LEARNING ALLIANCE

INTERNATIONAL

Summative Task: Quadratic Equations

This task will assess Criteria A and C . The grade descriptors and the criterion strand specific Rubric
sheets are attached with this assignment towards the end, for your reference.

Summative Assessment

Grandfather is planning to dismantle an old treehouse, but before he does, he decides to

keep a framed photo of it. He will enlarge the picture to
200 mm x 150 mm and use some wood from the
treehouse to frame his photo.

After dismantling the treehouse, he decides to use a

piece of wood that measures 255mm x 125mm. He
wants to use the whole piece of wood for the frame.
How wide does the frame need to be? The frame should
be the same width, all the way around the picture, and
no pieces should overlap. He may have to cut the piece
of wood into more than four pieces before he assembles
it to make the frame.

a) Sketch diagrams to show the information you are given. Add clear labels and define
your variables.
b) Explain how you could use a quadratic equation to find solution of this problem.
c) Solve the equation in two different ways
d) State which form of the quadratic equation was the easiest to use. Explain.
e) Use a diagram to show how to cut the wood to make the frame.
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Criterion A: Knowing and understanding

Maximum: 8
At the end of year 3, students should be able to:
i. select appropriate mathematics when solving problems in both familiar and unfamiliar situations
ii. apply the selected mathematics successfully when solving problems
iii. solve problems correctly in a variety of contexts.

Achievement level Level descriptor

0 The student does not reach a standard described by any of the descriptors
below
1-2 The student is able to:
i. select appropriate mathematics when solving simple problems in
familiar situations
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 more complex problems in
familiar situations
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 challenging problems in
familiar situations
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 challenging problems in
both familiar and unfamiliar situations
ii. apply the selected mathematics successfully when solving these
problems
iii. generally solve these problems correctly in a variety of contexts.
 LEARNING ALLIANCE
INTERNATIONAL

Criterion C: Communicating
Maximum: 8
At the end of year 3, students should be able to:
i. use appropriate mathematical language (notation, symbols and terminology) in both oral and written
explanations
ii. use appropriate forms of mathematical representation to present information
iii. move between different forms of mathematical representation
iv. communicate complete and coherent mathematical lines of reasoning
v. organize information using a logical structure.

Achievement level Level descriptor

0 The student does not reach a standard described by any of the descriptors
below
1-2 The student is able to:
i. use limited mathematical language
ii. use limited forms of mathematical representation to present
information
iii. communicate through lines of reasoning that are difficult to interpret.
3-4 The student is able to:
i. use some appropriate mathematical language
ii. use appropriate forms of mathematical representation to present
information adequately
iii. communicate through lines of reasoning that are able to be
understood, although these are not always clear
iv. adequately organize information using a logical structure.
5-6 The student is able to:
i. usually use appropriate mathematical language
ii. usually use appropriate forms of mathematical representation to
present information correctly
iii. move between different forms of mathematical representation with
some success
iv. communicate through lines of reasoning that are clear although not
always coherent or complete
v. present work that is usually organized using a logical structure.
7-8 The student is able to:
i. consistently use appropriate mathematical language
ii. use appropriate forms of mathematical representation to consistently
present information correctly
iii. move effectively between different forms of mathematical
representation
iv. communicate through lines of reasoning that are complete and
coherent
v. present work that is consistently organized using a logical structure.