Painters' Dilemma

The City of Rio de Janeiro has recently placed an ad asking for road painting
companies to send in a proposal to paint the missing numbers on a walking path.

You are the CEO of Paint By Numbers, a road painting company. You are hoping to be
hired by the City of Rio de Janeiro to replace the missing numbers on the walking path
beside Canal de Marapendi in Barra da Tijuca.

Task #1 - Before your company can paint the missing numbers, you will need to
prepare an application for the City Council. This application will explain the
numbers that need to be painted, an explanation/rationale of why you know that
these are the correct numbers, and all the necessary math calculations to support
your application.

Your application will be marked against Criterion C - Communicating and Criterion D -

Applying mathematics in real-life contexts.

The pictures below are from the walking path. Pictures are all taken facing the same
direction.
 Criterion C: Communicating

Command terms:
Use: Apply knowledge or rules to put theory into practice
Organize: Put ideas and information into proper systematic order

At the end of year 1, students should be able to:

i. use appropriate mathematical language (notation, symbols and terminology) in both oral and written statements
ii. Use appropriate forms of mathematical representation to present information
iii. communicate coherent mathematical lines of reasoning
Iv. organize information using a logical structure.

Level Year 1 What this looks like

The student is able to: I. You have used limited (very few) mathematical words (Add,
1-2 i. use limited mathematical language
subtract, integers, natural numbers)
Missed the Mark Ii. use limited forms of mathematical representation to present
Limited information Ii You have shown limited forms (very little) mathematics (work) to
Iii. communicate through lines of reasoning that are difficult to
support your claim
understand.
Iii. It is difficult to understand (not clear) what you are trying to
tell the City Council

The student is able to:
3-4 i. use some appropriate mathematical language
On Your Way Ii. use appropriate forms of mathematical representation to
Somewhat present information adequately
Iii. communicate through lines of reasoning that are able to be
understood, although these are not always coherent
iv adequately organize information using a logical structure
I. You have used some appropriate mathematical words (Add,
subtract, integers, natural numbers)
Ii You have shown some appropriate forms of mathematics (work)
to support your application.
Iii. Generally your writing to tell the City Council is able to be
understood. You are not always clear with your explanations
Iv. Your application is adequately organized. It shows some
organization.

The student is able to: I. You usually use appropriate mathematical words (Add,
5-6 i. usually use appropriate mathematical language
subtract, integers, natural numbers)and use them in an appropriate
Got It Ii.usually use appropriate forms of mathematical
Mostly representation to present information correctly manner.
Iii. communicate through lines of reasoning that are usually
Ii You usually use appropriate form mathematics (work) correctly
coherent
iv present work that is usually organized using a logical to support your application.
structure
Iii. The application is usually coherent (is to understand) what you
are trying to tell the City Council.
Iv. You generally present work that is usually organized in your
application.

The student is able to:
7-8 i. consistently use appropriate mathematical language
Above and Beyond Ii.consistently use appropriate forms of mathematical
Completely representation to present information correctly
Iii. communicate clearly through coherent lines of reasoning
iv present work that is consistently organized using a logical
structure
I. You consistently use appropriate mathematical words (Add,
subtract, integers, natural numbers)and use them in an appropriate
manner
Ii You consisitently use appropriate form mathematics (work)
correctly to support your application.
Iii. The application is coherent (is to understand) and clear as to
what you are trying to tell the City Council..
Iv. You consistently organized your application.
 Criterion D: Applying mathematics in real-life contexts

Command terms:
Apply: Use knowledge and understanding in response to a given situation or real circumstance. Use an idea, equation, principle, theory, or
law in relation to a given problem or issue.
Explain: Give a detailed account including reasons or causes.
Describe: Give a detailed account or picture of a situation, event, pattern, or process
Discuss: Offer a considered and balanced review that includes a range of arguments, factors, or hypotheses. Opinions or conclusions should
be presented clearly and supported by evidence.
Identify: Provide an answer from a number of possibilities. Recognize and state briefly a distinguishing fact or feature
Justify: Give valid reasons or evidence to support an answer or conclusion
Select: Choose from a list or group
State: Give a specific name, value, or other brief answer without explanation or calculation
Solve: Obtain the answer[s] using algebraic and/or numerical and/or graphical methods

At the end of year 1, students should be able to:

I. identify relevant elements of authentic real-life situations
ii. select appropriate mathematical strategies when solving authentic real-life situations
Iii. apply the selected mathematical strategies successfully to reach a solution
iv. explain the degree of accuracy of a solution
v. describe whether a solution makes sense in the context of the authentic real-life situation.

Level Year 1 What this means

1-2 The student is able to: I. You are able to show some of the work (calculations) needed to
Missed the Mark I. identify some of the elements of the authentic real-life situation
explain your application.
Identifies ii. apply mathematical strategies to find a solution to the authentic
Simple real-life situation, with limited success Ii. You were able to find a solution, although not necessarily a
correct one.

3-4 The student is able to: I. You are able to identify much of the work (calculations) needed
On Your Way I. identify the relevant elements of the authentic real-life situation
to explain your application.
Adequate ii. Apply mathematical strategies to reach a solution to the authentic
Some real-life situation Ii. You are able to find a solution for some of the numbers, but not
Iii. state, but not always correctly, whether the solution makes
all of them.
sense in the context of the authentic real-life situation.
Iii. You are not able to correctly justify why your answer is correct.

5-6 The student is able to: I. You can generally identify relevant ideas of the work
Got It I. identify the relevant elements of the authentic real-life situation
(calculations) needed to explain your application.
Usually ii. select adequate mathematical strategies to model the authentic
Clearly real-life situation Ii. You are able to find a solution for some of the numbers but do
iii. apply the selected mathematical strategies to reach a valid
not provide the necessary work to support your solution
solution to the authentic, real-life situation
iv. describe the degree of accuracy of the solution Iii. You are able to correctly state why your answer is correct.
v. state correctly whether the solution makes sense in the context
of the authentic, real-life situation

7-8 The student is able to: I. You can correctly identify relevant ideas for the work
Above and Beyond I. identify the relevant elements of the authentic real-life situation
(calculations) needed to explain your application.
Consistent ii. select appropriate mathematical strategies to model the authentic
Well-supported real-life situation Ii. You are able to find a solution for the numbers and do provide
iii. apply the selected mathematical strategies to reach a correct
the necessary work (calculations) to support your solution
solution to the authentic, real-life situation
iv. justify the degree of accuracy of the solution Iii. You are able to correctly justify why your answer is correct.
v justify whether the solution makes sense in the context of the
authentic, real-life situation