Australian International Academy, Kellyville

Year 9
Unit: Web teachers
Due Date: 12th September 2018 (9AM)
Key Concept: Related Concepts: Global Context: MYP Criteria:
Relationship Representation Orientation in Space and C - Communicating
and Measurement Time D - Applying mathematics in real-
life contexts
Statement of inquiry:
Understanding the relationship between shapes helps us.
ATL Skills
Communication

BOSTES outcomes:
 MA5.2-1WM - selects appropriate notations and conventions to communicate mathematical
ideas and solutions
 MA5.2-2WM - interprets mathematical or real-life situations, systematically applying appropriate
strategies to solve problems
 MA5.2-3WM - constructs arguments to prove and justify results
 MA5.2-13MG- applies trigonometry to solve problems, including problems involving bearings
 MA5.2-14MG - calculates the angle sum of any polygon and uses minimum conditions to prove
triangles are congruent or similar

Description of Activity:
Google are introducing a new web based mathematics learning platform to allow children in countries
where education is not available due to war and displacement to learn. They have requested the help
of AIA Kellyville students to create a short online tutorial video teaching Congruence and Trigonometry
to 14 year olds. The video must be accompanied by the completed task sheet which will have all
working out cleraly set out with units if required.
The video must have clear concise explanations and answer the questions set out in this task sheet as
examples.
The video must not exceed 8 minutes in duration.
 Criterion C – Communication
Achievement Level descriptor Task Specific
level
0 The student does not reach a standard described by any
of the descriptors below.
1–2 The student is able to: The student is able to describe in non-mathematical
 use limited mathematical language language how to calculate the longest side of a right
 use limited forms of mathematical representation angle triangle and expressing ratio in simplest form.
to present information The explanation is unclear but reaches a final answer.
 communicate through lines of reasoning that are
difficult to interpret.
3–4 The student is able to: The student is able to describe with some
 use some appropriate mathematical language mathematical language on how use trigonometric
 use appropriate forms of mathematical ratios for calculation and use similarity to find the
representation to present information adequately unknown side. The explanation is mostly clear and
 communicate through lines of reasoning that are reaches a final answer. There is use of drawings/
able to be understood, although these are not working out or animations to aid explanation.
always coherent
 adequately organize information using a logical
structure.
5–6 The student is able to: The student is able to describe with mostly
 usually use appropriate mathematical language mathematical language on how to use trigonometry
 usually use appropriate forms of mathematical and similarity to find missing sides and angles. The
representation to present information correctly explanation is clear and reaches a final answer and
 communicate through lines of reasoning that are always remembers units. There is use of
usually coherent drawings/working out or animations to aid
 present work that is usually organized using a explanation. The explanation is mostly logical with
logical structure. steps followed.
7–8 The student is able to: The student is able to describe with clear mathematical
 usually use appropriate mathematical language language on how to use trigonometry and similarity to
 usually use appropriate forms of mathematical find missing sides and angles They are able to apply
representation to present information correctly this to problem solving questions The explanation is
 communicate through lines of reasoning that are clear and reaches a final answer and always
usually coherent remembers units. There is use of drawings/working out
 present work that is usually organized using a or animations to aid explanation. The explanation is
logical structure. logical with steps followed, clear and concise.
 Criterion D: Applying mathematics in real-life contexts
Achievement Level descriptor
level
0 The student does not reach a standard described by any of the
descriptors below.
1–2 The student is able to:
 identify some of the elements of the authentic real-life
situation
 apply mathematical strategies to find a solution to the
authentic real-life situation, with limited success.
3–4 The student is able to:
 identify the relevant elements of the authentic real-life
situation
 select, with some success, adequate mathematical
strategies to model the authentic real-life situation.
 apply mathematical strategies to reach a solution to the
authentic real-life situation
 describe whether the solution makes sense in the context
of the authentic real-life situation.
5–6 The student is able to:
 identify the relevant elements of the authentic real-life
situation.
 select adequate mathematical strategies to model the
authentic real-life situation.
 apply the selected mathematical strategies to reach a valid
solution to the authentic real-life situation.
 describe and discuss the degree of accuracy of the
solution whether the solution makes sense in the context
of the authentic real-life situation.
7–8 The student is able to:
 identify the relevant elements of the authentic real-life
situation.
 select appropriate mathematical strategies to model the
authentic real-life situation.
 apply the selected mathematical strategies to reach a
correct solution.
 explain the degree of accuracy of the solution and
whether the solution makes sense in the context of the
authentic real-life situation.
Task Specific
The student is able to describe in non-
mathematical language how to calculate the
longest side of a right angle triangle and
expressing ratio in simplest form. The
explanation is unclear but reaches a final
answer.
The student is able to describe with some
mathematical language on how use
trigonometric ratios for calculation and use
similarity to find the unknown side. The
explanation is mostly clear and reaches a final
answer. There is use of drawings/ working out
or animations to aid explanation.
The student is able to describe with mostly
mathematical language on how to use
trigonometry and similarity to find missing
sides and angles. The explanation is clear and
reaches a final answer and always remembers
units. There is use of drawings/working out or
animations to aid explanation. The explanation
is mostly logical with steps followed.
The student is able to describe with clear
mathematical language on how to use
trigonometry and similarity to find missing
sides and angles They are able to apply this to
problem solving questions The explanation is
clear and reaches a final answer and always
remembers units. There is use of
drawings/working out or animations to aid
explanation. The explanation is logical with
steps followed, clear and concise.
ATL Descriptor
Communication
1 – Never 2-Rarely 3-Sometimes 4-Usually 5-Consistently

Reflection
I think I will achieve a level 7 (Criteria C 1-8) in communication because…
Complete after finishing the assessment before the teacher has marked

I think I will achieve a level 7, as I completed all of the questions to my knowledge correctly
and I explained how to do it in the video. But, I did submit my assessment late.
I achieved a level _____ because…
Complete after receiving the marked work back
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
____________________________________

To better my level, I need to….

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
____________________________________

Reflection
I think I will achieve a level _____ (Criteria D1-8) in Applying mathematics in real-life contexts
because…
Complete after finishing the assessment before the teacher has marked

I think I will also achieve a level 7 for this too. I completed all of the questions and showed
all of the working out.
I achieved a level _____ because…
Complete after receiving the marked work back
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
____________________________________

To better my level, I need to….

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
____________________________________
Level 1- 2
1. What is the length of the hypotenuse in this figure?

X= hypotenuse

Pythagoras formula
√𝑎2 + 𝑏 2 = 𝑐

√72 + 92 = 11.4 --- rounded to 1dp

2. The ratio 16: 24 expressed in simplest form is:

16
16:24 = 24

Greatest common factor is 8

16÷8= 2
2
24÷8= 3 =3

Answer = 2:3

3. Which of the following statements is true?

A Pythagoras’ theorem works in all triangles.
B Pythagoras’ theorem works in all isosceles triangles.
C Pythagoras’ theorem works in all equilateral triangles.
D Pythagoras’ theorem works in all right-angled triangles.
E Pythagoras’ theorem works in all scalene triangles.
 4. As a ratio scale, 1 cm represents 3 km is:

Converting km to cm

1km = 100,000 cm

3 x 100000 = 300000 cm

1cm:300000 cm

1: 300000

Level 3-4
5. What is the value of x in the figure below, correct to 2 decimal places?

𝑎2 = √𝑐 2 − 𝑏 2
√15.42 − 12.12 = 9.525
9.525 rounded to 2DP = 9.53
6. In the figure below the 2 triangles are similar. Find the value of EF

AC= EF X=5
AB= DE 45=15
CB= FD

15X= 45X5
15X= 225
X=225÷15 X=15

So, side EF is equal to 15.

7. Find the value of angle a?
 8. ΔABC is similar to ΔXYZ. The difference between the length of XZ and YZ is:

16 4
=
24 3

𝑥 4
=
9 3

3x=9x4

3x=36

36÷3= 12

XZ=12 cm

YZ= 16

16-12 = 4CM

A= 4CM

Level 5-6
9. A kite flies in a strong wind at the end of a 67-m string, which rises to an angle 44°
with the horizontal. How high is the kite to the nearest metre?
10. The width of a river can be determined using similar triangles. The width of this river
is:
11. Do you think that 7 m, 17 m and 15 m could be the side lengths of a right-angled
triangle? Explain your answer.

We use the concept of Pythagorean triads to determine whether this could be a

right-angled triangle.

17m, the longest side is the hypotenuse

15 m and 7m are the shorter sides.

Now, we use Pythagoras formula.

√ 72 + 152 = 16.55
No, as the formula does not satisfy the Pythagorean triad formula, and √ 72 + 152
does not equal 17m.

12. A scale of 1 : 40 is used to make models of a car and billiard table.

(a) What would be the length of the model car if the car is actually 4.4 m long?
(b) What is the length of the billiard table if the model length is 8 cm long?

a)
1:40 is the ratio

For a, the ratio is x:4.4

Cross multiply.

1 𝑥
= 40x=4.4 4.4/40 = 0.11 x=0.11m
40 4.4

b)

Length= 8cm

Use the same ratio 1:40

8:x

1 8
=
40 x
x= 40x 8 320cm
Convert cm to m.
320/100 = 3.2m
Level
7 -8
13. Ann and Jason are estimating the height of the same tree. Ann stands 34 m from the tree
and measures the angle of elevation of the top of the tree to be 47°. Jason stands 24 m
from the tree and measures the angle of elevation to be 56°. Can they both be correct if
they measure to the nearest metre? Explain.
14 Find the height, h, of the building in the figure below.
1 The span of a roof for a doll’s house is 3.2 m and it rises to a height of 0.6 m in the centre.
5 A single sheet of plywood will be used as the roof. What length of plywood is needed to
create the sloping sides of the roof?
1 Samantha was reading a map on which the 75-km distance from Geelong to Melbourne
6 was 1.2 cm. How many centimetres would a 135-km trip be on the same map? Round
your answer to the nearest tenth of a centimetre.

1.2cm:75km

How many cm would a 134km trip be on the same map?

X:135km

Cross multiply: