Professional Documents
Culture Documents
Year 9
Unit: Triangles and more
Due Date: 3rd September 2019 (9AM)
Key Concept: Related Concepts: Global Context: MYP Criteria:
Relationship Representation Orientation in Space and C - Communicating
and Measurement Time D - Applying mathematics in real-
life contexts
Statement of inquiry:
Understanding the relationship between shapes helps us.
ATL Skills
Communication
BOSTES outcomes:
MA5.2-1WM - selects appropriate notations and conventions to communicate mathematical
ideas and solutions
MA5.2-2WM - interprets mathematical or real-life situations, systematically applying appropriate
strategies to solve problems
MA5.2-3WM - constructs arguments to prove and justify results
MA5.2-13MG- applies trigonometry to solve problems, including problems involving bearings
MA5.2-14MG - calculates the angle sum of any polygon and uses minimum conditions to prove
triangles are congruent or similar
Description of Activity:
You have been given the task of becoming experts in the topics of Trigonometry and Congruency
Your goal is to successfully communicate to the teacher the solution to the problems they will present
to you and use correct mathematical language to come to a solution.
On Tuesday 3rd September, you will be asked to carry out a viva with the teacher. You will be given a
sheet with 4 different problems, one of 1-2, one of 3-4, one of 4-6 and one of 7-8 ability. You will need
to describe to the teacher how you come to your answer for each problem use appropriate
mathematical language, use appropriate forms of mathematical representation to present information
correctly and communicate through lines of reasoning that are usually coherent.
Criterion C – Communication
Achievement Level descriptor Task Specific
level
0 The student does not reach a standard described by any
of the descriptors below.
1–2 The student is able to: The student is able to describe in non-mathematical
use limited mathematical language language how to calculate the longest side of a right
use limited forms of mathematical representation angle triangle and expressing ratio in simplest form.
to present information The explanation is unclear but reaches a final answer.
communicate through lines of reasoning that are
difficult to interpret.
3–4 The student is able to: The student is able to describe with some
use some appropriate mathematical language mathematical language on how use trigonometric
use appropriate forms of mathematical ratios for calculation and use similarity to find the
representation to present information adequately unknown side. The explanation is mostly clear and
communicate through lines of reasoning that are reaches a final answer. There is use of drawings/
able to be understood, although these are not working out or animations to aid explanation.
always coherent
adequately organize information using a logical
structure.
5–6 The student is able to: The student is able to describe with mostly
usually use appropriate mathematical language mathematical language on how to use trigonometry
usually use appropriate forms of mathematical and similarity to find missing sides and angles. The
representation to present information correctly explanation is clear and reaches a final answer and
communicate through lines of reasoning that are always remembers units. There is use of
usually coherent drawings/working out or animations to aid
present work that is usually organized using a explanation. The explanation is mostly logical with
logical structure. steps followed.
7–8 The student is able to: The student is able to describe with clear mathematical
usually use appropriate mathematical language language on how to use trigonometry and similarity to
usually use appropriate forms of mathematical find missing sides and angles They are able to apply
representation to present information correctly this to problem solving questions The explanation is
communicate through lines of reasoning that are clear and reaches a final answer and always
usually coherent remembers units. There is use of drawings/working out
present work that is usually organized using a or animations to aid explanation. The explanation is
logical structure. logical with steps followed, clear and concise.
Criterion D: Applying mathematics in real-life contexts
Achievement Level descriptor Task Specific
level
0 The student does not reach a standard described by any of the
descriptors below.
1–2 The student is able to: The student is able to describe in non-
identify some of the elements of the authentic real-life mathematical language how to calculate the
situation longest side of a right angle triangle and
apply mathematical strategies to find a solution to the expressing ratio in simplest form. The
authentic real-life situation, with limited success. explanation is unclear but reaches a final
answer.
3–4 The student is able to: The student is able to describe with some
identify the relevant elements of the authentic real-life mathematical language on how use
situation trigonometric ratios for calculation and use
select, with some success, adequate mathematical similarity to find the unknown side. The
strategies to model the authentic real-life situation. explanation is mostly clear and reaches a final
apply mathematical strategies to reach a solution to the answer. There is use of drawings/ working out
authentic real-life situation or animations to aid explanation.
describe whether the solution makes sense in the context
of the authentic real-life situation.
5–6 The student is able to: The student is able to describe with mostly
identify the relevant elements of the authentic real-life mathematical language on how to use
situation. trigonometry and similarity to find missing
select adequate mathematical strategies to model the sides and angles. The explanation is clear and
authentic real-life situation. reaches a final answer and always remembers
apply the selected mathematical strategies to reach a valid units. There is use of drawings/working out or
solution to the authentic real-life situation. animations to aid explanation. The explanation
describe and discuss the degree of accuracy of the is mostly logical with steps followed.
solution whether the solution makes sense in the context
of the authentic real-life situation.
7–8 The student is able to: The student is able to describe with clear
identify the relevant elements of the authentic real-life mathematical language on how to use
situation. trigonometry and similarity to find missing
select appropriate mathematical strategies to model the sides and angles They are able to apply this to
authentic real-life situation. problem solving questions The explanation is
apply the selected mathematical strategies to reach a clear and reaches a final answer and always
correct solution. remembers units. There is use of
explain the degree of accuracy of the solution and drawings/working out or animations to aid
whether the solution makes sense in the context of the explanation. The explanation is logical with
authentic real-life situation. steps followed, clear and concise.
ATL Descriptor
Communication
1 – Never 2-Rarely 3-Sometimes 4-Usually 5-Consistently
Reflection
I think I will achieve a level _____ (Criteria C 1-8) in communication because…
Complete after finishing the assessment before the teacher has marked
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Reflection
I think I will achieve a level _____ (Criteria D1-8) in Applying mathematics in real-life contexts
because…
Complete after finishing the assessment before the teacher has marked
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6. In the figure below the 2 triangles are similar. Find the value of EF
7. Find the value of angle a?
8. ΔABC is similar to ΔXYZ. The difference between the length of XZ and YZ is:
Level 5-6
9. A kite flies in a strong wind at the end of a 67-m string, which rises to an angle 44°
with the horizontal. How high is the kite to the nearest metre?
10. The width of a river can be determined using similar triangles. The width of this river
is:
11. Do you think that 7 m, 17 m and 15 m could be the side lengths of a right-angled
triangle? Explain your answer.
16. Samantha was reading a map on which the 75-km distance from Geelong to
Melbourne was 1.2 cm. How many centimetres would a 135-km trip be on the same
map? Round your answer to the nearest tenth of a centimetre.