Pathways School Gurgaon

MYP-4
End of Year Assessment - MAY 2022-23

TO BE FILLED IN BY THE EXAMINER

GRADE: SUBJECT: PAPER:

DATE: DURATION:

TO BE FILLED IN BY THE CANDIDATE

Candidate Name: ………………………………………………………………….

Subject Teacher: …………………....................................................................

Instructions to Candidates
- Handheld calculators are allowed.
- Formula booklets will be given if the exam is in school, or else the same has been mailed. The same
can be referred.
- Attempt all questions.

For Examiner’s Use

CRITERIA A B C D

Levels Obtained

SIGNATURE

MYP 4 Extended Mathematics for 2022-23

 Level 1:

Q1. 60 residents of a city were asked "Do you support the construction of the new train station?". The
residents questioned were also classified as living in the North, South or in the inner city. Using the
Venn diagram, complete the following table:

North south Inner circle of city

Yes
No

Q2. Calculate the value of pronumerical:

Level 2:

Q3. Consider the following right triangle:

1. Find c, the length of the hypotenuse of the triangle.

2. Find the exact perimeter of the figure.

3. Find the exact area of the figure.

MYP 4 Extended Mathematics for 2022-23

Q4. Consider the compound inequality −2 ≤ 1 − 2x < 2:
1. Solve the compound inequality.
2. Write the solution set for x in interval notation.
3. Graph the solution set for x in a number line.

Level 3

Q5. Ursula has just won $30 000. She decides to invest some of her winnings into a retirement fund
which earns 8% interest p.a., compounded yearly. When she retires in 29 years, she wants to have $52
000 in her fund. Calculate, how much percentage of her winnings should Ursula invest now to achieve
this?

Q6. A bridge connects two towns on either side of a gorge, where one side of the gorge is inclined at
59° and the other side is inclined at 70°. The length of the steeper incline is 59.1 m.
Find x, the length of the bridge. Estimate your answer correct to one decimal place.

Level -4:

Emma sails in a small dinghy from point A in a straight line to a buoy at point B. She is moving at an
average speed of 19 km/h, for 6 minutes, on a bearing of 125°.

MYP 4 Extended Mathematics for 2022-23

(a) Find the distance from point A to point B

(b) When Emma arrives at point B she changes direction and sails to point C on a bearing of 230° and 1
km away. Find angle ABC

(c) Calculate the distance from point A to point C.

(d) Find angle BCA

(e) Emma’s friend Eamonn wants to swim directly from point A to point C. Calculate the bearing that
Eamonn must take to point C.

(f) Eamonn swims at an average speed of 3.2 km/h. Estimate the time it takes for Eamonn to reach
point C.

MYP 4 Extended Mathematics for 2022-23

 Criteria C and D

In this task , you will be modelling reliability of USB memory sticks.

A factory makes three types of USB memory stick, 1, 2 and 3.

Measure of reliability:
The factory tests the reliability of a sample by saving and deleting data 10000 times a day. The
percentage of sticks that still work at the end of each week is recorded. This gives a measure of
reliability.

This bar chart shows the percentage, W, of three types of USB stick that were still working at the end
of each week.

- From the graph, identify the percentage of the USB2 sticks which were still working after two
weeks?
MYP 4 Extended Mathematics for 2022-23
 - Find in percentage, which type of USB stick had the greatest percentage failure from the end
of week 1 to the end of week 2? Show relevant calculations with correct mathematical
reasoning for the same.

Task 2:

Look at the video given below which will help you learn more about choices of USB:
https://youtu.be/F6LGa8jsdjo

Write a report on the justified choice of USB from three options given below:
(a) Identify relevant factor that will effect the validity and reliability of USB.
(b) The results for the USB3 sticks are modelled by this equation: W = 100 – 15t .
Explain why this model is not suitable for USB3 sticks that have been tested for more than six
weeks.

(c) A model for the USB2 sticks is W = kt + 100, where k is a constant.

Calculate the value of k.
(d) The results for the USB1 sticks fit this model whose graph is given below:

Model the function for such a USB.

Also, explain why this model not a suitable one for USB1 sticks that has been tested for more than 3
weeks. Ensure giving mathematical reasons for the same.

(e) You are expected to take a decision for the choice of USB basis the number of weeks it will still
be working at the end of ‘t’ weeks.

- Explain the degree of accuracy

- Explain if your solution makes sense in real life situations.

MYP 4 Extended Mathematics for 2022-23

 Criteria B and C Task:
Task: A skeleton tower is made up of a stack of cubes with 4 triangular wings on each long face of the
cube. Different towers have different numbers of total cubes and the aim of the investigation was to
find an nth term and explain the reasons behind it.

Looking at the growing patterns in creating tower, write a report on the essentials of tower building.
You can answer following questions as per command term to establish the various connections.

1. Looking at abstract given, predict the values in table give below:

Tower No. No. of cubes in No. of cubes in

(n) central stack each wing
(c) (e)
1 1 0
2 2 1
3 3 3
4 4 6
5
6

2. Describe any two patterns observed in table above.

3. Generalize the pattern for number of cubes in each wing.

4. Test the formula in Q3.

Task 2

MYP 4 Extended Mathematics for 2022-23

Assume that the length of each cube is 2 cm.
Now, let us extend the table and observe the pattern for the complete figure.

5. Predict the values in table give below:

Tower No. No. of cubes No. of cubes in Total no. of Total no. of Volume of the
(n) in central each wing cubes in cubes total no. of
stack (e) wings (t) cubes
(c) (w) (v)
1 1 0 0 1 8
2 2 1 4 6 48
3 3 3 12 15 120
4 4 6 24
5 5
6 6
7

6. Generalize the pattern for total number of cubes in the wings (w) and the total number of cubes in
each tower (t).

7. Generalize the pattern for the volume of the total no. of cubes (v).

8. Verify the general rule of total number of cubes in the wings (w) in Q6.

9. Justify the general rule for total number of cubes formulated.

Ensure you communicate the same using proper lines of mathematical reasoning.
-Math terminology across used
- Proper lines of reasoning, structure used.

MYP 4 Extended Mathematics for 2022-23

 Task Specific Clarifications:

Criteria A(Knowing and Understanding):

Achievement Level Task specific clarification

0 The Student is unable to achieve the required level.

1-2 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. (Q1-2)

3-4 The student is able to:

i. select appropriate mathematics when solving more complex problems in
familiar situations
ii. apply the selected mathematics successfully when solving these problems
iii. generally solve these problems correctly. (Q1-3)

5-6 The student is able to:

i. select appropriate mathematics when solving challenging problems in
familiar situations
ii. apply the selected mathematics successfully when solving these problems
iii. generally solve these problems correctly. (Q1-4)

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. Solve these problems correctly. (Q1-5)

Criterion B (Investigating Patterns)

Achievement Level Task Specific clarification

0 The student does not reach a standard described by any of the descriptors
below.
1-2 The student is able to:
i. apply, with teacher support, mathematical problem-solving techniques to
discover patterns in task 1
ii. state predictions consistent with patterns in task 1
iii. Generalize the formula in task 1
3-4 The student is able to:
i. apply mathematical problem-solving techniques to discover simple
patterns in task 1
ii. suggest general rules consistent with findings in task 1
iii. Generalize the formula in task 1 and test the same

MYP 4 Extended Mathematics for 2022-23

 5-6 The student is able to:
i. select and apply mathematical problem-solving techniques to discover
patterns in task 1 and 2
ii. describe patterns as general rules consistent with findings in task 1 and 2
iii. Generalize formulae in task 1 and task 2
iii. verify the validity of these general rules in task 1 and 2
7-8 The student is able to:
i. select and apply mathematical problem-solving techniques to discover
patterns in task 1 and 2
ii. describe patterns as general rules consistent with correct findings in task 1
and 2
iii. prove, or verify and justify, these general rules in task 1 and 2

Criterion C(Communication)

Achievement Level Task specific clarification

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

1--2 The student is able to:

i. use limited mathematical vocabulary related to general rule in criterion B
and describing the demand in criterion D task.
ii. use limited forms of mathematical representation to present general rule
in criterion B and while modelling the equation for demand in criterion D.

3-4 The student is able to:

i. use some mathematical related to general rule in criterion B and describing
the demand in criterion D task. .
ii. use appropriate forms of mathematical representation to present general
rule in criterion B and while modelling the equation for demand in criterion D
adequately.
iii communicate through lines of reasoning that are complete while writing
report in criteria B and D

5-6 The student is able to:

i. use correct mathematical vocabulary related to general rule and explaining
the significance of intercepts.
ii. usually use appropriate forms of mathematical representation to present
general rule.
iii move between different forms of mathematical representation in both
criteria B and D.
iv communicate through lines of reasoning that are complete and coherent
while writing report to in criterion B and D.
v present work that is usually organized using a logical structure while
interpretating equations from graph in criterion D

7-8 The student is able to:

i. use correct mathematical vocabulary related to general rule and while
explaining the significance of intercepts.
ii. consistently use appropriate forms of mathematical representation to
present general rule.

MYP 4 Extended Mathematics for 2022-23

 iii move between different forms of mathematical representation throughout
the task.
iv communicate through lines of reasoning that are complete and coherent
while writing report to in criterion B and D
v present work that is usually organized using a logical structure while
interpretating equations from graph in criterion D

Criterion D(Real-Life Application):

Achievement Task Specific Clarification

level

0 The student does not reach a standard described by any of the descriptors
below.
1-2 The student is able to:

i. identify some of the elements of global economic recovery.

ii. apply mathematical strategies to calculate the amount of solid waste
with limited success.

3-4 The student is able to:

i. identify the relevant elements of global economic recovery.
ii. select, with some success, adequate mathematical strategies calculate
the amount of solid waste
iii. Select, with some success, adequate mathematical strategies to model
the equation for employment growth rate.
iii. apply mathematical strategies to calculate the amount of solid waste
iv. discuss whether the solution makes sense in the context of real-life
5-6 The student is able to:
i. identify the relevant elements of global economic recovery.
ii. select adequate mathematical strategies to calculate the amount of
solid waste
iii. Select adequate mathematical strategies to model the equation for
employment growth rate.
iii. apply the selected mathematical strategies to calculate the amount of
solid waste
iv. explain the degree of accuracy of the solution
v. explains whether the solution/choice makes sense in context of real life
7-8 The student is able to:
i. identify the relevant elements of global economic recovery.
ii. select appropriate mathematical strategies to to model the equation
for employment growth rate.
iii. apply the selected mathematical strategies to calculate the amount of
solid waste
iv. Explain the degree of accuracy of the solution.
v. Explain whether the solution/choice makes sense in the context of real-
life.

MYP 4 Extended Mathematics for 2022-23