Maths

Answers to homework

Percentages Assignment

In this assignment, you will be investigating percentage discounts and deals in supermarkets and assessing which offers are the best value, why and under what circumstances. You will be four products in three different shops with different offers. You will be assessed against criteria C and D.

Remember, with all investigations you should clearly show all your drawings, explanations, graphs & charts for the reader.

Task:

·       You should attempt to answer all of the questions below – this is for criteria D.

·       You should choose appropriate graphs/ charts to compare the products or the shops, explaining why you have chosen this particular graph – criteria C

·       Your assignment should be easy to follow and your reasons should be logical and clear. Your charts and graphs should support/ give evidence for your reasons.

·       You should type your assignment

Things to consider:

·       How might this type of investigation be useful to you in real life?

Mathemagic Poster Challenge!

In this task you will be creating your own mathemagic problem, clearly showing how the problem can be solved and demonstrating your understanding of creating and manipulating algebraic expressions. You may use calculators for the problem.  You will be assessed against criteria A.

Remember, with all posters you should clearly show all your drawings, explanations and charts for the reader. Use the below as an example to help you:

Your Task:

• You must create your own mathemagic problem where you ‘guess’ another persons number. The trick should work every time.

• You should aim to use each operation twice

• You should try to explain the problem using algebra and a simplified version (and words)

• Your poster should be clear and easy to understand

Things to think about:

• How can clearly demonstrate your understanding of algebra?

• How can you help the viewer to understand your poster?

• How can you make your poster attractive?

• How can you make your problem more complex?

Key words

Algebra, simplifying, expanding, solving, equation, expression, substitution, forming and solving equations

Assessment Rubric

Level	Criteria A
0 - 2	Create a very simple problem with three steps or less and using only two operations. Many errors in the work. Unclear or unfinished poster with little or no explanations. Limited understanding of algebra demonstrated
3 - 4	Create a problem using the four operations which is mostly correct and follows the rules of BEDMAS Steps are explained though not fully. Poster is mostly complete and moderately easy to follow, and basic in its design. Some understanding of algebra demonstrated though some errors may be present.
5 - 6	Create a problem using the four operations which is correct and follows the rules of BEDMAS Steps are explained and the poster is complete and easy to follow. Creative design of poster engaging the reader. Good understanding of algebra demonstrated and correct
7 - 8	Create an advanced problem using the four operations, which is correct and follows the rules of BEDMAS. Other or more operations may have been used, or the problem is more complex in its nature. Steps are very clearly explained and the poster is complete and easy to follow. Creative design of poster engaging the reader. Very good understanding of algebra and its manipulation demonstrated and correct.

Homework due Monday 30th January

For Mondays lesson, you should have:

1) Your algebra reflection if you have not completed it. If you have completed it, please check you have completed all sections - some that were sent to me were incomplete.

2) A complete, correct mathemagic trick (tried and tested)

3) A draft design for your poster

i.Remember to include where you will explain how the trick works

ii.Make a list of what resources you will need for the poster

iii.Follow the guidelines on the assignment sheet

Feedback on the test and unit. Email to me at Jennifer@askeris.no

Algebra

What are you most pleased with on your test?

What are your areas for improvement?

What questions do you still have?

Reflect on your behavior, attitude and organization throughout the unit. Rate yourself on a scale of 1 – 5 (5 being very good, 1 being very poor) and justify your answer. How can you improve?

	Score 1 – 5	Justification	Ways to improve
Attitude to working
Behaviour
Organisation

Feedback/ message for teacher:

Program Overview

	Year 7	Year 8	Year 9	Year 10
Aug.	Integers, order of operations and ratios Chapters 1 and 4	Perimeter, Area and Surface Area Ch. 12 Optimum volume/ SA of a cuboid B C D	Statistics Ch 15 Misleading Statistics D Algebraic Expressions Ch 4 Spotting Patterns B C	Consumer Arithmetic Ch 2 Comparing Bank/ Savings accounts Accounts A C D
Sept.	Integers, order of operations and ratios Chapters 1 and 4	Equations & Inequations Ch. 7	Indices and Surds Ch 5	Quadratic Equations Ch 3 Ext Only: Special graphs Ch 4 Spotting Patterns B C
Oct.	Introduction to Algebra	Indices Ch 6 Rice on a Chess Board B D	Equations, Inequations, and Formulae Ch 6	Further Algebra Ch 5, 6, 7
Nov.	Pythagoras Ch. 5	Pythagoras Ch 5	Factorising Algebraic Expressions Ch 7 Graphs of Physical Phenomena Ch 10	Further Algebra Ch 5, 6, 7 Transforming Graphs Investigation B C D
Dec.	Equations Ch 7	Algebraic Expressions Ch 4	Co-ordinate Geometry Ch 8	Probability Ch 15 Trigonometry Ch 12
Jan.	Percentages Ch 3 Shop Sales B C D	Ratio and Proportion Ch 3	Simultaneous Equations Ch 9	Statistics Ch 14
Feb.	Equations, Formulae & Inequations Ch 7 Spotting Patterns B C The Number plane Ch 8	Formulae and Problem solving Ch 9	Deductive Geometry Ch 11 Similarity Ch 11	Surface Area and Volume Ch 10
Mar.	Reasoning in Geometry Ch 10 Geometric Constructions Ch 13	Probability Ch 14 Monty Hall Investigation B C D	Trigonometry Ch 13 Trigonometry Investigation B C D Vectors (Ext)	Functions and Logarithms Ch 9
Apr.	Area and Volume Ch 11 The Average Student A B C D	Coordinate Geometry Ch 8	Ratio and Proportion Ch 2	Circle Geometry Ch 13
May	Probability Ch 15	Geometry Ch. 10 Locus Ch 11	Probability Ch 16	REVISION
June	Circles Ch 12	Statistics Ch. 13 Fitness IDU P.E. B C D	Measurement Ch 12	Calculus (Ext – Extra) Algorithms and Number Theory

Unit 3
Pythagoras

Unit 2A - Mathemagic
08/10/16 (Ms Jennifer)
Students are exploring how to work out the 'magic' in tricks by learning the rules of and manipulation of algebra.


Homework due 28/11/16 - copy and complete the questions on substitution in your book.


Homework due 28/10/16 - complete questions in section 12 of the homework sheet:

Unit 2 - Exponents

Assessment Rubric (10/11/16)

Students will  undertake a test on exponents the week beginning the 21st November. The below image shows the types of problems the students will have to simplify or solve.

Criteria A

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. generally solve these problems correctly. 

25/10/2016 (Mr Mark)

Students are presently working on negative exponents

Unit1- Numbers

Key Concept: Form

Related Concept: Change and Simplification

Statement of Inquiry: Method can change and simplify forms.

Inquiry questions:

Factual:What does BEDMAS mean?

Conceptual: Why do we need negative numbers?

Debatable: Should rules ever be broken?



26/09/16

Students were made to reflect on the Unit.

20/09/16
Grade 7 Unit test will be conducted on Thursday. Samples questions were provided to students for practice. The rubric for the assessment is as follows:

Criteria	Level
	1-2	3-4	5-6	7-8
Knowing and understanding	0 - 25%	26-50%	51 - 75%	76 - 100%
i. select appropriate mathematics when solving problems in both familiar and unfamiliar situations ii. apply the selected mathematics successfully when solving problems iii. solve problems correctly in a variety of contexts.

14/09/16

Students learned about ratios and its application.

7/09/16

Today, students solved simple problems using the rule BEDMAS.


29/08/16

Students were shown a video which explains how to multiply integers using a number line. Refer the link below.

 https://www.youtube.com/watch?v=6ko6iDGjtDU

25/08/16

Students were introduced to the rules to multiply the integers as follows:

Rules:

1. Multiply the absolute value (The absolute value of an integer is its distance from zero on the number line) of the number.

2. Determine the sign of the value(answer) as follows:

Thursday 18th August, 2016
Today, students were given the following homework to complete: