
You wrote a mathematical rule in Part A connecting the number of teams and matches
played.
7-8
You were able to make some generalisations in Part B
You wrote a mathematical rule in Part B and attempted to explain why your rule made
sense.

Self assessment use the rubric above to assess your work

 I think my grade will be

Criterion C: Communicating in mathematics

Level Descriptor

You failed to submit any work or your work does not reach any of the standards described
0
below.

You tried to use some words, tables, diagrams and correct mathematical language to
1-2 explain your work.
Not much information is presented clearly.

You tried to use words, tables, diagrams and correct mathematical language to explain
3-4 your work.
You presented some information clearly.

You used words, tables, diagrams and correct mathematical language to explain your
work.
5-6
Your explanations were not always clear, or tables and diagrams were not always well
organized.

You clearly explained your work, by using words, tables and diagrams, as well as
7-8 mathematical language
Tables and diagrams were all very well organized and presented.

Self assessment use the rubric above to assess your work

I think my grade will be

Criterion D Applying mathematics in real- life contexts

Level Descriptor

You failed to submit any work or your work does not reach any of the standards described
0
below.

1-2 You attempted to explain whether your results made sense in the context of the problem.

You briefly explained whether your results made sense in the context of the problem.
3-4
You attempted to describe how you could apply what you found in a real life situation.

You correctly but briefly explained whether your results made sense in the context of the
5-6 problem.
You described how you could apply what you found in a real life situation.
You attempted to discuss the degree of accuracy of your results, where appropriate.
 You gave a full and reasoned explanation for why your results made sense in the context of
the problem.
You gave a detailed explanation of how you could apply what you found in a real life
7-8
situation.
You discussed the degree of accuracy of your results with success.
You suggested improvements to the method, when necessary.

Self assessment use the rubric above to assess your work

I think my grade will be

BOS Outcomes:
MA4-1WM -communicates and connects mathematical ideas using appropriate terminology, diagrams
and symbols

MA4-2WM -applies appropriate mathematical techniques to solve problems

MA4-3WM -recognises and explains mathematical relationships using reasoning

MA4-4NA -compares, orders and calculates with integers, applying a range of strategies to aid
computation

MA4-8NA -generalises number properties to operate with algebraic expressions