Australian International Academy, Kellyville

Year 8 Assessment task

Due Date: 8th June 2017

The hockey tournament an investigation

You have been given a very important CAS opportunity! The PE department
would like you, as mathematicians, to help organise a hockey tournament
which the school will host. They would like to use the Soccer World Cup as a
model for the hockey tournament but are not sure whether this will work or
not. The information the PE department can give you is the following;
20 teams will be participating from different international schools.
Provisional dates for the competition are Thursday 16th Sunday 19th of November
2017.
There are 4 hockey fields available.
Matches can be played from 08:00 till 20:00 each day if necessary.
The maximum number of days the tournament can run for is four but, if possible, the
PE department would prefer if it could be run over three days.

Since the Soccer World Cup is the model that you are to base the tournament on it would be a good
idea if you started by looking at how this competition works!

A Beautiful Game?

In June 2010 the FIFA World Cup heads to

South Africa for the first time; the first time
since 1930, the year of the first ever World
Cup, that it has been held in Africa. The
competition, which begins Friday June 11th,
starts with 8 groups each with 4 teams who
play each other once. Once all of the group
matches have been played the competition
is left with 16 teams. These 16 teams then
enter into what is called a single-elimination
tournament which takes them from the
gory/culture/ round of 16 through to the quarter-finals,
the semi-finals and the final.

Part A: Investigating a single-elimination tournament

1. Given that there are 16 teams in the round of 16, how many teams will go forward to the

quarter-finals- 8

semi-finals- 4

The final? 2
 2. Describe how you found the number of teams at each stage.

To find the number of teams at each stage you divide the number by two each round/stage.

3. Could a single-elimination tournament begin with any number of teams? Explain your answer.

No, it would have to be an even number of teams, because each round the number of teams gets
halved.

4. A single-elimination tournament begins with n teams.

What can you say about the value of n? the value of n is always an even number and divided
by two
Using algebra describe how to find the number of teams going into each round of the
tournament. n2

5. In a single-elimination tournament with 16 teams, how many matches in total will be played in
deciding who the winner is? 15 matches would be played all together. I found my answer because
there were 16 teams then you half it which is 8 then half it again which would be 4 and then you half
it again which is 2 then half 2 which is 1then you do 8+4+2+1= 15

Explain how you found your answer to this question.

6. If instead of there being 16 teams at the start there were 32 teams, how many matches would now
be played in deciding who the winner is? There would be 31 matches, you would do the same halving
method 32=16 16=8 8=4 4=2 2=1 then you would add them so 16+8+4+2+1= 31.

7. Describe any patterns you notice in the calculations you have done.

I noticed that you just minus n by one so if n was equal to 32 then it would be 32-1 which equals 31.

8. By looking at other starting number of teams, investigate possible connections between the number
of starting teams and the number of matches needed in deciding a winner. Can you write a
mathematical rule that describes the connection you found? The mathematical rule that describes the
connections I found is n-1.

Hint: It may help you to draw up, and continue, a table like the one shown below is there a
connection between the total number of matches played and the power of two (n)?

Starting Total number of matches played

number
2 1
4 3
8 7
16 15
Part B: Group Matches

http://countroshculla.blogspot.com2005_12_10_archive.html
In next years World Cup, before the single-elimination tournament can take place all
the group matches need to be played first to decide who the 16 teams are.

In the 2010 World Cup there are 8 groups (A H), each with 4 teams.

Consider Group A with teams A1, A2, A3 and A4. Each team plays all the other
teams in the group.

1. How many games will be played altogether in each group?

In each group, there would be 6 games played

Explain how you found your answer.

I found my answer by drawing a diagram and finding how many games were played
with 1 group

A plays with b

2. If instead of only four teams in each group there were six teams. How many games would be
played altogether with six teams in a group?
There would be 15 games in one group to find this I did 6x5= 30 30/2= 15
3. How many games would be played altogether if there were 8 teams in a group?

There would be 28 games to find this I did 8x7= 56 then 56/2= 28

Describe any patterns you notice in what you have done this far.

I noticed that you have to add the number of teams plus its following numbers (consecutive)
those equal the amount of matches

1. 4.Investigate the number of games played for other numbers of teams and record your data im
a table.

Number of teams Games played

2 1
4 6
6 15
8 28
9 36
10 45
12 66
14 91
16 120

Consider the data you have collected. Are there any generalizations you can make about the
number of teams in a group and the number of games that need to be played?

The generalisation of the number of teams in a group and the number of games that need to be
played is that first you start of by doing (n-1) + (n-2) + (n-3) + (n-4) and you keep going which is
the number of matches.

5. Write a mathematical rule which will give you the number of matches played when you know the
number of starting teams in a group - remember to test your rule to see if it works.

The mathematical rule would be (n-1) + (n-2) + (n-3) + (n-4) and you keep going depending on what
the value of n is.

Try to explain why your rule works.

The rule works like this for example if n is equal to 8 then you would do the number before it
which is 7+6+5+4+3+2+1= 28 so the games played is 28 if you have 8 teams.

Part C: Your Proposal

Having completed Parts A and B you should now have a much better idea about how to organise the
hockey tournament that the PE department will run in November.

How you think the PE department should organise their hockey tournament?

Once you have decided how you think the tournament should run you will need to
prepare a presentation to the PE department which outlines your plan for the
hockey tournament.

My hockey tournament is going to run for 3 days. Each game goes for 1 hr and
there will be a 10-minute gap between each game for the first day and the other days there
will be a 30 and 20-minute gap. There are 4 fields available. Each day there is 12 hours available. I
decided for the first day there will be group matches. I am going to have 5 groups of 4 in total 6
matches will be taking place in each group and two teams will be going through in each group which
means that on day 1 there will be 30 matches being placed and 8 teams going through to the finals.
That means on day 1 there will be 9 hours and 20 minutes of them playing hockey. Then after on the
second day the single elimination rounds will be taking place. There will be 10 teams taking place in
the finals which means there are 9 matches in a single elimination round. I am going to split those 9
matches into two days. On the second day, there will be 5 games being played which will take 2 hours
and 20 minutes and on the last day there will be 4 games being played which allows the teams to have
a larger period to have a break and that will take 2 hours and 30 minutes. On the second day, they will
have a 20-minute break in-between each game. And on the last day there will be a 30-minute gap.
Then hypothetically there will be a winner on the last day. I have made a schedule on an excel
document showing the games and the times at what teams are going to be played on what field.

Part D: Reflection

Having completed the task and made your presentation you now need to reflect on what you have
done. Look at the rubric for Criterion D, this asks you to:

Explain in some detail how you were able to use your findings from parts A and B to help you
organise the hockey tournament.
Explain in some detail how what you have done in this task could be useful in a real-life
situation
Having completed the task, look back at what you did to consider how appropriate the
methods you used were if you could do it all again would you do it the same way?

I was able to use my finding from Part A and B to help me organise the hockey tournament because in
Part A I Learnt how to set up a single elimination round with the mathematical rule n-1, and in part B
I found out how to setup group matches how many games would be in 1 group of 4 and that you have
to add the number of teams plus its following numbers (consecutive) those equal the amount of
matches which would help me with organising the hockey game because for day 1 we had to do group
matches and for the other two days the single eliminations. If I were to do this assessment task there
would be some things I would have changed for example for one of the questions I had to draw a
diagram to answer the question which was really confusing even though I could have just used the
rule to find out the answer. Next time I would also for part c do 4 groups of 5 not groups 4 because it
got confusing when we had to make the schedule because there were only 4 fields. This assessment
will help me in real life if I ever set up a game that runs over a period of time and involves multiple
teams it will also help me understand how to read schedules so if I ever have a tournament I know
how everything runs

Criterion B Investigating patterns in mathematics

Level Descriptor

You failed to submit any work or your work does not reach any of the standards described
0
below.

With some help you used some basic mathematical problem-solving techniques to see
1-2
patterns.

You used mathematical problem-solving techniques to help see patterns.

You described these patterns in words.
3-4 You tried to write a mathematical rule in Part A connecting the number of teams and
matches played.

You used mathematical problem-solving techniques to help see patterns.

You described these patterns in words.
5-6 You wrote a mathematical rule in Part A connecting the number of teams and matches
played.
You were able to make some generalisations in Part B

You used mathematical problem-solving techniques to help see patterns.

You described these patterns in words.
7-8 You wrote a mathematical rule in Part A connecting the number of teams and matches
played.
You were able to make some generalisations in Part B
 You wrote a mathematical rule in Part B and attempted to explain why your rule made
sense.

Self assessment use the rubric above to assess your work

I think my grade will be

Criterion C: Communicating in mathematics

Level Descriptor

You failed to submit any work or your work does not reach any of the standards described
0
below.

You tried to use some words, tables, diagrams and correct mathematical language to
1-2 explain your work.
Not much information is presented clearly.

You tried to use words, tables, diagrams and correct mathematical language to explain
3-4 your work.
You presented some information clearly.

You used words, tables, diagrams and correct mathematical language to explain your
work.
5-6
Your explanations were not always clear, or tables and diagrams were not always well
organized.

You clearly explained your work, by using words, tables and diagrams, as well as
7-8 mathematical language
Tables and diagrams were all very well organized and presented.

Self assessment use the rubric above to assess your work

I think my grade will be

Criterion D Applying mathematics in real- life contexts

Level Descriptor

You failed to submit any work or your work does not reach any of the standards described
0
below.

1-2 You attempted to explain whether your results made sense in the context of the problem.

3-4
You briefly explained whether your results made sense in the context of the problem.
 You attempted to describe how you could apply what you found in a real life situation.

You correctly but briefly explained whether your results made sense in the context of the
problem.
5-6
You described how you could apply what you found in a real life situation.
You attempted to discuss the degree of accuracy of your results, where appropriate.

You gave a full and reasoned explanation for why your results made sense in the context of
the problem.
You gave a detailed explanation of how you could apply what you found in a real life
7-8
situation.
You discussed the degree of accuracy of your results with success.
You suggested improvements to the method, when necessary.

Self assessment use the rubric above to assess your work

I think my grade will be

BOS Outcomes:
MA4-1WM -communicates and connects mathematical ideas using appropriate terminology, diagrams
and symbols

MA4-2WM -applies appropriate mathematical techniques to solve problems

MA4-3WM -recognises and explains mathematical relationships using reasoning

MA4-4NA -compares, orders and calculates with integers, applying a range of strategies to aid
computation

MA4-8NA -generalises number properties to operate with algebraic expressions