Unit 2 Project- Grade 7 Mathematics

Student name: Alex

Due date:

Thursday 29th January 2015

Subject & Grade: Mathematics Grade 7

Bob the Builder had just finished tiling a 10x3 floor when Spud the Scarecrow
turned up and laid an electrical cable across the diagonal. Spud damaged all the
tiles along the diagonal and they need to be replaced.
Since Spud became the local electrician this situation has become all too
common. He is always coming along afterwards and ruining some of my
tiling!!! There must be a way of predicting how many tiles will be 'cracked'
destroyed for all sized spaces I have to tile. If I knew how many, I could at
least order some spares! said Bob.
Grade 7, I need your mathematical expertise to help me answer
this problem.

or

Your Task:
Your task is to investigate this situation and write a report to Bob. Your
report should include:
The aim of the investigation.
Any assumptions made.
How you went about solving the problem, including relevant grids drawn.
Your results summarized.
Any connections made need to be fully explained and justified.
Your recommendation to Bob.
Bob needs a rule that will work for all rectangular tiled spaces. It has to be easy to use and accurate.
He hasnt got time to check that it works. Any mistakes will cost him money.
To assist you Bob has provided grid paper and the following questions to guide your investigation.
Details & Conditions:

This is individual work and not to be done as a group or with another student.

The assessment should be completed electronically and submitted via Managebac

You will be assessed on the following MYP criteria:

Criterion C: Communication
Criterion D: Applying Mathematics to Real Life Contexts

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Questions:
1 The table below contains a list of some of Bobs previous tiling jobs. He wants you to determine how
many tiles where cracked in each situation. He has kept a record of the number of tiles that he needed
to replace and will use it to check your accuracy.
Length

Width

CrackedTiles

11

14

10

12

Find a rule linking the length and width of the tiled area with the number of cracked tiles. Express your
rule in words as well as symbolically.
Length + Width 1 =Cracked Tiles
3 Predict how many tiles would be broken for a 2x15 tiling job? Check your answer.
Predict:16 (2+15-1=16) Answer: 16
4 Bob bought an extra 13 tiles in anticipation of repairs to his 4x10 tiling job. Was he correct? (Check
your answer by using your rule and drawing the grid.)
Predict: He got exact tile Answer: 12 (1 tile more)
Bob has also provided a computer program that simulates this situation. He knew you would be tiring of
drawing grids by now.
5 Below is a list of Bobs next five jobs. Use your rule to predict the number of cracked tiles and then use
the computer program to confirm your answer.
Length

Width

Predicted number of
cracked tiles

Actual number of
cracked tiles

10

13

12

18

21

20

14

12

21

26

24

What have you found? What is different about these dimensions compared to the earlier ones? (Hint:
look for something that is common between the dimensions and look carefully at the pattern of how the
tiles crack.)
Every line, same amount of tile got broke. when length is divisible by 2 or 3, width is divisible by 2 or 3
also. Width=(Length x X) X can be any number
7 Use the computer to generate another five tiling spaces that dont follow the original rule. What logic did
you use to pick those five tiling spaces? Explain fully.
Length
Width
Cracked tile
10
20
20
9
27
27
15
15
15
4
20
20
3
12
12
I first pick a random number for Length(Not too high number) then I multiply any number from that number and I
put it as Width.
8 Challenge: Develop a rule that works for all tiled spaces, including squares. Explain why it works.

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Teacher

Published
Descriptors

12

12

34

34

56

56

78

78

Criterion C: Communicating
Published Descriptors
The student does not reach a standard described by any of the
descriptors given below.
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.
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 complete
iv
adequately organize information using a logical structure
The student is able to:
i
usually use appropriate mathematical language
ii
usually use appropriate forms of mathematical
representation to present information correctly
iii
usually move between different forms of mathematical
representation
iv
communicate through lines of reasoning that are complete
and coherent
v
present work that is usually organized using a logical
structure.
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,
coherent and concise
v
present work that is consistently organized using a logical
structure.

Student reflections:

Teacher comments:

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Criterion D: Applying Mathematics in Real Life Contexts

Student
Published Descriptors
The student does not reach a standard described by any of the
0
descriptors given below.

Teacher
0

12

12

34

34

The student is able to:

i
Identify some of the elements of the authentic real-life
situation
ii
Apply mathematical strategies to find a solution to the
authentic real-life situation, with limited success.
The student is able to:
i
Identify the relevant elements of the authentic real-life
situation
ii
select, with some success, adequate mathematical strategies
to model the authentic real-life situation
iii
apply mathematical strategies to reach a solution to the
authentic real- life situation
iv
describe whether the solution makes sense in the context of
the authentic real-life situation
The student is able to:
i
ii

56

56

iii
iv
v

78

78

identify the relevant elements of the authentic real-life

situation
select adequate mathematical strategies to model the
authentic real- life situation
apply the selected mathematical strategies to reach a valid
solution to the authentic real-life situation
describe the degree of accuracy of the solution
discuss whether the solution makes sense in the context of
the
authentic real-life situation

The student is able to:

i
identify the relevant elements of the authentic real-life
situation
ii
select appropriate mathematical strategies to model the
authentic real-life situation
iii
apply the selected mathematical strategies to reach a correct
solution to the authentic real-life situation
iv
explain the degree of accuracy of the solution
v
explain whether the solution makes sense in the context of
the authentic real-life situation.

Student reflections:

Teacher comments:

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Report to Bob
Hello. This is Alex who is here to solve your problem about cracked tiles. This problem
was caused by your friend Squd.
First, the aim of the investigation is to find a tile that brake in every amount of tile. So
you could be prepare for a extra tile and replace them.
Squd always walk diagonally on the tile. So each tile he pass, it brakes. Some of the tile
number worked in this one. Length + Width 1 =Cracked Tiles But some others, this
worked. Every line, same amount of tile got broke. when length is divisible by 2 or 3,
width is divisible by 2 or 3 also. Width=(Length x X) X can be any number. I first thought
there will be a pattern for this and there actually was one. But I was not beign able to
find out the formula which will fit in the whole numbers.
I solved the problem that you gave me using drawing. I drew 1 as 1CM and it was easy
at first. But later, big number stated to spear and it was hard to draw all of them. So I
used the program called math300, Cracked tile section. This program made the work
incredibly easy and was accurate.
The formula that I find out is this.
Length + Width 1 =Cracked Tiles, when length is divisible by 2 or 3, width is divisible
by 2 or 3 also. Width=(Length x X) X can be any number I still need to work on some
more to find out the formula for every number.
Length + Width 1 =Cracked Tiles this works by the result here.
Length

Width

CrackedTiles

11

14

10

12

So you can see the formula works perfectly here. But, the problem was some other
number wasnt working on this formula. So I came up with another formula which makes
sense.
Length

Width

Actual number of
cracked tiles

10

12

18

20

12

21

24

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You can see(Length + Width 1 =Cracked Tiles) This dosent work here so I came up with
this formula. when length is divisible by 2 or 3, width is divisible by 2 or 3 also.
Width=(Length x X) X can be any number. This one worked well but other stuff would be
hard. I think finding a formula for every number is too look carefully into the difference
and similarities between two formula.
So sorry for not giving you a accurate formula for every number. I will directly tell you
the formula if I find it out. I also suggest you to bring more then tiles more then what
you actually need. and if have ahve something left, you could use it next.

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