Australian International Academy, Kellyville

Year 8
Unit: Web teachers
Due Date: 10th September 2018 (9AM)
Key Concept: Related Concepts: Global Context: MYP Criteria:
Space and C - Communicating
Form Personal and cultural
Measurement D - Applying mathematics in real-life
expression
contexts
Statement of inquiry:
The forms of a geometric figure determine how we measure it’s attributes.
ATL Skills
Communication

BOSTES outcomes:
 communicates and connects mathematical ideas using appropriate terminology, diagrams and symbols
(MA4-1WM)
 applies appropriate mathematical techniques to solve problems (MA4-2WM)
 applies Pythagoras’ theorem to calculate side lengths in right-angled triangles, and solves related problems
(MA4-16MG)

Description of Activity:
Google are introducing a new web based mathematics learning platform to allow children in countries where
education is not available due to war and displacement to learn. They have requested the help of AIA Kellyville
students to create a short online tutorial video teaching the Pythagoras theorem to 13 year old. The video must
be accompanied by the completed task sheet which will have all working out cleraly set out with units if required.
The video must have clear concise explanations and answer the questions set out in ths task sheet as examples.
The video must not exceed 5 minutes in duration.

1
 Criterion C: Communication
Achievement Level descriptor
level
0 The student does not reach a standard described by
any of the descriptors below.
1–2 The student is able to:
 use limited mathematical language
 use limited forms of mathematical
representation to present information
 communicate through lines of reasoning that
are difficult to interpret.
3–4 The student is able to:
 use some appropriate mathematical language
 use appropriate forms of mathematical
representation to present information
adequately
 communicate through lines of reasoning that
are able to be understood, although these are
not always coherent
 adequately organize information using a
logical structure.
5–6 The student is able to:
 usually use appropriate mathematical
language
 usually use appropriate forms of mathematical
representation to present information correctly
 communicate through lines of reasoning that
are usually coherent
 present work that is usually organized using a
logical structure.
7–8 The student is able to:
 usually use appropriate mathematical
language
 usually use appropriate forms of mathematical
representation to present information correctly
 communicate through lines of reasoning that
are usually coherent
 present work that is usually organized using a
logical structure.
Task Specific
The student is able to describe in non-
mathematical language how to calculate the
longest side of a right angle triangle. The
explanation is unclear but reaches a final answer.
The student is able to describe with some
mathematical language on how to calculate the
longest side/ shorts sides of right angled
triangles. The explanation is mostly clear and
reaches a final answer. There is use of drawings/
working out or animations to aid explanation.
The student is able to describe with mostly
mathematical language on how to calculate the
longest/short side of a right angle triangle. The
explanation is clear and reaches a final answer
and always remembers units. There is use of
drawings/working out or animations to aid
explanation. The explanation is mostly logical
with steps followed.
The student is able to describe with clear
mathematical language on how to calculate the
longest/short side of a right angle triangle. They
are able to apply this to problem solving
questions The explanation is clear and reaches a
final answer and always remembers units. There
is use of drawings/working out or animations to
aid explanation. The explanation is logical with
steps followed, clear and concise.
2
ATL Descriptor
Communication
1 – Never 2-Rarely 3-Sometimes 4-Usually 5-Consistently

Reflection
I think I will achieve a level _____ (Criteria C 1-8) in communication because…
Complete after finishing the assessment before the teacher has marked
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________

I achieved a level _____ because…

Complete after receiving the marked work back
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________

To better my level, I need to….

_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________

3
Level 1-2
What is Pythagoras theorem? What shapes can it be used for?

1. What is the length of the hypotenuse in this figure?

2. What is the length of the diagonal of a square which has sides of 5 cm as shown in the
figure?

4
Level 3-4
How can the shorter side be calculated?

3. What is the value of the pronumeral in the figure, correct to 2 decimal places?

5
Level 5-6
How can these problems be solved?

4. What is the value of a and b?

5. An 8-m-long ladder leans against a wall. The foot of the ladder is 130 cm from the
wall. How far up the wall does the ladder reach?

6. A yacht sails 7.6 km north, then travels a further 2.8 km west. How far is the yacht
directly from its starting point?

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7
Level 7-8
Can you apply Pythagoras to real life problems?

7. Christov looks out towards the sea from the top of a cliff and notices 2 ships. What is the
distance between the 2 ships as shown in the figure?

8. Spiro builds 2 rectangular gates from timber. Each gate is 130 cm high and 2.7 m wide. For
added support, he puts 2 diagonals which cross each other in each gate.
a. What is the total length of wood needed for the diagonals?
b. What is the cost of one gate if the wood is $1.50 per metre?