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IBMYP Mathematics – Year 10

Investigation Task – Logo Design

Monday, 31 January 2020

50 minutes

Name:_________________________

INSTRUCTIONS TO CANDIDATES

 Answer all questions in the spaces provided.

 Calculators are not allowed in this paper.
 Use black or blue pen for answering questions.

Decisions can be made by using a model which represents

STATEMENT OF INQUIRY
relationship to enhance the scientific and technical innovation.
GLOBAL CONTEXT Scientific and Technical Innovation
KEY CONCEPT Form
RELATED CONCEPTS Relationship
Draw, Sketch, Model, Evaluate, Generalize, Complete, Select,
COMMAND TERMS
Apply, Justify.

LEVEL
MYP CRITERIA TO BE ASSESSED HIGHEST LEVEL
ACHIEVED
A Knowing and Understanding 8
√ B Investigating Patterns 8
√ C Communicating 8
D Applying mathematics in real life contexts 8

Student is able to:

 select and apply mathematical problem-solving techniques to
TEACHER COMMENTS discover patterns
 describe patterns as general rules consistent with findings
 prove, or verify and justify these general rules

(Teacher’s Signature)
 MYP CRITERIA

Criterion B: Task- Specific Clarification

Investigating Patterns

The student does not reach a standard described by any The student does not reach a standard described by any
0 of the descriptors below. of the descriptors below.

The student is able to:

(i) apply, with teacher support, mathematical
1-2 problem-solving techniques to discover simple
pattern
(ii) state predictions consistent with patterns
The student is able to:
(i) apply mathematical problem-solving techniques to
3-4 discover simple patterns
(ii) suggest general rules consistent with findings
1 The student is able to substitute correctly to the
vertex form.
2 The student is able to attempt to find the value of a.
3 The student is able to find the value of a correctly.
4 The student is able to attempt to find the best fit
model of the banana.

The student is able to:

(i) select and apply mathematical problem-solving
techniques to discover complex patterns
5-6 (ii) describe patterns as general rules consistent with
findings
(iii) verify the validity of these general rules
The student is able to:
(i) select and apply mathematical problem-solving
techniques to discover complex patterns
7-8 (ii) describe patterns as general rules consistent with
findings
(iii) prove, or verify and justify these general rules
5 The student is able to state the general rule of the
banana correctly.
6 The students is able to verify the validity of these
general rules.
7 The student is able to find the best fit model of one
of the curves correctly.
8 The student is able to find the best fit model of all
of the curves correctly.

Criterion C: Task Specific Clarification

Communicating in Mathematics

The student does not reach a standard described by any The student does not reach a standard described by any
0 of the descriptors below. of the descriptors below.
1-2 The student is able to:
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 Criterion C: Task Specific Clarification
Communicating in Mathematics

(i) use limited mathematical language 1 The student is able to attempt to substitute the
(ii) use limited forms of mathematical representation variables correctly.
to present information 2 The student is able to substitute the variables
(iii) communicate through lines of reasoning that are correctly.
difficult to interpret
The student is able to:
(i) use appropriate mathematical language 3 The student is able to present the algebraic
(ii) use appropriate forms of mathematical working to find the value of a.
representation to present information adequately 4 The student is able to present the algebraic
3-4 (iii) communicate through lines of reasoning that are
working to find the value of a adequately.
complete
(iii) adequately organise information using a logical
structure
The student is able to:
(i) usually use appropriate mathematical language 5 The student is able to attempt to present the
(ii) usually use appropriate forms of mathematical process of verifying the functions.
representation to present information correctly 6 The student is able to present the process of
(iii) usually move between different forms of
verifying the functions in an organized way.
5-6 mathematical representation
(iv) communicate through lines of reasoning that are
complete
(v) present work that is usually organized using a
logical structure.

The student is able to:

(i) consistently use appropriate mathematical
language
(ii) use appropriate forms of mathematical
representation to consistently present information
correctly
7-8 (iii) move effectively between different forms of
mathematical representation
(iv) communicate through lines of reasoning that are
complete, coherent and concise
(v) present work that is usually organized using a
logical structure
7 The student is able to present their work in
finding all of the best-fit models consistently, and
to communicate their findings using coherent
logical structure.
8 The student is able to present their work in
finding all of the best-fit models consistently, to
communicate their strategy of problem solving in
a logical structure.

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Full marks are not necessarily awarded for a correct answer with no working. Answers must be
supported by working and/or explanations. Where an answer is incorrect, some marks may be given
for a correct method, provided this is shown by written working. You are therefore advised to show
all working.

Model of Banana
y

x
O B
O
A

1. Based on the diagram above, it is given that the coordinates of x intercepts are O(0, 0)
and B(11,0), the coordinate vertex is A(5.5,-2).
The banana can be modelled in a quadratic function.
(a) Substituting the coordinate of the vertex into the quadratic form :
y=a(x−h)2 +k , where (h , k ) is the coordinate of the vertex, find the value of a.
(b) Hence, find the best fit model of the banana in the form of quadratic function.

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2. Select other two points on the graph to verify that the function found is the best fit model
for the shape of the banana.
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 Model of Logo Design

Joanne wants to set up a start-up company. She has designed the logo below:

Joanne wishes to develop mathematical functions that model these curves. The logo is the
shaded region between the two curves.

a) Using an appropriate set of axes, identify and record a number of data points for each
of the curves, which will allow developing model functions for them.

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b) What type of functions model the behaviour of the data? Explain why you chose these
functions and develop the best fit model for the curves.

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c) Verify whether your functions are the best fit model for the logo.

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BLANK PAGE

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END OF PAPER

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