102087

Curriculum1A: Mathematics Stage 4 Year 8A

Assignment 2

By Michael Alex Murgolo

19178149

Western Sydney University

 Contents

Strand Outline …….…………..…………………………………..….……...……...……. 3

Sample Scope and Sequence …………....……..……………….……..……….…… 4

Justification ….…………...………………..………………..…………..……..………….. 5

Unit Outline .……………………………..…..……………………..……..…..….…..…… 7

Kinaesthetic Activity …………………...……..…………………..…….………....….. 12

Worksheet w/ Excel ……………...…….....…………………………..…....…....….. 14

Topic Test ......………………...………………..……………………..………..………….. 19

References ……...……………………………………………...……………….…….…….. 33

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 Strand Outline for Algebraic Techniques and Indices

Substrand Outcomes Content Description

MA4-1WM communicates and

connects mathematical ideas using
appropriate terminology, diagrams and
ACMNA176 create algebraic expressions and evaluate them using a given value
symbols.
for each variable.
MA4-2WM applies appropriate
ACMNA190 extend and apply the distributive law to expansion of algebraic
mathematical techniques to solve
expressions.
problems.
Algebraic Techniques
ACMNA191 factorise algebraic expressions by identifying numerical factors.
& MA4-3WM recognises and explains
mathematical relationships using
Indices ACMNA149 investigate index notation and represent whole numbers as products
reasoning.
of powers of prime numbers.
MA4-8NA generalises number
ACMNA150 investigate and use square roots of perfect square numbers.
properties to operate with algebraic
expressions.
ACMNA182 use index notation with numbers to establish the index laws with
positive-integer indices and the zero index.
MA4-9NA operates with positive-
integer and zero indices of numerical
issues.

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 Sample Scope and Sequence: Mathematics Standard Year 8

Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10

Topic Number and Algebra (Including Extension) -

Term 1

Sub-Topic Algebraic Techniques Indices -

MA4-1WM, MA4-2WM, MA4-3WM,

Outcomes MA4-1WM, MA4-2WM, MA4-3WM, MA4-8NA -
MA4-9NA

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 Justification

This unit outline is directed at stage 4 Mathematics from the NSW syllabus, focusing on ‘Algebraic Techniques and Indices’ for a 5-6 week duration. The outline is
structured to include key concepts and outcomes as presented by the Australian Curriculum, Assessment and Reporting Authority [ACARA], and demonstrate how the
lesson plans meet these through the Quality Teaching Standards (2003). The resources used, and highlighted in the plan, includes a worksheet involving metric unit
investigation, spreadsheets linking health and wellbeing, and an assessment through learning influenced by a 25 minute topic test covering the unit.

All secondary students have enquiries and beliefs about what mathematics is, and why it is important (Goos, Stillman, and Vale, 2017). This is significant with the
content in Algebraic techniques and Indices as their mathematical journey is influenced by the unit’s content. Banks and Barlex (2014) comment that most students look
for the ‘how’ something works before they research ‘why’ it behaves as such, and this is no different to the strategies used by the teacher’s intention of engaging and
translating conceptual knowledge into the lessons.

The lesson plans draws on communicating key information from algebraic expressions by connecting content with ICT resources. According to Banks and Barlex,
(2014) a pedagogy that diverges from the textbook improves creative thinking and better serves the needs of all students. Furthermore by offering the differentiation of an
E-book or hardcopy allows students to learn by their own capabilities. Complementing this is the incorporation of Kahoot and math games, which informs learning through
an engaging platform that teaches intrinsically. The use of these abstract representations allows teachers to improve their pedagogies and aid students in understanding
variables and like terms (Booth, Barbieri, Eyer, and Pare-Blagoev, 2014).

The motivational engagement factor is tied to the real life scenarios that the unit is applicable to. By introducing problem based learning to the unit, students are
able to develop an algebraic framework to solve problems, fostering higher levels of motivation, and giving students the confidence to express multiple levels of thinking
(SOLO Taxonomy) as a result of peer interaction (Boaler, 2009). Commonly known as Vygotsky’s Zone of proximal development, by structuring the lessons to incorporate
teamwork encourages students to participate in joint activities that would be difficult if done individually (Goos, Stillman, and Vale, 2017), and allows the teacher to focus
on students who may have difficulties or needs special attention. The elements of metric association, and emphasizing health and wellbeing, aligns with the teacher

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capability outcomes of maintaining a positive learning environment and improves their learning and participation of students by associating learning with concerns in the
media.

In conclusion, the teacher is responsible for facilitating knowledge in a new era of pedagogical improvements. While the enthusiasm and excitement for diverse
learning methods is suggested, the cognitive and social needs for each student must be recognised by getting to know how they learn. The highest priority in the unit is
meeting the syllabus outcomes with adequate time and resources to reflect and improve teaching practice. As mentioned by Skemp (1976) decades prior, relational
understanding is motivational to students and can become a long term advocacy to student empirical knowledge. In today’s economy, this is important for student success
not only in academic outcomes, but also character development.

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 Unit Outline

Topic: Algebraic Techniques & Indices
Syllabus Outcomes
Algebraic Techniques
MA4-1WM communicates and connects
mathematical ideas using appropriate terminology,
diagrams and symbols.
Indices
MA4-2WM applies appropriate mathematical
techniques to solve problems.
MA4-3WM recognises and explains mathematical
relationships using reasoning.
MA4-8NA generalises number properties to operate
with algebraic expressions.
MA4-9NA operates with positive-integer and zero
indices of numerical issues.
Outline
Course: Mathematics Stage 4 Timeframe: 5-6 weeks
Importance
 substitute into algebraic expressions and evaluate the result
 generate a number pattern from an algebraic expression
 expand algebraic expressions by removing grouping symbols
 factorise a single algebraic term
 factorise algebraic expressions by finding a common numerical factor
 factorise algebraic expressions by finding a common algebraic factor
 describe numbers written in 'index form' using terms such as 'base', 'power', 'index', 'exponent'
 use index notation to express powers of numbers (positive indices only)
 evaluate numbers expressed as powers of integers
 apply the order of operations to evaluate expressions involving indices, with and without using a
calculator
 determine and apply tests of divisibility for 2, 3, 4, 5, 6 and 10
 express a number as a product of its prime factors, using index notation where appropriate
 use the notations for square root and cube root
 Recognise the link between squares and square roots and between cubes and cube roots.
 express a number as a product of its prime factors
 develop index laws with positive-integer indices and numerical bases by expressing each term in
expanded form
 establish the meaning of the zero index
 use index laws to simplify expressions with numerical bases

Key Concepts
Understanding: Students should be able to work with algebraic expressions following rules.
Fluency: Algebraic forms written in equivalence through deep understanding.
Problem Solving: Relevance to applicable scenarios and real world problems or inquiries.
Reasoning: Demonstration of equivalence through explanations and social capabilities.

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Communicating: Representation of algebraic expressions by interpretation of word problems.
Assessment Details
ICT activity: Integrated technology to build competency in attempting mathematical calculations for real world problems.
Outdoor lesson: Kinaesthetic approach to help distinguish metric and imperial units of measurement by substitution and observations.
Assessment for learning: Topic Test (25 min) with in class discussion on highlighted mistakes. Class discussions and lesson starter activities will also assess their
progression.
Cross Curriculum Priorities
Aboriginal and Torres Strait Islander histories and cultures -
Asia and Australia’s engagement with Asia -
Sustainability -
General Capabilities
Critical and creative thinking Effect of open answer questions to enhance conceptual knowledge; drawing diagrams.
Ethical understanding Ethics associated with wellbeing and positive body images.
Information and communication technology capability Evident through the use of spreadsheets and digital technology.
Intercultural understanding -
Literacy Literacy focus included key definitions used in mathematical concepts eg, coefficients, powers etc.
Numeracy Students make informed choices involving purchasing products.
Personal and social capability Opportunities for initiate taking in groups or pairs and communicating their findings in lessons.
Teaching Strategies
ICT Focus Focus comes from PowerPoint presentations, internet resources via link and Microsoft Office applications.
Evident in the topic test (assessment in parts) and the capability to utilise various resources when
Differentiation
explaining content.

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Syllabus and Content
Lesson 1 - Wk.1 Term 1
Language of Algebra
 generalises number properties to
operate with algebraic
expressions
Lesson 2 Wk.1 Term 1
Substitution
 substitute into algebraic
expressions and evaluate the
result
Lesson 3 Wk.1 Term 1
Equivalence
 evaluating equivalent expressions
and conceptualising results
Lesson 4 Wk.2 Term 1
Adding and Subtracting like Terms
 generate a number pattern from
like terms into an algebraic
expression
Lesson 5 Wk.2 Term 1
Multiplying and Dividing like Terms
 See above
Lesson 6 Wk.2 Term 1
Harder Fractions Extension
 Enrichment with multiple
operations
Teaching and Learning Strategies including Assessment for
Resources (reference to)
Learning
 Teacher focused lesson that goes through the fundamentals of
algebraic techniques (textbook)  Textbook pages 5 – 9
 Class is divided into groups, with each attempting a shopping  Workbook
list based on the teacher’s recommendations for budget.  Whiteboard.
 Mind map on whiteboard what students came up with, and
how algebra is used by everyone.
 Textbook pages 10 – 13
 Students to learn how to substitute through the worksheet.  Worksheet in resource below.
 Game is played once concept is grasped. Make sure students  Substitution game
are on hand to gain conceptual knowledge. https://flashmaths.co.uk/viewFlash.php?id=60
 Show equivalence the using the distributive law on two
 Textbook pages 10 – 13
numbers, GeoGebra link to help.
 Calculator
 Have composite shapes with the same area and give to
students so they can conceptually understand.  Equivalence resource:
 Introduction to squared numbers and how they’re equivalent, https://www.geogebra.org/m/jSKJEmp9
use the calculator.
 E-book pages 14 – 18
 Introduction from teacher on procedural knowledge, using e-
book through the projector.  Laptop/Mobile is sufficient
 Have the students in pairs and ‘ACE” the textbook activity.  Like terms game
 Once satisfied with the student work, give them the algebra http://www.accessmaths.co.uk/algebra-
game link learn. smash.html
 Have a rectangular shapes on the board and associate a value
 Textbook pages 19 – 22
with the area it produces.
 Since students know A=b x h, task them with finding different  Workbook
values for the areas.  Whiteboard.
 Continue with the textbook exercise.
 Textbook Activity
 Introduce the students to harder fractions. Have them do
harder numerical values first before introducing algebra.  YouTube link to harder fractions:
 Utilising the YouTube resource, add a numerical value to the https://www.youtube.com/watch?v=93Y8hCoOAj0
terms to show students how to solve.  Smartboard
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Lesson 7 Wk.3 Term 1
Adding and Subtracting Algebraic
Fractions Extension
 Algebraic fractions with numerical
denominators
Lesson 8 Wk.3 Term 1
Multiplying and Dividing Algebraic
Fractions Extension
 Algebraic fractions with binomial
numerators
 Complex algebraic fractions
Lesson 9 Wk.3 Term 1
Expanding Brackets
 expand algebraic expressions by
removing grouping symbols
Lesson 10 Wk.4 Term 1
Factorising Expressions
 factorise a single algebraic term
Lesson 11 Wk.4 Term 1
Factorising Expressions 2 Extension
 factorise algebraic expressions by
finding a common
algebraic/numerical factor
Lesson 12 Wk.4 Term 1
Applying Algebra
 Using a letter to represent a
variable
 Converting everyday language to
algebraic language
Lesson 13 Wk.5 Term 1
ICT/Research Lesson
 lifestyle.
 Prepare a scaffolded worksheet to assist the students in
attempting equivalent sums and differences (extension  Textbook pages 23 – 27
material).  Scaffolded worksheet
 Have students use counter pieces to represent algebraic  Counter pieces
expressions and solve the worksheet.
 Similar to yesterday, prepare a scaffolded worksheet to assist
the students in attempting equivalent multiplication and  Textbook pages 28 – 32
 Scaffolded worksheet
division (extension material).
 Calculator
 Show cross multiplication method is applicable for
DIFFERENTIATION strategy to solve.
 Class exercise involving GeoGebra.
 Textbook pages 33 – 37
 Differentiation with students by either expanding what is
 GeoGebra
shown on the board, or do the textbook questions.
https://www.geogebra.org/m/DWQ8TG85
 Group work to students to create their own bracket to expand,
relating it to something in their daily lives.
 Attempt the RESOLVE website activity on factorising and like  Textbook pages 38 – 41
terms.  Activity from https://www.resolve.edu.au/working-
 DIFFERENTIATION students can attempt the advanced algebra
recommended questions if they finish early.
 “Think of a number exercise” – teacher starts class by having
 Textbook pages 38 – 41
students pick a number, and proceeds to give them instructions
that will result in an answer he knows.  Workbook
 Have students algebraically write the instruction, and prove its  Calculator
equivalence to their starting number.
 Students are to pair in groups and research the cost of hiring
sports courts/halls in their local area. (Generally a booking fee
plus a certain amount each hour).  Textbook pages 42 – 45
 Students will each take turns at the front of their class and  Laptop or mobile for research purposes.
explain the cost of their hire in algebraic terms. Any similar
venues will be comparison of who has the better deal.
 Assist students with going to the Department of Health  ICT Activity
website to follow information on wellbeing and an active
 Laptops
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Lesson 14 Wk.5 Term 1
Index Laws for Multiplication and
Division
 use index laws to simplify
expressions with numerical bases
Lesson 15 Wk.5 Term 1
Zero Index
 establish the meaning of the zero
index
 more complex terms
Lesson 16 Wk.6 Term 1
Powers
 evaluate numbers expressed as
powers of integers
Lesson 17 Wk.6 Term 1
Differentiated Topic Test
 Topic test administered in class to
assess student progression. Also
benefits teacher for personal
reflection of pedagogy.
Lesson 18 Wk.6 Term 1
Revision and Assessment for
Learning.
 Students learn self-reflection and
communication between peers to
improve their learning of the
topic.
 They are to complete the following worksheet, using  Spreadsheet
spreadsheet to graph appropriate heart rates for their age and
activity type.
 Class discussion at the end reiterating their answers and why
it’s important to maintain a healthy lifestyle.
 Textbook pages 46 – 50
 Teacher hands out A3 paper and goes over rules with students
 PowerPoint.
on PowerPoint.
 Tasks students with creating a wall chart of the Index laws in  YouTube:
groups, with an example question and solution for each. https://www.youtube.com/watch?v=BUJKEDqGp1U
 Go through textbook questions ‘ACE it’  GeoGebra: https://www.geogebra.org/m/xxuS7GFX
 Go through zero powers and utilise them in the activity  Textbook pages 51 – 54
worksheet.  Worksheet
 Differentiation in that you invite students to start on Powers if  YouTube: as above
they are comfortable with the concept.  GeoGebra: as above
 Teacher circles the classroom helping concerned students,
 Go through a problem with the students over the uncertainty  Textbook pages 51 – 54
of some algebraic expressions 𝑥 2 𝑎𝑛𝑑 2𝑥.  Workbook
 Use a class discussion, and substitute to show students that  YouTube: as above
they are different. Textbook work to follow.  GeoGebra: as above
 Make use of YouTube and GeoGebra for the students.
 Students to continue work from last lesson on powers.  Timer
 Teacher facilitates discussion of algebra on real life scenarios  Textbook for Investigation section.
such as identifying patters. (Investigation section).  Test Sheet
 Students complete topic test in the final 30 mins of class.
 An introduction by the teacher into the results from the topic  Making guideline and Rubric
test. Highlights mistakes and facilitates discussion with  Kahoot: https://create.kahoot.it/details/revision-
students on what the mistake was, using the Smartboard. quiz-year-8/c9702553-9c9e-4307-b465-
 Students correct their mistakes in pairs to improve social b71d1832bfd3
communication and encourage learning.  Refer to textbook
 Kahoot can be brought out once this is completed. Use a quiz  Smartboard
that reiterates what is learnt.
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 Name: _____________________________

Year 8 Mathematics Inquiry Process

Substitution Activity with Kinaesthetic applications

Outcomes:
MA4-1WM communicates and connects mathematical ideas using appropriate terminology, diagrams and symbols.
MA4-2WM applies appropriate mathematical techniques to solve problems.
MA4-3WM recognises and explains mathematical relationships using reasoning.
MA4-8NA generalises number properties to operate with algebraic expressions.

Scenario:
There has always been slight confusion between the American Imperial Units of Measurement (Pounds, Feet, and Fahrenheit) and the globally inherited Metric Units of
Measurement (Metres, Celsius, and Kilograms). This activity aims to inform students of the temperature system, and give them application of substitution by controlling
their environments to produce results.

The following equation is used to convert between Celsius and Fahrenheit, or vice versa.

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𝑭𝒂𝒉𝒓𝒆𝒏𝒉𝒆𝒊𝒕 = (𝐶𝑒𝑙𝑠𝑖𝑢𝑠 × ) + 32
5

5
𝑪𝒆𝒍𝒔𝒊𝒖𝒔 = (𝐹𝑎ℎ𝑟𝑒𝑛ℎ𝑒𝑖𝑡 − 32) ×
9

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Equipment: Thermometer, Workbook and Calculator.

Steps:
1. You are to work in pairs outdoors to complete the table below. The table requires you to take a range of temperatures from different places in the school (in the
shade, on the field, next to the bubblers, against a brick wall etc)
2. Fill in the following table and answer the below questions based on your data.

C -40 -30 -20 -10 0 10 20 30

F -40 -22 -4 14 32 50 68 86

 For every __________ degrees of Celsius, the Fahrenheit increases by __________ units.

 Fahrenheit and Celsius are the same value at __________.

 The difference between Fahrenheit and Celsius increases by __________ units every 10 degrees.

 When Celsius equals 40 degrees, the Fahrenheit will be __________ degrees.

 The Celsius value when Fahrenheit equals 0 would be __________ degrees.

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 Name: _____________________________

Year 8 Mathematics Worksheet

Algebraic Investigation with Spreadsheet

Outcomes:
MA4-1WM communicates and connects mathematical ideas using appropriate terminology, diagrams and symbols.
MA4-2WM applies appropriate mathematical techniques to solve problems.
MA4-3WM recognises and explains mathematical relationships using reasoning.
MA4-8NA generalises number properties to operate with algebraic expressions.

Note to Margaret: Comments may be made in this exercise to direct or inform you. They will be marked in red.

Scenario:
The national community raises awareness about student’s safety and wellbeing by promoting social groups through physical activity and positive wellbeing. In 2016 the
Census data showed more children owned a phone while Saturday Sport clubs received their lowest registration attendances in 10 years! The following is a spreadsheet
created by your teacher that uses information from the department website to inform and encourage an active lifestyle.

The following definitions have different structures to help students identify and monitor their training needs. To identify your type of exercise, the four training methods
are calculated by the following way:
 Fitness: The condition of being physically fit and healthy. (0.6 x (220 bpm - your age)
 Endurance: The capacity to tolerate a physical situation without giving way. (0.7 x (220 bpm - your age)
 Speed: The ability to maximise force in a short time frame. (0.8 x (220 bpm - your age)
 High Intensity Interval Training: System of training specialising in high level fitness and health. (0.9 x (220 bpm - your age)

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Steps:
3. Retrieve the Excel Spreadsheet from Google Doc link. In reality, data and blank spreadsheet is to be retrieved from google doc for time management.
4. Create an Excel spreadsheet to display age by row and activity by column. An example template is set up for you to add the data in. Once the data is put in there
will a graph displayed separating the breakdowns of heart rates for your convenience.
5. You are to use the formulas given to answer the questions below. Spreadsheet will contain input formulas in comments to aid the students in understanding them.

Questions:
1. How old would you have to be to stay above a heart rate of 133 for Endurance?
_____________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________

2. What is the maximum Heart Rate (bpm) suggested for an individual that is 20 years old?
_____________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________

3. Write an algebraic expression for the total Heart Rate (bpm) of a student that is 'x' years old and wants to participate in fitness.
_____________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________

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4. What is the difference in Heart Rate of a 15 year old participating in HIIT and a 30 year old participating in fitness?
_____________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________

5. Use google to explain why our Beats per Minute decrease as we get older. Why is it important to stay active when we're younger?
_____________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________

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Worksheet before Completion

17
Worksheet after Completion

18
 Topic Test Notification
Stage 4 - Year 8

Name: Teacher:

Topic: Number and Algebra Sub-topic: Algebraic Techniques and Indices

Background:
While this assessment task is not being graded, it gives a good indication of how well you understand the content. It will cover the first 6 weeks with only 5
questions. We will go over the most common mistakes in class next lesson so this is good practice for your understanding of the content.

Time:
This task is 30 minutes in duration in Thursday’s class.

Outcomes:
MA4-1WM communicates and connects mathematical ideas using appropriate terminology, diagrams and symbols.
MA4-2WM applies appropriate mathematical techniques to solve problems.
MA4-3WM recognises and explains mathematical relationships using reasoning.
MA4-8NA generalises number properties to operate with algebraic expressions.
MA4-9NA operates with positive-integer and zero indices of numerical issues.

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 Name: _____________________________

Year 8 Mathematics Algebra and Indices Topic Test

Please attempt all questions. Time given is 25 minutes to complete the following 5 questions.

1. Complete the following questions:

a. What is 5 × 𝑥 × 𝑦 equivalent to?

_____________________________________________________________________________________________________________________________

8𝑎𝑏
b. Simplify
24𝑎2

_____________________________________________________________________________________________________________________________

c. The expanded form of 3𝑥(2 + 4𝑦) is:

_____________________________________________________________________________________________________________________________

d. 33 × 37 is equal to:

_____________________________________________________________________________________________________________________________

e. Factorize the following: 4𝑎2 − 12𝑎𝑏

_____________________________________________________________________________________________________________________________

20
2. Substitute 𝒙 = 𝟒 and 𝒚 = −𝟐 for the following:

a. 3𝑦 + 𝑥

_____________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________

b. 2𝑥 − 2𝑦

_____________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________

3𝑥𝑦
c.
8

_____________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________

3𝑥 4𝑦
d. −
2 2

_____________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________

e. 𝑥(𝑦 + 2)

_____________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________

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3. Find the missing values:

a. 52 × 55 = 5

_____________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________

b. 33 ÷ 3 = 3

_____________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________

c. (22 )3 = 2

_____________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________

d. 40 =

_____________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________

43
e. × 42 = 4
4

_____________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________

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4. The following is a floor plan of a single story house as shown:
𝑦

a. Write an expression for the floor’s perimeter in terms of x and y.

_____________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________

b. Given that x = 6 metres and y = 8 metres, find the perimeter of the floor.

_____________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________

c. Write an expression for the floor’s area in terms of x and y.

_____________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________

d. Given that x = 6 metres and y = 8 metres, find the area of the floor.

_____________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________

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5. Two food stores have different pricing structures for their Happy Nugget deals:
i. STORE 1 - $10 for 12 nuggets plus $1 for every nugget after that.
ii. STORE 2 - $8 for 10 nuggets plus $0.75 for every nugget after that.

a. Write an expression for the total cost of Store 1’s deal:

_____________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________

b. Write an expression for the total cost of Store 2’s deal:

_____________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________

c. How may nuggets could I buy from each store with $15, and who would give me more value?

_____________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________

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 Solutions and Marking Guidelines for Topic Test

1a. Criteria Marks

 Provides the correct answer. 1

Sample solution:
= 5xy

1b. Criteria Marks

 Provides the correct answer. 1

Sample solution:
𝑏
=
3𝑎

1c. Criteria Marks

 Provides the correct answer with satisfactory working out. 2

 Provides incorrect answer, but a solution is progressive towards finding it. This one mark will only be deducted once.
If the same mistake is evident where the working out is correct but the solution is not then full marks will be 1
awarded.

Sample solution:
= 6x + 12xy

25
 1d. Criteria Marks
 Provides the correct answer. 1

Sample solution:
= 310

1e. Criteria Marks

 Provides the correct answer, whether simplified or not. 1

Sample solution:
= 4a(a − 3b) OR 4(𝑎2 − 3𝑎𝑏)

2a. Criteria Marks

 Provides the correct answer with some solution to finding it. 2

 Making progress towards the correct answer. 1

Sample solution:
= 3y + x
= 3(−2) + 4
= −6 + 4
= −2

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 2b. Criteria Marks
 Provides the correct answer with some solution to finding it. 2

 Making progress towards the correct answer. 1

Sample solution:
= 2x − 2y
= 2(4) − 2(−2)
=8+4
= 12

2c. Criteria Marks

 Provides the correct answer with some solution to finding it. 2

 Making progress towards the correct answer. 1

Sample solution:
3xy
=
8
3(4)(−2)
=
8
24
=−
8

= −3

2d. Criteria Marks

27
  Provides the correct answer with some solution to finding it. 2

 Making progress towards the correct answer. 1

Sample solution:
3x 4y
= −
2 2
3(4) 4𝑦
= −
2 2

=6+4
= 10

2e. Criteria Marks

 Provides the correct answer with some solution to finding it. 2

 Making progress towards the correct answer. 1

Sample solution:
= x(y + 2)
= 3(−2 + 2)
= −6 + 6
=0

3a. Criteria Marks

 Provides the correct answer. 1

28
Sample solution:
= 57

3b. Criteria Marks

 Provides the correct answer. 1

Sample solution:
= 32

3c. Criteria Marks

 Provides the correct answer. 1

Sample solution:
= 26

3d. Criteria Marks

 Provides the correct answer. 1

Sample solution:
=1

3e. Criteria Marks

29
  Provides the correct answer. 1

Sample solution:
= 44

4a. Criteria Marks

 Provides the correct perimeter. 2

 Provides incorrect perimeter, but a solution is progressive towards finding it. 1

Sample solution:
x 𝑥 𝑥 𝑥
= x + y + + + + (𝑦 − )
2 2 2 2

= 2𝑥 + 2𝑦 𝑂𝑅 2(𝑥 + 𝑦) Metres

4b. Criteria Marks

 Correctly writes the perimeter, with or without metres. 1

Sample solution:
= 2(6 + 8)
= 2(14)
= 28 𝑚𝑒𝑡𝑟𝑒𝑠

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 4c. Criteria Marks
 Provides the correct area. 2

 Provides incorrect area, but a solution is progressive towards finding it. 1

Sample solution:
= x × y m2

4d. Criteria Marks

 Correctly writes the perimeter, with or without metres. 1

Sample solution:
= (6 × 8)
= 48 𝑚2

5a. Criteria Marks

 Provides the correct cost. If working out is written and/or mostly correct. 2

 Provides the incorrect cost but has a similar equation. 1

Sample solution:
𝒄𝒐𝒔𝒕 = 𝟏𝟎 + 𝒏

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 5b. Criteria Marks
 Provides the correct cost. If working out is written and/or mostly correct. 2

 Provides the incorrect cost but has a similar equation. 1

Sample solution:
𝒄𝒐𝒔𝒕 = 𝟖 + 𝟎. 𝟕𝟓𝒏

5. Criteria Marks
 Provides the correct answer for amount of nuggets for both scenarios, including the answer for the best deal. 4

 Provides the correct answer for amount of nuggets for one scenario, including an answer for the best deal. 3

 Provides incorrect answers for amount of nuggets for any scenario, including some comments about a deal. 2

 Makes minimal attempt to solve. 1

Sample solution:
15 = 10 + 𝑛 𝑂𝑅 15 = 8 + 0.75𝑛
5 = 𝑛 𝑂𝑅 7 = 0.75𝑛
𝑛 = 5 𝑂𝑅 𝑛 = 9.33
𝐷𝑒𝑎𝑙 #2 𝑖𝑠 𝑡ℎ𝑒 𝑏𝑒𝑡𝑡𝑒𝑟 𝑑𝑒𝑎𝑙; 𝑡ℎ𝑒𝑦 𝑝𝑟𝑜𝑣𝑖𝑑𝑒 19 𝑛𝑢𝑔𝑔𝑒𝑡𝑠 𝑐𝑜𝑚𝑝𝑎𝑟𝑒𝑑 𝑡𝑜 𝑡ℎ𝑒 17 𝑓𝑟𝑜𝑚 𝑑𝑒𝑎𝑙 #1.

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 References:

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NSW Department of Education and Training . (2003). Quality teaching in NSW public schools: A classroom practice guide. Retrieved from
http://educationstandards.nsw.edu.au/wps/portal/nesa/teacher-accreditation/how-accreditation-works/guide-to-accreditation/professional-standards
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