Assessment Task Sheet

Name: ____SENGLY_____________________________________ __18/10/13_______________ Subject & Grade: MYP 2 Mathematics Unit Question: How do we determine value? AOI: Health & Social Education

Due date:

Approaches To Learning Skills Used: Organisation, Transfer, Thinking and Communication

Your Task:

A shopkeeper has a DVD which he bought for 12. He decided that he wants to have a profit of 10%. What price will he have to sell it for so that his profit will be 10% of 12? First I take 10 divided by 100 then I multiplied the answer with 12 then I take 12 subtracted the answer and I got the result. $10.8 The DVD doesnt sell, so he reluctantly decides to reduce its selling price by 10%. What is the new selling price? 10/100= 0.1 0.1*10.8= 1.08 10.8 1.08= 9.72 Result- $9.72 His teen-age assistant points out that he didnt make very much money on the transactions and suggests that he first takes a 10% discount on the buying price and then adds 10% of this amount to get a final price. The shopkeeper is doubtful, but whips out his calculator.

What does the shopkeeper discover? The shop keeper discover that it the same price as usual because the teen-age assistant said he first takes a 10% discount and then add the 10% back so its the same thing. Would the same thing happen if the DVD were some other price? No the same thing wont happen but if the DVD were some other price and some other discount, it might happen the same thing Ex: the price was $12.2 and the discount was 11% you can calculate it and see 11/100= 0.11 0.11*12.2= 1.342 12.2 1.342= 10.858 As you can see the answer was similar last one. Would the same thing happen if the profit/discount amounts were different from 10%? Yes because the discount is different and the profit will also be different.

Details & Conditions:

1. This is individual work and not to be done as a group or with another student. 2. All work must be completed in class. 3. You are given 70 minutes to complete the task. 4. You are able to use your calculator, however you must show all your working.

You will be assessed on the following MYP criteria:

Criterion B: Investigating Patterns

Criterion B Investigating Patterns Student Teacher Interim Objectives The student does not reach a standard described by any of the descriptors given below. 0 0 The student:

12

12

applies, with some guidance, mathematical problem-solving techniques to recognize simple patterns.

The student:

applies mathematical problem-solving techniques to recognize patterns, and suggests relationships or general rules.

34

34

56

56

The student:

selects and applies mathematical problem-solving techniques to recognize patterns, describes them as relationships or general rules, and draws conclusions consistent with findings.

The student:

78 Task-specific indicators:

78

selects and applies mathematical problem-solving techniques to recognize patterns, describes them as relationships or general rules, draws the correct conclusions consistent with the correct findings, and provides justifications or a proof.

Student uses compete sentences and math-specific terminology. Student uses examples to communicate their understanding of the problem Student describes the patterns and/or relationships they discovered in general terms

Student reflections:

I think I did a very good job in this, I explained well of how I work it out steps by steps. I gave some significant example for some problem to make more understandable.

Teacher comments: