Australian International School, Dhaka

Session 2019-20
MYP 3 Term 4 Year 3

Subject: - Mathematics
Duration : - 1 hours
Date & Day : -
Name : - ________________________________________________ Section: - _________

D
A B
C Applying
Criterion Knowing and Investigating
Communicating mathematics in
understanding pattern
real life context
Achievement
(0 – 8) (0 – 8) (0 – 8) (0 – 8)
Level
Level Achieved

Teacher’s Signature: ______________________

Teacher’s Name: - Mohammad Ali

INSTRUCTIONS:
 Do not open this examination paper until instructed to do so.
 Calculator is required for this exam.
 Unless otherwise stated in the question, all numerical answers must be given exactly (as
fractions) or to three decimal places.
 Your work will be assessed against criterion A, B, C and D

Page 1

0 1–2
standard described by any of
PatternsCriterion B: Investigating UnderstandingCriterion A: Knowing and
the student does not reach a
The student is able to:
i. select appropriate mathematics
when solving simple problems
in familiar situations
ii. apply the selected mathematics
successfully when solving these
problems
iii. generally solve these problems
correctly in a variety of contexts.
below:
The student solves problems
descriptors
The student does not reach a
any of
The student is able to:
theby
i. apply, with teacher support,
standard described
mathematical problem-solving
techniques to discover simple
patterns
ii. state predictions consistent with
patterns.
the descriptors below.
The student solves problems ,
reach a The student
standarddoes not
CommunicaCriterion C:
The student is able to: The student is able to:
i. use limited i. use some appropriate
mathematical mathematical language
language ii. use appropriate forms of
Task Specific Clarification
3–4 5–6
The student is able to: The student is able to:
i. select appropriate mathematics i. select appropriate mathematics
when solving more complex when solving challenging
problems in familiar situations problems in familiar situations
ii. apply the selected mathematics ii. apply the selected mathematics
successfully when solving these successfully when solving these
problems problems
iii. generally solve these problems iii. generally solve these problems
correctly in a variety of contexts. correctly in a variety of contexts.
The student solves problems The student solves problems 3,
The student is able to: The student is able to:
i. apply mathematical problem- i. select and apply mathematical
solving techniques to discover problem-solving techniques to
simple patterns discover complex patterns
ii. suggest relationships and/or ii. describe patterns as relationships
general rules consistent with and/or general rules consistent
findings. with findings
iii. verify these relationships and/or
general rules.
The student solves problems The student solves problems
The student is able to:
i. usually use appropriate mathematical
language
ii. usually use appropriate forms of
7–8
The student is able to:
i. select appropriate mathematics when
solving challenging problems in both
familiar and unfamiliar situations
ii. apply the selected mathematics
successfully when solving these
problems
iii. generally solve these problems
correctly in a variety of contexts.
The student solves problems 4, 7
The student is able to:
i. select and apply mathematical
problem-solving techniques to
discover complex patterns
ii. describe patterns as relationships
and/or general rules consistent with
correct findings
iii. prove, verify and justify these
relationships and/or general rules.
The student solves problems
8 all
The student is able to:
i. consistently use appropriate
mathematical language
ii. use appropriate forms of
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real-life contextsCriterion D: Applying mathematics in

The student does not reach a standard

described by any of the descriptors
The student is able to: The student is able to: The student is able to: The student is able to:
i. identify some of the i. identify the relevant elements of i. identify the relevant elements of the i. identify the relevant elements of the
elements of the the authentic real-life situation authentic real-life situation authentic real-life situation
authentic real-life ii. select, with some success, ii. select adequate mathematical strategies to ii. select appropriate mathematical
situation adequate mathematical model the authentic real-life situation strategies to model the authentic
ii. apply mathematical strategies to model the authentic iii. apply the selected mathematical strategies real-life situation
strategies to find a real-life situation to reach a valid solution to the authentic iii. apply the selected mathematical
solution to the iii. apply mathematical strategies to real-life situation strategies to reach a correct solution
authentic real-life reach a solution to the authentic iv. describe the degree of accuracy of the iv. explain the degree of accuracy of the
situation, with real-life situation solution solution
limited success. iv. describe whether the solution v. discuss whether the solution makes sense v. explain whether the solution makes
makes sense in the context of the in the context of the authentic real-life sense in the context of the authentic
below.

authentic real-life situation. situation. real-life situation.

The students will The will solve the problems The will solve the problems The students will sove all answer of 9
correctily write times
and populations of
question no 9

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 Criterion A
1. For each of the following rules, calculate output numbers for the given input
numbers:

a. Add 5 then double

Input number Output number

1

b. Multiply the input number by itself

Input number Output number

2

10

c. Add 8 then divided by 3

Input number Output number

5

11

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2. Find the rule which connects each set of input and output numbers

(a) Input number Output number

(n) (m)
1 5

2 6

3 7

4 8

(b) Input number Output number

(n) (m)
1 5

2 11

3 17

4 23

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3. Danielle inherits her great grandmother’s shell
collection containing 200 shells. Each month she
adds another 7 shells to her collection.

a. Explain why the number of shells Danielle

has in her collection after n month, is
given by S=7 n+200 shells.

b. How many shells will Danielle have in her collection after:

i. 3 months

ii. 1 year

1
iii. 2 years
4

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4. Write down the next three terms of the sequence

a. 57, 51, 45, 39, _________, _________, _________

b. 2, 8, 32, 128, _________, _________, _________

c. 1, 1, 2, 3, 5, 8, 13,

_________, _________, _________,

5. A market stall has 13 bags of apples, and loose apples on display. In total are 141
apples at the stall. How many apples are in each bag?

6. Joe and Jerry went for a bike trek during the

1
holidays. On the first day they rode of the
3
total distance. On the second day they were
1
tire only rode of the remaining distance.
4
On the third day they rode half of the
distance left. The last day they rode the
remaining 18 km. How far did they ride
altogether?

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7. Fully factorise:
a. ( x +2 )2−4 b. x 2−4 xy+ 4 y 2

C
8. ∆ ABC alongside is a right-angled triangle
a. Find the value of x

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b. Hence find the lengths of three sides

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 Criterion B
Investigation
1. Following diagrams show that when a circle is divided by 1 distinct line, 2 number of
region can be formed. Similarly when it is divided by 2 parallel lines, 3 numbers of
region can be formed. And the patterns continue in the same way.

1 line 2 lines 3 lines 4 lines

a. How do you describe the number of regions ( R) for the circle is divided by n parallel

lines?

______________________________________________________________________________

b. Use this formula to find the number of region for 6 and 7 parallel lines.

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c. If the circles are cut by lines in another way, then the maximum numbers of region can

be formed in the following ways.

2 lines 3 lines 4 lines

Find the maximum number of regions formed when a circle is divided by 5 lines?

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______________________________________________________________________________

______________________________________________________________________________

It is given that, when the circle is divided by n distinct lines, the maximum number of regions

1 1
which can be formed is given by the formula R= n2+ n+1.
2 2

d. Use this formula to find the number of maximum region for line 6.

______________________________________________________________________________

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______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

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e. Verify your answers to c by illustrating each case

______________________________________________________________________________

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______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

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f. Rijwana said that after calculating of n number of lines she got 36 regions.

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 i. Do 32 regions follow the patterns? Justify your answers.
______________________________________________________________________________

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 Criterion C and D

1. Mr. X is a poultry farm owner. More than 5 thousands chickens can be kept on his farm.
When he started his farm

It has a quadrilateral land with a length of 3 meters. He thought he would do poultry farming in
this land. So he built a fence around his land. The area of the fence on the left side of the land is
5 square meters

১. How much money will you need to pay if the fence per square meter is Tk 20?

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