Example 10: Teacher task and markscheme

MYP 2: Distance and cost

Name: Date:
Subject group Mathematics Criteria A MYP year 2
level/proficiency
level

Task name Distance and cost

Key concept Logic Related Equivalence and simplification

concepts
Conceptual Apply logical processes to simplify and find equivalences between quantities.
understanding
Global context Globalization and sustainability: Data-driven decision-making
exploration
Statement of Using logical processes to simplify and find equivalences enables data-driven
inquiry decisions.

Mathematics teacher support material 1

 Example 10: Teacher task and markscheme

MYP 2: Distance and cost

Task description: Criterion A

Distance and cost

ACTIVITY IN DESMOS

Mario has just purchased a 2.0 Chevrolet Camaro and decided to take a trip from the city where he
currently lives, Boise to his hometown, Cheyenne. To budget for the trip, he decides to calculate the
amount of fuel needed taking into account the distance between the two cities and the Camaro's fuel
economy of 4.3 gallons of fuel per 100 miles traveled.

1a. Identify the missing values and complete the table

Fuel (gallons) Distance travelled (miles)

4,3 100

50

8,6

1b. Find the distance the car can travel on one gallon of fuel.

1c. Calculate the number of gallons of fuel you need to make the 150-mile journey.

Mario is planning to take a car trip from Boise to Cheyenne. Refer to the scale provided and the
distance, measured in centimetres on the map.

1d. Calculate the approximate distance between the two cities, give your answer in miles.

Mathematics teacher support material 2

 Example 10: Teacher task and markscheme

MYP 2: Distance and cost

1e. Calculate the approximate number of gallons of fuel you need to make the return / round trip.

1f. The cost of fuel is $1.87 per gallon. Calculate the approximate cost of fuel required for the return
/ round trip.

At the end of the trip Mario determines that the total cost of fuel was $118.30.

1g. Calculate the actual distance between Bosie and Cheyenne.

When making measurements there is always an error derived from the way it is done or the
instruments used. In mathematics, the percentage of error is calculated using the formula

𝐴𝐴𝐴𝐴𝐴𝐴𝐴𝐴𝐴𝐴𝐴𝐴𝐴𝐴𝐴𝐴𝐴𝐴𝐴𝐴𝐴𝐴𝐴𝐴 𝑣𝑣𝑣𝑣𝐴𝐴𝐴𝐴𝐴𝐴𝐴𝐴𝐴𝐴𝐴𝐴𝐴𝐴𝐴𝐴 − 𝐴𝐴𝐴𝐴𝑎𝑎𝑎𝑎𝑎𝑎𝑎𝑎𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑎𝑎𝑎𝑎𝑎𝑎𝑎𝑎𝑎𝑎𝑎𝑎𝐴𝐴𝐴𝐴𝐴𝐴𝐴𝐴𝐴𝐴𝐴𝐴 𝑣𝑣𝑣𝑣𝐴𝐴𝐴𝐴𝐴𝐴𝐴𝐴𝐴𝐴𝐴𝐴𝐴𝐴𝐴𝐴

%𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒 = � � × 100
𝑅𝑅𝑅𝑅𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒 𝑣𝑣𝑣𝑣𝐴𝐴𝐴𝐴𝐴𝐴𝐴𝐴𝐴𝐴𝐴𝐴𝐴𝐴𝐴𝐴

1h. Calculate the percentage error of the approximate distance and the actual distance.

1i. Comment on the percentage error.

Mathematics teacher support material 3

 Example 10: Teacher task and markscheme

MYP 2: Distance and cost

Criterion A: Knowing and Understanding

Subject criteria and task-specific clarification:

Task-specific clarification (how can the criteria be
MYP subject criteria (insert relevant
Level: demonstrated at this level in the task?):
criterion strands only):
Student was able to:
i. select appropriate mathematics when • Calculate the amount of fuel and miles for
solving simple problems in familiar specified amounts in a table
situations
1-2 ii. apply the selected mathematics Question a
successfully when solving these problems
iii. generally solve these problems correctly
in a variety of contexts.
i. select appropriate mathematics when • Find the unit rate of fuel .
solving more complex problems in • Calculate the amount of fuel for a specific
familiar situations route
3-4 ii. apply the selected mathematics
successfully when solving these problems Questions b, c,
iii. generally solve these problems correctly
in a variety of contexts.
• Determine the distance between cities using
i. select appropriate mathematics when
the given scale.
solving challenging problems in
• Determine the number of gallons of fuel for a
familiar situations
return journey
5-6 ii. apply the selected mathematics
• Determine the cost of fuel for a return
successfully when solving these problems
journey
iii. generally solve these problems correctly
in a variety of contexts.
Questions d, e, f
i. select appropriate mathematics when • Determine the actual distance between the
solving challenging problems in two cities taking into account the value that was
both familiar and unfamiliar situations paid for the fuel.
7-8 ii. apply the selected mathematics • Calculate and comment on the error
successfully when solving these problems percentage between distances
iii. generally solve these problems correctly
in a variety of contexts. Questions g,h i

Opportunities for task

differentiation (considering Students have access to a calculator.
student ability/barriers to Students can use different ways to show their working
learning):

Mathematics teacher support material 4