Name of the Student: Date: 15-11-2021 Subject: Mathematics

Unit Title: Number systems Duration:80 min Year: 21 -22 Sec:

Key Concept: Form Related Concepts: Quantity ,Simplification

Global Context: Globalisation and
Sustainability

SOI: Simplifying quantities in different forms can help explore the commercial world.

Assessment Criteria :
Criterion B: Investigating patterns
Criterion C: Communicating

Instructions for Students:

1. Label your answer sheet in the format - Name/Grade /Section/Subject
2. You may use pencil for any diagrams, graphs or rough working.
3. Submit your final work in PDF

ATL Skills Assessed

1. Critical thinking: Draw reasonable conclusions and generalizations.

Teacher comment:

Teacher’s Signature:

Criterion B (8) Criterion C (8)

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 Criterion B: Investigating patterns

Achievement level Level descriptor Task specific clarification

The student does not reach a standard The student is unable to select
0
described by any of the descriptors below. correct method to solve any
questions
The student is able to: The student predicts simple patterns
using patterns and numerical values in
i. apply, with teacher support, mathematical
1–2 task 1 (1 ,2,3 ,4),
problem-solving techniques to discover
simple patterns
ii. state predictions consistent with patterns.

The student is able to: The student recognizes simple and

familiar patterns, and suggests how
i. apply mathematical problem-solving
3–4 these patterns work by completing the
techniques to discover simple patterns
table of reference in Task 3(1)
ii. suggest relationships and/or general rules
consistent with findings.

The student is able to: The student recognize simple and

familiar patterns, describes them as
i. select and apply mathematical problem-solving
relationships or general rules, and draws
techniques to discover
5–6 general statements or rules consistent
complex patterns
with findings in task 5.
ii. describe patterns as relationships and/or general
rules consistent with
findings
iii. verify these relationships and/or general rules.

The student is able to: The student recognize simple and

familiar and unfamiliar patterns,
i. select and apply mathematical problem-solving describes them as relationships or
techniques to discover
7–8 general rules, draws
complex patterns
conclusions consistent with findings,
ii. describe patterns as relationships and/or general
and provides justifications or a proof
rules consistent with
according to his or her level using
correct findings examples in task 12 (1,2,3,4)
iii. verify and justify these relationships and/or
general rules.

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 Criterion C: Communicating
Achieveme Original Task Specific clarification
nt Level
0 The student does not reach a standard described by any of The student is unable to select correct method
the descriptors below. to solve any questions.
1-2 The student is able to: The student used limited mathematical
language and forms of mathematical
i. use limited mathematical language representation to present the gathered
ii. use limited forms of mathematical representation information. Need to work on communicating
to present information through lines of reasoning as they were difficult
to understand in task 4 ( 1,2,3)
iii. communicate through lines of reasoning that are
difficult to interpret.
3-4 The student is able to: The student used some appropriate
mathematical language and different forms of
i. use some appropriate mathematical language mathematical representation to present the
ii. use different forms of mathematical gathered information. Communicated through
representation to present information lines of reasoning although these were not
always coherent.in task 3(2),task 7 (1,2,3,4,5)
adequately
iii. communicate through lines of reasoning that are
able to be understood, although these are not
always clear
5-6 The student is able to: The student used appropriate mathematical
language and different forms of mathematical
i. usually use appropriate mathematical language representation to present the gathered
ii. usually use different forms of mathematical information correctly. Communicated through
representation to present information lines of reasoning that are coherent in task 2( b)
,task 4 ,task 8
correctly
iii. move between different forms of
mathematical representation with some
success
iv. communicate through lines of reasoning that
are clear although not always coherent or
complete
7-8 The student is able to: The student consistently used appropriate
mathematical language and different forms of
i. consistently use appropriate mathematical mathematical representation to present the
language gathered information correctly. Communicated
ii. use different forms of mathematical representation clearly through lines of reasoning in task 9 ,task
to consistently 6 ,task 11
present information correctly
iii. move effectively between different
forms of mathematical
representation
iv. communicate through lines of reasoning that are
complete and coherent

Page 3 of 14
Task 1

1. A child is playing with toothpicks. The sequence of his game is shown below.

2. Explore the pattern created by the child: number of triangles vs toothpicks

No of triangles

No of
toothpicks

3. Determine a general rule for the number of toothpicks in nth triangle.

4.Verify your rule for 11th and 24th triangles. Justify your answer.

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Task 2:
The baker asks some customers if they like lemon cake (L) and if they like chocolate cake (C).
The Venn diagram shows the results.

1) Complete the statement n (U)

2) Workout the number of the customers who like lemon cake or chocolate cake but not both.

3) Use set notation to complete the statement.

{Jai, Nera} =

4) What does the Venn diagram indicates Taj?

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Task 3:
1) Kate invests $1200 at 4 % per year simple interest. Calculate the total amount Kate has after 2 years.

Principal 1st year 2nd year

$ 1200

2) Jane borrowed final amount from Kate and invested for 4% per year compound interest. Evaluate the
amount after 2 years.

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Task 4: A doctor office records the symptoms of the first 100 patients of the week.

Symptom Number of patients

Headache (H) 33
Sore throat (S ) 80
HS 30

1. Determine n(S).

2. Determine the number of patients who visited to hospital who do not have either headache or sore
throat.

3.Draw a Venn diagram to represent the numbers in the table.

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Task 5:
The table shows four sequences A, B, C and D.

Sequence 1st Term 2nd Term 3rd Term 4th Term 5th Term nth Term
A 1 8 27 64
B 5 11 17 23
C 3 15 75 375
D 151 147 143 139

Complete the table. Show your working.

Task 6:

The force of attraction F between two magnets varies inversely as the square of the distance (D)between
them. When the magnets are 2 cm apart, the force of attraction is 18 newtons.
1) How far apart are they if the attractive force is 2 newtons?

2) Complete the table .Show you’re working.

Force (F) 18 4

Distance (D) 2 15

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Task 7:
Describe each of these sets in your own words.
1){James, John, Judith, Jennifer, Joseph}
2){Sandal, Slipper, boot, Shoe, clog}
3) {3, 6, 9, 12, 15}
4) {121, 132, 143,154, 165}

5) On the Venn diagram shade, the region Al 𝑈 B

Page 9 of 14
Task 8:

A company buys a manufacturing machine for $20,000, with an expected lifetime of 8 years. The machine
value gets reduced at 30% every year. Complete the table of values for 8 years. Give all values to the nearest
dollar.
reduced expenses
Year Start year value ($) End year value ($)
($)
1
2
3

5
6
7
8

Task 9:
If U={integers },
A ={x : x is an integer and -4 < x < 7}
and B = { x : x is a positve multiple of three less than 30}

1. List the elements of set A.

2. Find n( A  B).

3. Describe in words the set (A  B)'

Page 10 of 14
Task 10:
The diagram below shows a sequence of patterns made from dots and lines.

1) Draw the next pattern in the sequence

2) Copy and complete the table for the number of dots and lines.

Dots 1 2 3 4 5 6
Lines 4 7 10

3)How many lines are in the pattern with 99 dots

4)How many lines are in the pattern with n dots?

5) Complete the following statement there are 85 lines in the pattern with ------- dots

Page 11 of 14
Task 11:
The table shows below the results of a survey
three people were asked how many hours they worked that day and how much they earned.

1) How much would the trainee earn in 5 hours?

2) Calculate how many hours the technician would have to work to earn the same as coder did on this day.

3)Copy and complete these tables of earnings

a)

b)

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Task 12:
Here is the sequence of patterns made using identical polygons

1)Write down mathematical name of the Polygon in pattern 1.

2)Complete the table for the number of vertices(corners) and the number of lines in pattern 3, pattern 4 and
pattern 7.

Pattern 1 2 3 4 7
Number of vertices 8 14
Number of lines 8 15

3)
i) Find an expression for the number of vertices in pattern n.

ii) Work out the number of vertices in pattern 23.

4) Workout an expression, in its simplest from, for

(Number of lines in pattern n) – (number of vertices in pattern n)

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 Student's Self-Assessment of ATL skill Achievement

ATL Skill: Critical thinking skills

Where do you put yourself from beginner to expert for each of the skill indicators listed?

Please put a tick in box to self-evaluate your level of ATL skill achievement.

Critical Thinking Skills

Beginner Learner Practitioner Expert
You are starting to You are sometimes You usually make logical You make creative
think past simply able to make conclusions. You can use and logical
finding conclusions or find information to find conclusions. You
answers. Every now problems. You can use solutions. You know other offer solutions to
and then you use information and find ways of thinking have problems and
information to change solutions. You think value. potential
your mind or to find other ways of thinking problems. You
what is causing might have value. highly value novel
problems. solutions.
Students Comment: Explain why you placed yourself for the skills listed above.

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