srpsd common math assessment · srpsd common math assessment grade 9 . ... approaching (2)...

SRPSD Common Math

Assessment

Grade

9

Name: ___________________________

Page | 1

Instructions

Materials: Make sure you have the following materials: Calculator Ruler Pencil Eraser Formulas:

Surface area of a cylinder

Surface area of a cube 6s2

Pythagorean theorem

Area of a circle Administering the Assessments

1. This assessment has been developed with the intention of being split up into individual

outcomes and given upon completion of instruction/units throughout the year and not as

a comprehensive test in June.

2. The division expectation is for the assessment to be given as both a pre (formative) and

post (summative) assessment which will be entered into SRPSD database.

3. Use professional judgment on whether this assessment is given orally or in written form.

The intent is to assess mathematical understanding.

4. Refer to the last few pages for any paper manipulatives needed to administer certain

questions. Teachers will have to print off a copy for their class.

5. Calculator use is only allowed where indicated.

6. In the case that a student answers a level 4 question correctly but misses the level 2 or 3,

the teacher will need to:

a) reassess

b) use professional judgment (teacher knows student best).

7. This assessment is not intended to assess ELA reading or writing outcomes therefore

questions can be read to students and answers can be scribed when needed.

8. The corrected pre-tests are not to be showed to the students as it will affect post -test

results.

Checkpoint: If you cannot set up a question then ask your teacher for the equation. This means you will not achieve a 4 but can still get a 3.5.

Name: ___________________________

Page | 2

Teacher Information

Level 2

Correctly answered #1.

Level 3

Correctly answered #1, 2, 3,

and 5a.

Level 4

All questions are correct.

Outcome N9.1A Students will be able to demonstrate understanding of powers with

integral bases (excluding 0) and whole number exponents .

Beginning (1) Approaching (2) Proficiency (3) Mastery (4)

I need more help with becoming consistent with the criteria.

I can evaluate powers with positive bases with or without technology. (1)

I can evaluate powers (including those with an exponent of 0) with or without technology. (2,3,5a)

I can analyze the role of brackets in powers. I can justify why a power with exponent zero is 1. (4, 5b)

1. Evaluate 35

243

2. Evaluate (-2)4

16

3. Evaluate -24

-16

4. Are your answers from 2 and 3 different, why or why not?

Yes

Possible explanation – Brackets indicate what the sign of

the base.

5. a) Evaluate 50.

1

b) Justify your answer.

Patterns ie: 53 = 125

52 = 25

51 = 5

50 = 1

____

Name: ___________________________

Page | 3

Teacher Information

Level 2

Correctly answered #1(a).

Level 3

Correctly answered #1(a) and

#1(b).

Level 4

All questions are correct.

Outcome N9.1B Students will understand and apply the exponent laws.

1. Write as a single exponent, do not evaluate.

a) (53)7 b)

521 27

2. a) Determine if there is an error in the following question,

explain your justification.

43 + 45 = 48

There is an error. There is no exponent law for addition.

b) Write a correct solution.

64 + 1024 = 1088


I need more help with

becoming consistent

with the criteria.

I can write an expression

as a single power that

involves one step. (1a)

I can write an expression

as a single power that

involves multiple laws.

(1b)

I can perform error analysis. I can

show why laws do not apply to

sums or differences of powers with

the same base. (2)

____

Name: ___________________________

Page | 4

Teacher Information

Level 2


Level 3

Correctly answered #1 and #2

using the original rational

numbers.

Level 4

Correctly answered all the

questions.

Outcome N9.2A Students will demonstrate an understanding of how to order rational

numbers.

1. Order the following numbers.

1.3, - 1.6, 0.4, -1.3, ̅̅̅̅

-1.6, -1.3, 0.4, 1.3, ̅̅̅̅ OR ̅̅̅̅ , 1.3, 0.4, -1.3, -1.6

2. Order these rational numbers.

-2.3,

, 0.5, √ ,

,

, -2.3,

, 0.5, √ ,

OR

, √ , 0.5,

, -2.3,

3. Which is larger? Explain how you know.

Closer to zero…

Further to the right on the number line.



becoming consistent

with the criteria.

I can order and compare

rational numbers in

decimal form (1)

I can order and compare

rational numbers in any

form. (2)

I am able to explain why a

group of rational numbers are

in order. (3)

____

Name: ___________________________

Page | 5

The temperature increases because it moves closer to zero or

further up the thermometer or further right of the number

line.

Teacher Information

Level 2

Correctly answered all of #1.

Level 3

-Correctly answered #1 and

2a.

Level 4

Correctly answered all

questions.

Answers do not have to be

reduced.

Outcome N9.2B Students will demonstrate an understanding of how to add and subtract

rational numbers including those in situational questions.

1. Evaluate the following. (Show your work)

a)

b) (

) (

)

2. a) The temperature outside changed from -16.1 degrees to -14.7

degrees. By how much did the temperature change?

1.4°C OR -1.4°C

b) Is this an increase or decrease in temperature? Explain

how you know.

Beginning (1) Approaching (2) Proficiency (3) Mastery (4) I need more

help with

becoming

consistent with

the criteria

I can add AND

subtract rational

numbers. (1)

I can determine which

operation to use in a

situational problem that

involves addition and/or

subtraction. (2a)

I can solve situational questions that

involve addition or subtraction of rational

numbers. I can interpret my answer to a

situational problem. I can explain my

strategy for adding or subtracting rational

numbers. (2b)

____

Name: ___________________________

Page | 6

Teacher Information

Level 2


Level 3

-Correctly answered #1 and

2a.

Level 4


questions.

Answers do not have to be

reduced.

Outcome N9.2C Students will demonstrate an understanding of how to multiply and divide

rational numbers including those in situational questions.


I need more help

with becoming

consistent with

the criteria

I can multiply

AND division

rational numbers.

(1)

I can determine which

operation to use in a

situational problem that

involves multiplication

and/or division. (2a)

I can solve situational questions that involve

multiplication and division of rational numbers.

I can interpret my answer to a situational

problem. I can perform error analysis. I can

explain my strategy for multiplying and dividing

rational numbers. (2b)

1. Solve the following rational expressions. (Show your work)

a) (

) (

) b)

2. a) On February 15th, 2012 the price of a share in I Heart Candy

changed by +$0.75. A person owns 122 shares. By how much did

the shares change in value that day?

$91.50

b) Did the person make money or lose money. Why do you think

so?

The person made money because the shares increased by

$0.75.

____

Name: ___________________________

Page | 7

Teacher Information

Level 2


Level 3

Correctly answered #1 and #2.

Level 4

Correctly answered all questions.

Outcome N9.2D Students will demonstrate an understanding of how to apply the order of

operations to rational numbers.

1. a) Circle the first step necessary to solve this problem. DO NOT SOLVE

(0.6) – 3 [6.3 + (-3.4)]

b) Explain why you selected the operation.

BEDMAS - you need to simplify inside the brackets first

2. Evaluate (Show your work)

(

)

3. Bill solved the following question.

a) Find Bill’s mistake

(

)

(

)

Bill multiplied before doing the exponents.

(

)

b) Write the correct solution.

OR -0.4



becoming consistent

with the criteria.

I can choose and explain

the operation that needs

to be done first. (1)

I can apply order of

operations to rational

numbers. (2)

I am able to perform error

analysis questions that involve

order of operations with

rational numbers. (3)

____

Name: ___________________________

Page | 8

Teacher Information

It doesn’t matter how many

decimal places students use.

Level 2

Correctly answered the

evaluation column.

Level 3

Correctly answered the whole

chart.

Level 4


questions.

Outcome N9.3 Students will demonstrate an understanding of square roots.

1 2 3 4 I need more help with

becoming consistent

with the criteria.

I can evaluate square roots

of positive rational

numbers. (Evaluate

column)

I can determine if a rational

number is a perfect or non-

perfect square root (Perfect

and Non-perfect columns)

I can explain why a rational

number is a perfect or non-

perfect square. (1b)

1. a) Find the square roots and determine which are perfect and non-perfect?

b) Explain your reasoning for determining perfect or non-perfect

square roots.

Perfect square roots terminate or repeat.

Non-perfect square roots do not terminate or repeat.

Square Root Evaluate Perfect Non-perfect

√

0.90138..

√

0.7 OR

√

1.8027…

√

7.5

____

Name: ___________________________

Page | 9

Teacher Information

Level 2

Correctly answered #1

Level 3


Level 4


Outcome P9.1A Students will demonstrate an understanding of linear relations by

analyzing, interpolating and extrapolating graphs.

1. a) Circle which graphs represent a linear relation?

b) How do you know?

They are straight lines or form a straight line.


I need more help

with becoming

consistent with

the criteria.

I can determine if a

graph is a linear or non-

linear relation and can

explain why. (1)

I can interpolate and

extrapolate to determine a

value from a graph of a

linear relation. (2)

I am able to verify an interpolated or

extrapolated value from a graph. I am

able to show understanding of

interpolation and extrapolation. (3)

____

Name: ___________________________

Page | 10

Teacher Information

Please refer to the previous

page for marking criteria.

2. This graph shows how the price of a new game console changes with time.

Cost of a Game Console

a) Estimate the cost of the game console 5 months after it is

released. $550 Acceptable range- $540 - $560 b) How many months is it until the console costs $500? 10 months c) Estimate the price of the console 16 months after it was released. $450 Acceptable range - $440 - $460 3. What problems might there be if you extrapolate far beyond the last data point?

Might not continue to be linear.

4 8 12 16 0

200

400

600

0

Cost

($)

Name: ___________________________

Page | 11

Teacher Information

Accept dots or joined line

for question 1.

Level 2


Level 3

Correctly answered #1 and

#2.

Level 4


questions.

Outcome P9.1B Students will demonstrate an understanding of linear relations by graphing.

1. Graph the following linear relation.

2. a) Graph the following equation.

y = -3x + 6

b) Is this a horizontal, vertical,

or oblique line?

Oblique


I need more help

with becoming

consistent with

the criteria.

I can graph a linear

relation given a table

of values. (1)

I can graph a linear relation

and determine what type of

line it is. (2)

I can explain my work for graphing

linear relations. I can graph a

situational question and interpret the

results. (3)

X Y

1 3

4 5

7 7

10 9

13 11

____

Name: ___________________________

Page | 12

Teacher Information

Question 3b

Dots cannot be joined with a

line.

3. A pizza with tomato sauce and cheese costs $9.00. Each additional topping costs $0.75. a) Create a table that shows the costs of a pizza from 0 to 5 toppings.

b) Graph the equation. Label the axes.

c) Suppose a pizza costs $15.00. How many toppings were

ordered?

15 = 9 + .75x

6 = .75x

8 = x

8 toppings were ordered.

# $

0 9

1 9.75

2 10.50

3 11.25

4 12

5 12.75

Cost

Number

Name: ___________________________

Page | 13

321minutes

minutes

Teacher Information

Level 2

Correctly answered #1a

Level 3


Level 4


In this multi-step problem a

simple calculation error could

give a 2 but not a 4.

Checkpoint

If you cannot set up a question

then ask your teacher for the

equation. This means you will

not achieve a 4 but can still get a

3.5.

Outcome P9.2A Students will be able to solve linear equations with variables on one side of

the equation including those involved in situational questions.

1. Solve

a) 2(a + 6.5) = 20 b)

2a + 13 = 20 3.2 = -5x

2a = 7 -0.64 = x

a = 3.5

2. A cell phone company charges $10.25 per month plus $0.05 per

minute of use.

a) Write an equation to determine how long a person would have

to talk to be charged a total of $26.30. (Checkpoint)

10.25 + 0.05x = 26.30

b) Solve it.

0.05x = 16.05

x = 321

c) Verify

10.25 + 0.05(321) = 26.30

10.25 + 16.05 = 26.30

26.30 = 26.30

d) How long would the person have talked to get $26.30 charge?

Beginning (1) Approaching (2) Proficiency (3) Mastery (4) I need more help

with becoming

consistent with

the criteria.

I can solve up to three step equations

that do not contain fractions or variables

in the denominator (other than the basic

x/3 + 2 = 5 type of fraction). (1a)

I can solve all types of

equations with a variable

on one side. (1b)

I can solve situational

questions. I can verify

my answers (2) ____

Name: ___________________________

Page | 14

Teacher Information

Level 2

Correctly answered #1a.

Level 3


Level 4


Simple calculation errors could

get a 2 but not a 4.

Outcome P9.2B Students will be able to solve linear equations with variables on both sides

of the equation including those involved in situational questions.


with becoming

consistent with

the criteria

I can solve up to three step equations

that do not contain fractions or

variables in the denominator (other

than the basic x/3 + 2 = 5 type of

fraction) (1a)

I can solve all types of

equations with a

variable on both sides.

(1b,c)


questions. I can verify my

answers. I can explain my

steps. (2)

1. a) 13 – 3x = 4 – 2x b) 3.6(2a – 1) = 1.2(a + 3)

-x = -9 7.2a – 3.6 = .2a + 3.6

x = 9 6a = 7.2

a = 1.2

c)

10n – 6 = 9n + 24

n = 30

____

Name: ___________________________

Page | 15

Teacher Information

Checkpoint

If you cannot set up a

question then ask your

teacher for the equation. This

means you will not achieve

a 4 but can still get a 3.5.

2. Skateboards can be rented from two shops in a park.

Shop Y charges $14.25 + $3.50 per hour

Shop Z charges $12 + $4.25 per hour

a) Determine an equation that represents the time in hours for

which the rental charges are equal. (Checkpoint)

14.25 + 3.5x = 12 + 4.25x

b) Solve your equation.

2.25 = 0.75x

3 = x

c) Verify your solution.

14.25 + 3.5(3) = 12 + 4.25(3)

14.25 + 10.5 = 12 + 12.75

24.75 = 24.75

d) What does your solution represent?

My solution represents that at 3 hours the cost will be equal.

Name: ___________________________

Page | 16

Teacher Information

Level 2


Level 3


#2a.

Level 4


questions.

Outcome P9.3 Students will demonstrate an understanding of linear inequalities.

1. Graph the given inequality:

x > -3 2. a) Solve the following inequality:

-5x + 3 < -25.2

-5x < -28.2

x > 5.64

b) Verify. Is 2.5 a solution of the above equation?

2.5 > 5.64

No, because 2.5 is less than 5.64.

OR

-5x + 3 < -25.2

-5(2.5) + 3 < -25.2

-9.5 < -25.2


with becoming

consistent with the

criteria.

I can graph a given

inequality. (1)

I can:

solve a linear inequality

write an inequality for a given statement write an inequality given a graph (2a)

I can verify my

answer. (2b) ____

Name: ___________________________

Page | 17

Teacher Information

Level 2


The coefficient cannot have

a variable in it.

Level 3


#2a.

Level 4


questions.

Outcome P9.4A Students will be able to recognize, write and classify polynomials.

1. For the following polynomial 3x2 + 7x + 2 determine

3x2 + 7x + 2

a) Variable x

b) Coefficient 3 , 7

c) Constant 2

d) Degree 2

e) Is it a monomial, binomial, or trinomial?

trinomial

2. a) Circle the equivalent polynomials

5x2 – 2x + 7 -2m – 5m2 + 7 7 – 5b2 – 2b

b) How do you know which polynomials are equivalent?

They would be represented by the same set of algebra tiles.

They have the same degrees, numbers just different

variables.

The terms are the same just different order and variables.


I need more help

with becoming

consistent with

the criteria.

I can:

identify monomials, binomials, trinomials

identify the variable state the degree state the number of terms state the coefficients state the constant term (1)

I can:

•write a monomial binomial or trinomial •compare/write equivalent polynomials (2a)

I can describe relationships

between a variable in degree 1

and a variable in degree 2. I can

analyze polynomials and discuss

the significance of parts of the

polynomial. (2b)

____

Name: ___________________________

Page | 18

Teacher Information

Level 2


Level 3


#2.

Level 4


questions.

Outcome P9.4B Students will be able to add and subtract polynomials.

1. Add the polynomials

(-4y2 + 6y – 3) + (2y2 – 3y+5)

-2y2 + 3y +2

2. Subtract the polynomials

(6x2 – 4) – (-3x2 + 4x – 4)

9x2 – 4x

3. A rectangle has dimensions of 2m and 5m + 3. Find the

perimeter of the rectangle.

14m + 6



becoming consistent with

the criteria

I can add polynomials

(1)

I can subtract polynomials

(2)


questions. (3) ____

Name: ___________________________

Page | 19

Teacher Information

Level 2


Level 3

Correctly answered #1, #2, and

#3.

Level 4


Simple calculation errors could

get a 2 but not a 4.

Outcome P9.4C Students will be able to multiply and divide polynomials.

1. Multiply

3(-5z + 4)

-15z + 12

2. Divide

2x2+3x-1

3. Simplify

a) -4c(5c – 1) b)

-20c2 + 4c -2y + 1

4. The area of rectangular deck is (20n2 + 15n) square meters. The

deck is 5n meters long.

a) Determine the polynomial that represents the width of the

deck.

4n + 3

b) If n =5 what are the dimensions of the deck.

25m x 23m

Beginning (1) Approaching (2) Proficiency (3) Mastery (4) I need more help with

becoming consistent

with the criteria

I can multiply a constant by a

polynomial.

I can divide a polynomial by a

constant (1,2)

I can multiply a monomial by

a polynomial.

I can divide a polynomial by a

monomial. (3)


questions. (4) ____

Name: ___________________________

Page | 20

Teacher Information

Level 2


Level 3


Level 4


Outcome SS9.1A Students will demonstrate an understanding of the properties of tangents to a circle.

1. Point P is a point of tangency. Point O is the centre of the circle. What is the value of x°?

x = 90°

2. Point O is the centre of the circle.

Point P is a point of tangency.

Determine the values of x and y.

Triangle sum property

X = 64°

Pythagorean Theorem

Y = 4.359 or √

3. A line may look as if it is a tangent to a circle but it may not be.

How can you determine if the line is a tangent?

Determine the angle between the radius drawn to the point of

tangency to see if it is 90°.


becoming consistent

with the criteria

I can determine the angle

measure between a tangent and

the radius to the point of

tangency. (1)

I can find missing angles and

sides in a diagram using the

tangent-radius angle property.

(2)

I can justify why a

line is tangent to a

circle at a specific

point. (3) ____

Name: ___________________________

Page | 21

Teacher Information

Level 2


Level 3

Correctly answered #1a and

#1b.

Level 4


questions.

Outcome SS9.1B Students will demonstrate an understanding of the properties of chords in

a circle.

1. A horizontal pipe has a circular cross section, with center O. Its radius is 20 cm. Water fills

less than one half of the pipe. The surface of the water AB is 24 cm wide.

a) What is the length of AC?

AC = 12 cm

b) Determine the length of CO.

122 + x2 = 202

144 + x2 = 400

x2 = 256

x = 16

CO = 16cm

c) Determine the maximum depth of the water.

20 – 16 = 4

The depth of the water is 4cm.


with becoming

consistent with the

criteria

I can use the property of a chord to

find the length of one side of the

chord given either the other side

length or the length of the entire

chord. (1a)

I can solve using the property of chords for missing angles and sides in inscribed triangles. (1b)

I can extend my knowledge

of inscribed right triangles

to find additional

measurements. (1c)

____

Name: ___________________________

Page | 22

Teacher Information

Level 2


Level 3


#2.

Level 4


questions.

Outcome SS9.1C Students will demonstrate an understanding of the properties of angles in a

circle.

1. Point O is the centre of the circle.

a) Identify a central angle

b° OR SOP

b) Identify an inscribed angle

42° OR a° STP OR SRP

c) Determine the values of ao and bo.

a° = 42° and b° = 84°

2. Point O is the center of the circle. Determine the values of x and

y.

X = 15°

Y = 75°

3. Describe the relationship between inscribed angles and the

central angle subtended by the same arc.

An inscribed angle is half the measure of the central angle.


becoming consistent

with the criteria

I can identify and find the

measure of an inscribed angle

and the central angle that

subtend the same arc given

one of the values. (1)

I can use the property

of angles to solve for

missing angles and

sides.(2)

I can demonstrate and explain

the relationship between

inscribed angles and the central

angle subtended by the same

arc. (3)

S

P

T

R

____

Name: ___________________________

Page | 23

Teacher Information

Level 2


Level 3

Correctly answered #1, #2, and

#3.

Level 4


questions.

Outcome SS9.2 Students will determine the surface area of composite 3D objects to solve

problems.

1. Determine the surface area of the cylinder. SA = 2 2 (0.5)2 π( )( ) 1.57 + 7.85 9.42m2 OR SA = 0.785 + 7.85 8.639m2 2. Determine the surface area of the cube. SA = 6s2 OR SA - 6 x 32 54 – 0.785 54m2 53.215m2 3. Determine the surface of the composite object. SA (Cylinder) + SA (cube) – 2(Area of a circle) 9.42 + 54 – 1.57 61.85m2

4. Critique the statement: To find the surface area of a composite

object, add together the surface areas of the individual objects from which the composite 3-D object is comprised”

This statement is not correct; you need to subtract the overlap.


becoming consistent

with the criteria

I can determine the surface area of

right rectangular and triangular

prisms and cylinders with given

measurements. (1,2)

I can determine the

surface area of

composite 3D objects.

(3)

I can demonstrate an understanding of surface area of composite 3D objects. (4)

____

Name: ___________________________

Page | 24

Teacher Information

Level 2


Level 3


#2a.

Level 4


questions.

Outcome SS9.3 Students will demonstrate an understanding of similarity of 2D shapes.

1. Enlarge the following rectangle using a scale factor of 2.5.

6.25cm

2.5cm

OR 62.5mm x 25.0mm

2. a) Jacquie is 1.6 m tall. When her shadow is 2.0 m long, the

shadow of the school's flagpole is 16 m long. How tall is the

flagpole, to the nearest tenth of a metre?

2x = 25.6

X = 12.8

The flagpole is 12.8m tall.

b) John says the triangles shown above are congruent. Do you

agree or disagree? Justify your decision.

I disagree, congruent means exact same dimensions and/or

similar means angles are the same but sides are in proportion.


becoming consistent

with the criteria

I can draw an

enlargement/reduction given a

shape and a scale factor. (1)

I can solve for all missing

parts of similar 2D

shapes.(2a)

I can demonstrate my

understanding of similarity

involving 2-D shapes. (2b) ____

Name: ___________________________

Page | 25

Teacher Information

Level 2


Level 3


Level 4


questions.

Can draw the line of

symmetry and point to

describe symmetry in

question #2.

Outcome SS9.4 Students will demonstrate an understanding of line and rotational symmetry

given a diagram.


becoming consistent

with the criteria

I can determine if a diagram has line and/or/no rotational symmetry about the center. (1a)

I can draw any lines of symmetry

and I can state the order and

angle of rotation about the centre

of a diagram. (1b,c)

I can determine if a picture has line and/or rotational symmetry about a particular point outside the image. (2)

1. a) Identify the types of symmetry in the following picture.

Line symmetry AND Rotational about the centre point b) If line symmetry exists draw the lines of symmetry.

c) If rotational symmetry exists, identify the order and angle of rotation.

Order= 6 Angle of rotation = 60°

2. Determine whether the shapes are related by line symmetry, by rotational symmetry, by both line and rotational symmetry, or by neither. Describe the symmetry, if any.

Line symmetry –

vertical through x = 1

Rotational about point (1,2)

____

Name: ___________________________

Page | 26

Teacher Information

Level 2


Level 3


#2.

Level 4


questions.

Outcome SP9.1 Students will demonstrate understanding of the effect of bias, use of

language, ethics, cost, time and timing, privacy, cultural sensitivity and

population or sample on data collection.


becoming consistent

with the criteria

I am able to identify problems with survey questions that have been given to me. (1)

I can discuss the significance of population and sample in situational questions. (2)

I can explain how I considered each part, and offer suggestions to improve the validity of the data collection. (3)

1. Identify a potential problem with each question when collecting data.

(ie: bias, timing, cost, cultural sensitivity, use of language, privacy,

ethics, or time)

a) Rachel asks: “What things will you ask for Christmas this year?” Cultural – not everyone celebrates Christmas.

Timing – when was this asked?

b) A dentist sends a questionnaire to her patients 6 months after

their last check-up, asking them to rate the quality of care they

received and reminding them to make an appointment for a new

check-up. Timing – 6 months later they may forget the pain they had.

Ethics – trying to drum up business, position of power

2. Courtney surveys her friends and finds that 68% of them have an

Ipod. She reports that 68% of the grade 9 students have an Ipod.

James surveys the entire grade 9 population and discovers that

51% have an Ipod.

a) Whose conclusion is more likely to be valid? Explain.

James is more valid because he surveyed the population.

b) Why might the other student’s conclusion not be valid?

Courtney only surveyed her friends.

3. For one of the two examples in question 1, offer suggestions to

improve the survey questions.

Rachel’s question – If you celebrate Christmas what are you asking for?

Dentist question – Send the survey within two weeks of the work being done.

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Name: ___________________________

Page | 27

Teacher Information

Level 2


identify part of the question.

Level 3


Level 4


questions.

Outcome SP9.3 Students will demonstrate an understanding of the role of probability in

society.

1. Explain how each decision is based on theoretical probability, experimental probability or

subjective judgment.

a) Josh is given a bag that contains 5 red marbles and 5 blue

marbles. He is to pick one marble from the bag without looking.

He decides that his chance of picking a red marble is 1 out of 2, or

50%. Theoretical because in theory there is a 50% chance.

Half of the marbles are red.

b) A quality control officer for a light bulb manufacturer tested 10

light bulbs. Nine of the bulbs burned for more than 1000 hours.

So, the manufacturer decides that 90% of the light bulbs will burn

for more than 1000 hours. Experimental because it was based off an experiment.

c) A pair of concert tickets is hidden in an envelope. There are 3

envelopes to choose from: red, green and blue. Desi chooses the

green envelope because green is his favourite colour. Subjective because it was based on an opinion or choice.

Tyson thinks he is likely to score a goal in tonight’s hockey game

since he has scored a goal in 5 of his last 6 games.

a) What assumptions is Tyson making?

He will play similar minutes he won’t get injured the goalie will about the

same caliber as the other goalies, other teams are at the same level of

ability health is the same as it has been……

b) For each assumption, explain how the predicted outcome might

be affected if the assumption changes.

Minutes – maybe he gets hurt, takes too many penalties

Goalie – has an outstanding game

The other team is stronger

Could be just getting over the flu.


with becoming

consistent with the

criteria

I am able to identify experimental, theoretical probability and subjective judgment. (1-Identified)

I am able to explain why the person based their prediction on experimental probability, theoretical probability or subjective judgment. (1-Explained)

I am able to analyze the meaningfulness of a probability against the limitations of assumptions associated with that probability. I can provide examples of how a single probability could be used to support opposing positions. (2)

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srpsd common math assessment · srpsd common math assessment grade 9 . ... approaching (2)...

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