Pathways School, Gurgaon

MYP-4 JK Extended Math - copy

IB Middle Years
Extended mathematics
Grade: Grade 9
Criteria: A B C D

Duration: 125 mins

Start time: Dec 12, 08:30 am(School TZ)
Authors: Harpreet Kaur (M)

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Section 1

Q 1.1 1. The Venn diagram shows the number of students who study French(F), A
Spanish(S) and Arabic(A). C

Find

Markscheme

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Q 1.2 On the Venn diagram, shade the region F'∩S C

Markscheme

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Q 1.3 The population of a town Y, is given as 280,000 people rounded to the nearest A
10,000. Find the upper and lower bounds of Y and state the error interval. C

Markscheme

The place value of the degree of accuracy is 10000.

10000÷2=5000
Lower bound ≤ x < Upper bound

Upper bound = 280000 + 5000 = 285000

Lower bound = 280000 – 5000 = 275000

Error interval: 275000 ≤ y < 285000

Q 1.4 Express in the form A

C

Markscheme

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Q 1.5 Find a common solution to the inequalities : 2(3𝑥+1) ≤ 20 and 4(𝑥−1)>2 A
C

Markscheme

6x + 2 ≤ 20
6x ≤ 18
X≤3
4x – 4 > 2
4x > 6
X > 3/2 or 1.5 which forms the solution 1.5 < x ≤ 3

Q 1.6 A submarine crew discovers that the water temperature (°C) varies inversely with the A
depth to which they submerge (km). When they were at a depth of 4km, the water C
temperature was 6 °C .

i. What would be the water temperature be at a depth of 12km?

ii. To what depth would they need to submerge for the water temperature to be -1 °C
?

Markscheme

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Q 1.7 A small manufacturing company makes and sells machines each month. The A
monthly cost C, in dollars, of making machines is given by C

The monthly revenue, R, in dollars, obtained by selling machines is given by

a) Show that the company’s monthly profit can be calculated using the quadratic
function

b) The maximum profit occurs at the vertex of the function P(x). How many machines
should be made and sold each month for a maximum profit?

c) Find the smallest number of machines the company must make and sell each month
in order to make a positive profit.

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Markscheme

For the pro f it to be zero . The pro f it f unction can be equated to zero .
−0.9x 2 +180x−3200= 0
(−b ± b 2 −4a c )
x=
c) 2a
(−180 ± 1802 −4× (−0.9) (−3200) )
x=
2× (−0.9)
x = 19.72 and 180.28
hence they must ma ke 20 or more and 180 or less ma chines to ha ve a positive pro f it.

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Page 8 of 27
 Criterion A – Knowing and Understanding
Achievement level Task Specific Clarification
1-2 The student is able to:

i. select appropriate mathematics when solving Q1.1 and

1.2

ii. apply the selected mathematics successfully when

solving these problems

iii. generally solve these problems correctly in a variety of

contexts.
3-4 The student is able to:

i. select appropriate mathematics when solving Q1.1, 1.2,

1.3, 1.4.

ii. apply the selected mathematics successfully when

solving these problems

iii. generally solve these problems correctly in a variety of

contexts.
5-6 The student is able to:

i. select appropriate mathematics when solving Q.1.1, 1.2,

1.3, 1.4, 1.5 and 1.6.

ii. apply the selected mathematics successfully when

solving these problems

iii. generally solve these problems correctly in a variety of

contexts.
7-8 The student is able to:

i. select appropriate mathematics when solving Q.1.1, 1.2,

1.3, 1.4, 1.5. 1.6 AND1.7

ii. apply the selected mathematics successfully when

solving these problems

iii. generally solve these problems correctly in a variety of

contexts.

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Page 10 of 27
Section 2

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Marco Porto is a renowned tiles manufacturer, and their Research and Development team has
come up with a new tile design. The tile will be square shaped and made of While Italian ceramic
with a Parabola shaped design made of very rare Black Volcanic Ash as shown in the figure
below:

Figure 1 Design of the Parabolic design square tile

Because of the central design being parabolic, the R&D team wishes to investigate the
relationships between different coefficients in the ‘Vertex Form’ of a quadratic model representing
this parabola. The team prepares tiles of different sizes and models each parabola by keeping the
axes on the parabola the same way as below:

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Page 13 of 27
Q 2.1 By modelling the different sized parabolas belonging to different square shaped tiles, B
complete the table below. (Note : Create a 6x5 table in the answer box before filling C
values. Math editor works in the cells)
(Length of Equivalent
side of the fraction of ‘ ’
(x-intercepts)
square tile)
0 10

0 20

30

40

50

Markscheme

(Length of side Equivalent fraction of ‘

of the square ’
(x-intercepts)
tile)
0 10

0 20

0 30

0 40

0 50

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Q 2.2 Based on the results obtained from the table. The R&D team wishes to investigate a B
relationship between the length of the side of the tile 'k ' and the coefficient 'a ' in the C
Vertex form of the quadratic. In your answer you should:
Describe any two patterns you see in the table.
Find the general rule for the coefficient ‘ a ’ in terms of the constant ‘ k ’.
Test your general rule.
Verify your general rule.
Justify your general rule by deriving it.
Ensure that you communicate everything above appropriately.

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Markscheme

Describe any two patterns you see in the table.

Find the general rule for the coefficient ‘ ’ in terms of the constant ‘ ’.

Test your general rule.

Verify your general rule.

Justify your general rule by deriving it.

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Page 17 of 27
Task Specific Clarifications:
Criterion B: Investigating patterns
Achievement Task specific clarification
Level
0 The Student is unable to achieve the required level.
1-2 The student is able to:
i. apply, with teacher’s support the correct mathematical problem solving
techniques to discover at least one pattern given in the table.
ii. state predictions in the table consistent with the values given in the
table.
3-4 The student is able to:
i. apply, the correct mathematical problem solving techniques to discover
at least one pattern given in the table.
ii. suggest general rules consistent with the findings in the table.

5-6 The student is able to:

i. select and apply, the correct mathematical problem solving techniques
to discover all patterns given in the table.
ii. describe patterns as general rules consistent with the findings in the
table.
iii. verify the validity of these general rules.
7-8 The student is able to:
i. select and apply, the correct mathematical problem solving techniques
to discover all patterns given in the table.
ii. describe patterns as general rules consistent with the correct findings
in the table.
iii. verify and justify all the general rules correctly.

Criterion C: Communicating
Achievement Level Task Specific clarification

0 You did not reach a standard as described by any of the descriptors

below.
1-2 The student is able to:
1. use limited forms of mathematical representation in finding the
equivalent fraction in the table.
2. use limited forms of mathematical representation to describe the
patterns correctly as per findings in the table.
3. describe patterns in a way that is difficult to interpret.

3-4 The student is able to:

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 1. use some appropriate mathematical language while describing
patterns.
2. use appropriate forms of mathematical representation in
assessment while stating the general rules.
3. communicate through lines of reasoning how general rules are
correct as per the table through testing and verifying.
4. adequately organize information using a logical structure.

5-6 The student is able to:

1. usually use appropriate mathematical language in describing
patterns.
2. usually use appropriate forms of mathematical representation to
state the general rules correctly.
3. usually move between different forms of mathematical
representation.
4. communicate through lines of reasoning how the general rules
are consistent with correct findings in the table through testing
and verifying.
5. present work that is usually organized using a logical structure.

7-8 The student is able to:

1. consistently use appropriate mathematical language in describing
patterns.
2. usually use appropriate forms of mathematical representation to
consistently state the general rules correctly.
3. move effectively between different forms of mathematical
representation.
4. communicate through lines of reasoning how the general rules
are complete, coherent and concise with correct findings in the
table through testing and verifying.
5. present work that is consistently organized using a logical
structure.

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Section 3

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Q 3.1 C
D

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Markscheme

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Page 24 of 27
Criterion C: Communicating
Achievement Level Task Specific clarification

0 You did not reach a standard as described by any of the descriptors

below.
1-2 The student is able to:
1. use limited forms of mathematical representation in finding the
equivalent fraction in the table.
2. use limited forms of mathematical representation to describe the
patterns correctly as per findings in the table.
3. describe patterns in a way that is difficult to interpret.

3-4 The student is able to:

1. use some appropriate mathematical language while describing
patterns.
2. use appropriate forms of mathematical representation in
assessment while stating the general rules.
3. communicate through lines of reasoning how general rules are
correct as per the table through testing and verifying.
4. adequately organize information using a logical structure.

5-6 The student is able to:

1. usually use appropriate mathematical language in describing
patterns.
2. usually use appropriate forms of mathematical representation to
state the general rules correctly.
3. usually move between different forms of mathematical
representation.
4. communicate through lines of reasoning how the general rules
are consistent with correct findings in the table through testing
and verifying.
5. present work that is usually organized using a logical structure.

7-8 The student is able to:

1. consistently use appropriate mathematical language in describing
patterns.
2. usually use appropriate forms of mathematical representation to
consistently state the general rules correctly.
3. move effectively between different forms of mathematical
representation.
4. communicate through lines of reasoning how the general rules
are complete, coherent and concise with correct findings in the
table through testing and verifying.
5. present work that is consistently organized using a logical
structure.

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Criterion D:
Achievement Level Task Specific clarification

0 You did not reach a standard as described by any of the descriptors

below.
1-2 The student is able to:
1. identify some of the relevant elements for budgeting the
construction.
2. apply mathematical strategies to find the budget required with
limited success.

3-4 The student is able to:

1. identify the relevant elements for budgeting the construction.
2. select, with some success, adequate mathematical strategies to
model the parabolic wall and calculate the areas of all the shapes
required.
3. apply mathematical strategies to calculate the budget of the
construction.
4. discuss whether the solution makes sense in the context of the
authentic real-life situation.

5-6 The student is able to:

1. identify the relevant elements for budgeting the construction.
2. select adequate mathematical strategies to model the parabolic
wall and calculate the areas of all the shapes required.
3. apply the selected mathematical strategies to reach a valid value
of the budget.
4. explain the degree of accuracy of the solution.
5. Describe whether the solution makes sense in the context of the
authentic real-life situation.

7-8 The student is able to:

1. identify the relevant elements for budgeting the construction.
2. select appropriate mathematical strategies to model the
parabolic wall and calculate the areas of all the shapes required.
3. apply the selected mathematical strategies to reach a accurate
value of the budget.
4. explain the degree of accuracy of the solution.
5. justify whether the solution makes sense in the context of the
authentic real-life situation.

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