Assessment Task Sheet

Name: ____________________Richie____________________ _________________ 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? (Original) 12$ + 10 % (Profit) = 13.2$

The DVD doesnt sell, so he reluctantly decides to slash its selling price by 10%. What is the new selling price?

13.2$ ( Original Price + Profit ) 10% ( Reducing ) = 11.88$ 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? 11.88$ - 10% (Discount) = 10.69 - 90% (100% - 10% = 90% because of adding 10% to the amount)= 1.07 + 10.69 = 11.76 Would the same thing happen if the DVD were some other price? Yes, every price at the end is going to be slightly different to the original price. Would the same thing happen if the profit/discount amounts were different from 10%? Yes, it would be the same if the discount through the step is the same like here it was 10% discount for every step but if isnt the same discount every step then probably its a no.

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:

For this profit and loss sheet, I think I am doing pretty well on it and understanding it. There might be some problems sometimes when I get confused and start over my thinking but for the rest I am feeling comfortable with it.

Teacher comments: