Australian International Academy, Kellyville

Year 8
Unit: Finding Mr X
Due Date: 11Th June 2018
Key Concept: Related Concepts: Global Context: MYP Criteria:
C- Communicating
Logic Simplification and Identities and relationships
representation
Statement of inquiry:
Unknown variables can be found using logical steps of simplification
ATL Skills
 Thinking skills

BOSTES outcomes:
1. MA4-1WM -communicates and connects mathematical ideas using appropriate terminology, diagrams and symbols

2. 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

Description of Activity:
You have been given a very important CAS opportunity! The PE department 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 13th – Sunday 16th of September 2018.
 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
prefe00720020 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!
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 11 th, 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 round of 16
through to the quarter-finals, the semi-finals and the final.

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 Criterion C: Communicating
Achievement Level descriptor
level
0  You failed to submit any work or your work
does not reach any of the standards
described below.
1–2  You tried to use some words, tables,
diagrams and correct mathematical
language to explain your work.
 Not much information is presented clearly.
3–4  You tried to use words, tables, diagrams
and correct mathematical language to
explain your work.
 You presented some information clearly.
5–6  You used words, tables, diagrams and
correct mathematical language to explain
your work.
 Your explanations were not always clear,
or tables and diagrams were not always
well organized.
7–8  You clearly explained your work, by using
words, tables and diagrams, as well as
mathematical language
 Tables and diagrams were all very well
organized and presented.
ATL Descriptor
Self management- Thinking
1-Never 2-Rarely 3-Sometimes
Reflection on my thinking skills
Complete after finishing the assessment before the teacher has marked
What I will do differently next time/What I should have done to think differently in order to design
the tournament successfully:
Task Specific
The student is able to use tables and diagrams correctly
with help to communicate how a single elimination round is
played with 16 teams.
The student is able to create a table to describe any
patterns they notice in the calculations/tables or diagrams
and communicate it effectively using some mathematical
language.
The student is able to create a table to describe any
patterns they notice in the calculations/tables or diagrams
and communicate it effectively using mostly correct
mathematical language. Students communicate any
generalizations clearly and start to apply it to the design of
a world cup.
The student is able to create a table to describe any
patterns they notice in the calculations/tables or diagrams
and communicate it effectively using correct mathematical
language. Students communicate any generalizations
clearly and apply it to the design of a world cup. Student is
able to write a proposal for the design of the hockey
tournament.
4-Usually 5-Consistently
2
Level 1-2
1. Given that there are 16 teams in the round of 16, how many teams will go forward to the
 quarter-finals,8 teams
 semi-finals,4 teams
 The final? ,2teams

2. Describe how you found the number of teams at each stage. Ensure you use mathematical
language and show calculations.

N=number of teams
16
2
=8
8
There for in quarter-finals there are 8 teams. The number of team’s go’s down by two 2=4
4
=2
2

3. Could a single-elimination tournament begin with any number of teams? Explain your answer.
A single -elimination knockout or sudden death tournament is a type of elimination tournament
where the loser of each match-up is immediately eliminated from the tournament Each winner
will play another in the next round, until the final match-up, whose winner becomes the
tournament champion. Each match-up may be a single match or several

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Level 3-4
4. A single-elimination tournament begins with n teams.
 What can you say about the value of n?

The value of n is equalled to the number of teams in the game

 Using algebra describe how to find the number of teams going into each round of the tournament.
𝑁⁄2=number of teams going to the next round.
5. In a single-elimination tournament with 16 teams, how many matches in total will be played in deciding
who the winner is?
Number of games (G) =number for teams(n) -1
G=n- 1
G=16-1
G=15 games to play to find the winner

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?

G=n-1
G=32-1
G=31 games to play to find the winner

7. Describe any patterns you notice in the calculations you have done and communicate it effectively using
mathematical language.
In conclusion I found that the number of games to be play to determine the winner in a single elimination
tournament is always going to one number less then the ones being played

Level 5-6

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?
They are going up
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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

In this year’s 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.
A=64 people all together
9. How many games will be played altogether in each group?
Explain how you found your answer.
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10. 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?

Level 7-8
11. How many games would be played altogether if there were 8 teams in a group?
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 Describe any patterns you notice in what you have done this far.

12. Investigate the number of games played for other numbers of teams and record your data in a
table.
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?

13. 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.
Try to explain why your rule works.

Having completed most of the other sections, you should now have a much better idea about how to organise
the hockey tournament that the PE department will run in September.

14. How you think the PE department should organise their hockey tournament?
Once you have decided how you think the tournament should run you will need to prepare a proposal to give
to the PE department which outlines your plan for the hockey tournament.