Middle Years Curriculum and Methodology II

Assignment 2 –
Folio Task
Using Models to Build an Understanding of Functions

Hannah Smith | a1193260

2015
 TEACHER VERSION

Using Models to Build an Understanding of Functions

Year 9 – revision of linear equations and
Year Level: 8/9
overview of non-linear equations. Can be
modified to suit year 8 students.
Task
Your task is to investigate patterns given by linear and non-linear equations and
how these equations can be used in real life.

Structure
 Discussion – Linear and Non-linear Equations
 Part A – Number Patterns from Cutting String
 Part B – Number Patterns from a Series of Equilateral Triangles
 Part C – Number Patterns from a Series of Squares
 Part D – Open-ended Questions

Timeframe Timeframe depends on

 2-3 lessons in class calibre of students and
 1-2 weeks total time to complete prior knowledge

Links to Australian Curriculum

Year 8
Number and Algebra
Patterns and algebra (ACMNA191)
Linear and non-linear relationships (ACMNA193), (ACMNA194)

Year 9
Number and Algebra
 Real Numbers (ACMNA208)
 Linear and non-linear relationships (ACMNA296)

Materials and Resources:

 String
 Scissors
 Excel
 Desmos: https://www.desmos.com/calculator

Adapted from:
 http://www.cehd.umn.edu/ci/rationalnumberproject/01_1.html
 http://nzmaths.co.nz/ao/na5-9-relate-tables-graphs-and-equations-linear-
and-simple-quadratic-relationships-found-number-a

Page 1 of 9
Discussion – Linear and Non-linear Equations
What is the difference between linear and non-linear equations? Give an example of
each.
Discuss in
class
Linear equation Non-linear equation
y=mx+c Example - Quadratic equation:
Example can be specific or
straight line on a graph y=ax2+bx+c general. Most students should be
y=a(x+k)2+c able to distinguish between
parabola constants and variables, and
identify quadratic equations as one
type of non-linear equations.
Part A – Number Patterns from Cutting String
Fold a piece of string in half. While it is folded, make 1 cut. How many pieces of
string do you have? Continue with another piece of string folded in half, making 2, 3,
4, and 5 cuts. Complete the table below.

Concrete and
hands on
activity to
engage
students.

# of cuts 0 1 2 3 4 5

# of pieces 1 3 5 7 9 11

1. Describe patterns that you observe in the table

o The number of pieces of string is always odd because of the extra piece at Knowledge and
the end understanding:
identifying a
o There’s two more pieces each time the string is cut.
pattern
o The number of pieces is equal to the number of cuts x 2 + 1 more
Most students should be able to find at least one pattern
/2

2. Without cutting the string, use the pattern from the table to determine the number
of pieces for 6 cuts, 7 cuts and 8 cuts. Describe how you use patterns in the table to Knowledge and
do this. understanding:
applying
pattern and
6 cuts = 13 pieces of string describing how
7 cuts = 15 pieces of string it is used
8 cuts = 17 pieces of string

This can be found by adding 2 to the previous number

Most student will be able to use this pattern, alternatively higher level students may
use number of cuts x 2 + 1 to determine the solution.
/2

Page 2 of 9
 Knowledge and
3. It is possible to predict the number of pieces given the number of cuts. Describe understanding:
in words how to determine the number of pieces for 20 cuts. applying
pattern and
The number of pieces is equal to the number of cuts x 2 + 1 more therefore for 20 describing how
it is used
cuts, it would be 20 x 2 + 1 = 40 + 1 = 41
/2
Use mathematical
4. Translate the rule into an algebraic equation for the nth triangle in the series. reasoning to
describe the
pattern
# of pieces = # of cuts x 2 + 1 algebraically
i.e.
y = 2x+1
/2
Show students
how to write
5. Using excel construct a table calculating the number of pieces given by 1 to 20 equations in
cuts. Use the table constructed to fill in the table below. excel

Knowledge and
# of cuts 9 10 11 12 13 14 15 16 17 18 19 understanding:
apply formula
# of
19 21 23 25 27 29 31 33 35 37 39 to continue
pieces pattern

6. Graph the equation determined in question 4 in desmos. Show

students how
(a) What are the coordinates of the y-intercept? to use
desmos
(0, 1)
/1
Knowledge and
(b) What are the coordinates of the x-intercept? understanding:
identify
(-0.5, 0) coordinates
/1

(c) Draw a rough sketch of the graph showing all axis intercepts Reasoning:
Sketching linear
graphs
-coordinates in
correct location
- graph roughly
resembles
correct shape
and position

/3

Page 3 of 9
 Part A explores a
Part B – Number Patterns from a Series of Equilateral Triangles linear relationship.
Part B and C
Larger equilateral triangles can be made from smaller ones in the pattern shown explore a quadratic
below. (non-linear)
relationship

1 2 3

1. Construct the fourth triangle in the series. If the unit area is 1 triangle, what is the Knowledge and
area of each of the four triangles built? Record the resulting areas in the table understanding:
below. identifying a
pattern
Triangle
1 2 3 4
Number
Area in
1 4 9 16
triangle

/2

2. Describe patterns that you observe in the table.

Knowledge and
o The area in triangle is the triangle number multiplied by itself understanding:
o When the triangle number is even the area is even and when the triangle identifying a
number is odd, the area is odd pattern

3. Predict the area of triangle 5. Verify by drawing a diagram.

Knowledge and
25 understanding:
applying pattern
to predict the next
one in the series

/2

Page 4 of 9
4. It is possible to predict the area of the triangle, given the triangle number.
Describe in words how you could determine the area of the 20th triangle in the Knowledge and
series. understanding:
applying
pattern and
The area of the triangle is equal to the triangle number multiplied by itself, therefore
describing how
it would be 20 x 20 = 400 it is used
Most students should be able to identify this pattern. For students who struggle with
timetables, a timetables chart may help students to identify the pattern.
/2

5. Translate the rule into an algebraic equation for the nth triangle in the series. Use mathematical
reasoning to
y = n2 describe the
where y = triangle number pattern
n = area in triangle algebraically
/2

6. Using excel construct a table calculating the area in the triangle given by the
triangle numbers 1 to 15. Use the table constructed to fill in the table below.

# of Knowledge and
6 7 8 9 10 11 12 13 14 15 understanding:
cuts
apply formula
# of to continue
36 49 64 81 100 121 144 169 196 225
pieces pattern
/2
7. Draw a rough sketch of the graph showing all axis intercepts
Reasoning:
Sketching
quadratic
graphs.
-coordinates
in correct
location
- graph
roughly
resembles
correct shape
and position

/3
Understanding
8. The area of an equilateral triangle is 441 smaller triangles. To what triangle of how the
number would this area be matched to? Explain how you determine the answer. equation
relates to the
What other ways could the answer be determined?
pattern

o Can be determined graphically

o Using table of values – continued in excel or on graphics calculator Using algebra
o Solving algebraically – by factorising or using equations solver of graphics to solve to
problem
calculator
Higher level students will be able to solve algebraically

Page 5 of 9
 Since y=x2, then
√y=√x2
√y=x
x=√441
x=21
/2

Part C – Number Patterns from a Series of Squares

1 2 3 4
Knowledge and
understanding:
1. Construct the fifth shape in the series. Find the area for each shape and record identifying a
the results in the table below. pattern

Shape # 1 2 3 4 5

Area 1 3 6 10 15
/2 Knowledge and
2. Describe patterns that you observe in the table for area. understanding:
describing a
o As the shape number increases you add consecutive numbers i.e. add 2, pattern
then add 3, then add 4 then add 5 etc.
o There is a pattern of 1, 1+2, 1+2+3, 1+2+3+4, 1+2+3+4+5 etc.
/2

3. Predict the area for the 6th shape. Verify by drawing a diagram. Knowledge and
understanding:
15+6 = 21 applying pattern
1+2+3+4+5+6=21 to predict the next
one in the series

/2

n(n+1)
4. The formula y= 2 is an algebraic formula that can be used to determine the
area of the nth shape in the series. Using this formula, predict the number of blocks
for:
Understanding
(i) n=35
of how apply a
formula to
n(n+1) 35(35+1) 35(36) 1260 solve a
y= = = = = 630
2 2 2 2 problem
/2

Page 6 of 9
(ii) n=50

n(n+1) 50(50+1) 50(51) 2550

y= = = = = 1275
2 2 2 2

/2

(iii) n=100

n(n+1) 100(100+1) 100(101) 10100

y= = = = = 5050
2 2 2 2

/2

n(n+1)
5. Use the formula y= 2
to construct a table in excel calculating the area for
n=10 to n=20.

Draw a table in the space below. Knowledge and

understanding:
apply formula
to continue
Shape pattern
10 11 12 13 14 15 16 17 18 19 20
#
Area 55 66 78 91 105 120 136 153 171 190 210

/2

6. The area of a shape is 325 units. To what shape number would this area be Problem
matched to? Explain how you determine the answer. What other ways could the solving
answer be determined?

o Can be determined graphically

o Using table of values – continued in excel or on graphics calculator
o Solving algebraically – by factorising or using equations solver of graphics
calculator
Higher level students will be able to solve algebraically

n(n+1)
y= =325
2
n(n+1) = 325 × 2
n(n+1) = 650
n2 +n=650
n2 +n-650=0
(n+26)(n-25)=0
∴n=25 or-26
n=25 since area cannot be negative
/4

Page 7 of 9
 n(n+1)
7. Enter the equation y= into desmos.
2
(a) What are the coordinates of the turning point? Knowledge and
understanding:
identify
(0,0) coordinates
/1

(b) What are the coordinates of the y-intercept?

(0,0)
/1

(c) What are the coordinates of the x-intercept(s)?

(0,0)
/1

8.
x(x+1) Applying
(a) Write the equation y= 2 in the form y=a(x+k)2+c, where k, and c are
knowledge
constants. HINT: The turning point for this equation can be written as (-k, c). and
understanding

y=a(x+0)2+0
/2

x(x+1)
(b) When the equation y= in written in the form y=a(x+k)2+c, a = 0.5. How can
2
you verify this?
Problem
o Can be verified by entering y=0.5(x+0)2+0 in desmos and comparing it to the solving and
x(x+1)
graph of y= reasoning
2
o Can be verified by choosing various known coordinates/sets of values eg
(10,55), substituting them into y=0.5(x+0)2+0 and checking that both sides of
the equation are equal.
/3
Applying
Part D – Open-ended Questions knowledge and
1. Research and give an example of a linear and non-linear equation used in real understanding of
life and explain how it is used. linear and non-
linear equations
Most students should be able to give an example equation of each, higher level
students will be able to explain where each constant number comes from and why. Reasoning to
/4 explain why an
equation is linear
2. Research other pattern series and draw one which is: or non-linear
(a) linear; and
(b) non-linear
Applying
And explain why it is linear or non-linear
knowledge and
understanding
Most students should be able to find two series of patterns. Some students will be
able to relate them to linear or non-linear patterns using words and showing a
specific number pattern. Higher level students will be able to relate each series to a
linear or non-linear pattern with a general algebraic equation. Problem solving
and reasoning –
/6
find a logical way
to show that the
Page 8 of 9 patterns are
linear/non-linear
 RUBRIC

Mathematical Problem
Knowledge and Solving and Communication Referencing
Understanding Reasoning 10% 1%
65% 24%
Demonstrates a high level Able to use various
of knowledge and Able to apply forms of mathematical
understanding of concepts appropriate representation to
with minimal mathematical mathematical consistently
A errors strategies and communicate solutions Referencing provided
appropriate to problems and where necessary
(100 - 85%) Able to identify and mathematical concepts accurately
describe patterns and apply reasoning to reach a
them accurately to reach a correct solution Presents work in an
solution organised and logical
structure
Usually able to use
Demonstrates a clear
various forms of
knowledge and Usually able to apply
mathematical
understanding of concepts appropriate
representation to
with minimal mathematical mathematical
B communicate solutions
errors strategies and Mostly appropriate
to problems and
appropriate referencing
(84 - 70%) Usually able to identify and mathematical
concepts accurately
describe patterns and apply reasoning to reach a
Usually presents work in
them accurately to reach a correct solution
an organised and logical
solution
structure

Generally demonstrates Generally able to use

knowledge and Generally able to mathematical
understanding of concepts apply some representation to
with some mathematical appropriate communicate solutions
C errors mathematical to problems and
Some appropriate
strategies and some concepts
referencing
(69 - 55%) Generally able to identify appropriate
and describe patterns and mathematical Generally presents work
apply them to reach a reasoning to reach a in an organised and
solution solution logical structure

Attempts able to use

Demonstrates some
mathematical
knowledge and Attempts to apply
representation to
understanding of concepts some appropriate
communicate solutions
with numerous mathematical
D to problems and Minimal or
mathematical errors strategies and some
concepts inappropriate
appropriate
(54 - 40%) Attempts to identify and mathematical
referencing
Presents some work in
describe patterns and apply reasoning to reach a
an organised and logical
them to reach a solution solution
structure

Uses limited
Attempts to identify and Attempts able to mathematical language
E describe patterns apply mathematical
No referencing
strategies to reach a Presents work that is
(39 - 0%) solution difficult to interpret

Result: _____/66

Grade: _______

Comments:

Page 9 of 9