Grade 9 Ext Summative Assessment – PLAN PROPOSAL

The Karnataka State Football association has proposed to build a new Football
stadium with better facilities and spectator area. They have asked your
mathematical expertise to determine the best dimensions for the Sports complex.

They have provided their conditions and requirements as follows:

The perimeter of the field is to be more than 500 metres but less than 700 metres. It is proposed to
build grandstands which must be at least 120m in length to fill the longer sides of the field, which
will seat 40 spectators for each metre length, and to put seating which must be atleast 80m long to
fill the shorter sides which will hold 30 spectators for each metre length. The capacity of the ground
is to be 24000 and the length of the field must be no more than twice its width.

Assign x m as length and y m as width.

Grade 9 Ext Summative Assessment – PLAN PROPOSAL

a) Write down all the inequalities that can be extracted from the information given by the Karnataka
State Football Association. Explain how you have identified these inequalities.

b) How can you represent the information regarding capacity of the grandstands? Elaborate using
appropriate mathematical equation.

c) Illustrate a) and b) graphically. Use a graph paper and a scale of 1 cm to 10 units on both axes.
Scale the x axis from x = 100 and y axis from y = 70.

d) Find the solution set for the information given.

e) Use b) to find x when y = 108. Do these values of x and y satisfy all the inequalities? If not, why?
Grade 9 Ext Summative Assessment – PLAN PROPOSAL

f) Use part b) to find the width when length is 213. How many of the inequalities are satisfied by this
pair of values for x and y? If not, why?

g) Indicate the different solutions that are possible to the problem as posed.

h) Prepare a proposal plan to be handed to Karnataka Football association giving them all the details
of the sports field. Use appropriate and relevant mathematical reasoning to give your proposition.
Grade 9 Ext Summative Assessment – PLAN PROPOSAL

Criterion C- Communicating

(ii) use appropriate forms of mathematical representation to present information

(iii)move between different forms of mathematical representation
(iv)communicate complete, coherent and concise mathematical lines of reasoning

Achievement level Level descriptor 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 forms of
mathematical representation to
present information
(ii)communicate through lines
of reasoning that are difficult to
interpret.
3-4 The student is able to,
i)use appropriate forms of
mathematical representation to
present information adequately
ii)communicate through lines of
reasoning that are complete
5-6 The student is able to,
i)usually move between
different forms of
mathematical representation
ii) communicate through lines
of reasoning that are complete
and coherent
7-8 The student is able to,
i) move effectively between
different forms of
mathematical representation
ii) communicate through lines
of reasoning that are complete
and coherent and concise
The student does not reach a
standard described by any of
the descriptors below
The student is able to represent
a, b , c
The student is able to represent
a, b, c and d and gives complete
reasoning for the expressions
formed.
The student is able to represent
a, b, c, d, e, f and g and gives
complete and coherent
reasoning for the expressions
formed.
The student is able to represent
a, b, c, d, e, f, g and h and gives
complete, coherent and
concise reasoning for the
expressions formed.
Grade 9 Ext Summative Assessment – PLAN PROPOSAL

Criterion D: Applying mathematics in real-life contexts

i)identify relevant elements of authentic real-life situations

ii)select appropriate mathematical strategies when solving authentic real-life situations

iii)apply the selected mathematical strategies successfully to reach a solution

Achievement Level Level descriptors Task specific clarifications

0 The student does not reach a standard The student is not able to
described by any of the descriptors below. proceed with the task
1-2 The student is able to, The student is able to give
i)identify some elements of the authentic correct responses to questions
real-life situation ii)apply mathematical a,b and to some extent c
strategies to find a solution to the authentic
real-life situation with limited success.
3-4 The student is able to, The student is able to give
i)identify the relevant elements of the correct responses to questions
authentic real-life situation a,b, c and to some extent d
ii)select, with some success, adequate
mathematical strategies to model the
authentic real-life situation with limited
success.
iii)apply the mathematical strategies to
reach a solution to the authentic real life
situation
5-6 The student is able to, The student is able to give
i)identify relevant elements of the authentic correct responses to questions
real-life situation ii)select, adequate a,b,c, d and to some extent
mathematical strategies to model the e,f,g,h
authentic real life situation.
iii)apply the mathematical strategies to
reach a valid solution to the authentic real-
life situation
7-8 The student is able to, The student is able to give
i)identify the relevant elements of the correct responses to questions
authentic real-life situation a,b,c, d e,f,g and h
ii)select, appropriate mathematical
strategies to model the authentic real life
situation.
iii)apply the mathematical strategies to
reach a correct solution to the authentic
real-life situation