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Unit 3: Algebra

Core Targets:   
1. to recognize and identify number patterns
2. to create my own pattern and explain the rule
3. to use input-output boxes to identify patterns
4. to create function rules, equations (in words and
numbers/variables)
5. to solve word problems using the proper steps
6. to show all work in an appropriate, organized format
7. to create a word problem given an equation

Teacher Comment:
Please refer to the feedback on the criteria sheets.
Signature:

Student Evaluation: (to be completed before handing in)

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Parent Comment: (to be completed after teacher feedback)

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 UNIT 3 Algebra Grade 6
Topic
Patterns All Around! Subject Math
Title

MYP UNIT
How do patterns around us help us to solve various problems?
QUESTION
Assessment Task
Patterns are all around us – even in MATH! Complete the project to help show your
understanding of sequences, patterns and how to solve problems using equations.

Instructions and Dates

Project assigned: Wednesday, 23 March

Project due: Friday, 8 April

As a final assessment for our Algebra unit, please work through these questions at home.

You MUST do the following:

o Use pencil
o Show all your work
o When solving equations, use the proper format (equal signs lined up, steps shown)

If you have any questions about the project, please come see me before the due date.

Have fun! 

FUNDAMENTAL
AREAS OF INTERACTION
CONCEPTS
Human Ingenuity – mathematicians have helped pave Holistic
Environment/ learning
Community & Service/ the way for us to recognize and identify patterns in
Intercultural
Health & Social Ed/ math as a way to solve various problems.
awareness
Human Ingenuity:
Communication √
Approaches to Problem-solving skills, communication skills.
Learning
LEARNER PROFILE INTERDISCIPLINARY LINKS
Communicator
Remember to show ALL YOUR WORK in this packet. We are really focusing
on Communication – so please show all your beautiful work and your lovely
steps!

For each of the following sequences of numbers, describe the pattern in words
and then write down the next three numbers in the pattern.

1. 2, 6, 18, 54, …
Any number in the pattern can be obtained by . . . . . . . . . . . . . . . . . . . . . . . . . . . .

2, 6, 18, 54, ____, ____, ____

2. Create your own pattern (with 6 numbers). Describe the pattern in words.

Look at the input-output boxes and find the pattern. Create the function rule
(equation), using n as the variable, to represent the pattern.

3.
Function rule:

4. Function rule:
5. For this set of shapes do the following:

a) Construct a table to show the relationship between the number of shapes in

each figure and the number of matchsticks used to construct it.

b) Devise a rule in words that describes the pattern relating the number of
shapes in each figure and the number of matchsticks used to construct it.

c) Write this rule as an equation (in numbers/variables).

d) Use your equation to work out the number of matchsticks required to construct
a figure made up of 20 such shapes.
6. Michael is constructing a wood fence at his farm. The sections of fence are
shown below:

Michael calculates that he will need 220 sections to fence off his first paddock.

a) Draw up a table which shows the number of pieces for each section.

b) Write the formula for number of pieces, p.

c) How many pieces of timber will Michael need?

d) Find the cost of the fence if each piece of timber costs $3.85.

7. Joanna (a landscape gardener) is installing hexagonal flowerbeds in a park.

The flowerbeds, which are surrounded by wooden sleepers, are arranged in rows
as shown:

How many wooden sleepers will Joanna need to install a row of 12 flowerbeds?

8. The rule for a certain number pattern is given by: b = 3 × a + 2.

If a = 20 then b would equal…
For the following problems, be sure to do the following:
a) Define the variable
b) Provide an appropriate equation using the variable (note-each problem specifies what type equation
to create).
c) Show your work nicely (align equal signs, keep variable on one side, show steps)

9. Each day, the average dog or cat requires at least 6 teaspoons of water for every
pound of body weight. Write and solve a multiplication equation to find the minimum
number of teaspoons that a 12 pound cat needs each day. There are 48 teaspoons in
one cup. How many cups of water does the cat need? Explain.

10. You make 15 necklaces for a craft show. You charge x dollars for each necklace.
You sell all the necklaces and collect $45. Write and solve an equation to find x.
Suppose you spent $10 on supplies. Write and solve another equation to find how much
of a profit you make.

11. a) Create an appropriate real world word problem that represents this
equation: x= 12
6
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
b) Does your word problem make sense? How do you know it appropriately
connects to the equation?

_________________________________________________________________
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_________________________________________________________________
Patterns All Around Math Project
Level Descriptors Indicators
KNOWLEDGE & UNDERSTANDINGCriterion A

1–2 The student  I have answered few of the questions appropriately.

 Attempts to make
deductions when
 Solving basic problems in
 Familiar situations.
3–4 The student
 Sometimes makes
appropriate deductions when
 Solving basic problems in
 Familiar situations.
5–6 The student
 Generally makes
appropriate deductions when
 Solving basic problems in a
 Variety of familiar
situations.
7-8 The student
 Consistently makes
appropriate deductions when
 Solving basic problems in a
 Variety of contexts including
unfamiliar situations.
What level do Student Comment:
you think you
should get?
 I have demonstrated a developing understanding of
some of the core targets.
 I am able to solve a few of the problems in the
packet.
 I can do this work with support.
 I have answered some of the questions
appropriately.
 I have demonstrated a fair understanding of some of
the core targets.
 I am able to solve some of the problems in the
packet.
 I can do this work with some support.
 I have answered most of the questions appropriately.
 I have demonstrated a good understanding of most
of / all of the core targets.
 I am able to solve most of the problems in the packet.
 I can do this work mostly independently.
 I have answered all the questions appropriately.
 I have demonstrated excellent, consistent
understanding of all of the core targets.
 I am able to solve all the problems in the packet.
 I can do this work completely independently.

Level Awarded Teacher Comment:

by your teacher
Patterns All Around Math Project
Level Descriptors
INVESTIGATING PATTERNSCriterion B
1–2 The student, with guidance, attempts to
 Apply the problem-solving plan.
 Recognize a simple pattern(s).
3–4 The student sometimes
 Applies the problem-solving
plan using some appropriate
techniques.
 Can recognize a pattern(s).
 Can identify a rule to explain
the pattern
 Can suggest why the rule
makes sense.
5–6 The student generally
 Applies the problem-solving
plan using some appropriate
techniques.
 Can recognize a pattern(s).
 Can identify a rule to explain
the pattern
 Can explain why the rule
makes sense.
7-8 The student consistently
 Applies the problem-solving
plan using some appropriate
techniques.
 Can recognize a pattern(s).
 Can identify a rule to explain
the pattern
 Can explain why the rule
makes sense.
What level do Student Comment:
you think you
should get?
Level Awarded Teacher Comment:
by your teacher
Indicators
 I attempt to recognize the patterns.
 I attempt to provide rules/equations.
 I attempt one/some steps.
 I attempt to create my own pattern and explain the
rule.
 I have sometimes recognized the patterns.
 I am sometimes able to provide appropriate
rules/equations.
 I am sometimes using the proper steps for algebraic
equations.
 I can sometimes create my own pattern and explain
the rule.
 I have usually recognized the patterns.
 I am usually able to provide appropriate
rules/equations.
 I am usually using the proper steps for algebraic
equations.
 I can usually create my own pattern and explain the
rule.
 I have consistently recognized the patterns.
 I am consistently able to provide appropriate
rules/equations.
 I am consistently using the proper steps for algebraic
equations.
 I can create my own pattern and appropriately
explain the rule.
Patterns All Around Math Project
Level Descriptors Indicators
COMMUNICATION IN MATHEMATICSCriterion C

1–2 Communication of solutions to problems  I have shown a little of my work

is attempted  I am lacking some steps
 But is unclear and hard to
 My work is not very neat, not well organized and not
follow.
 By using basic symbols and/or
easy to follow
words.  My equal signs are not lined up
 I have not defined the variable where necessary.
 My variables are all over the place.
3–4 Solutions to problems are sometimes  I have shown most of my steps and most of my work.
well communicated by  My work is usually neat, organized and easy to
 Sometimes being easy to follow follow.
 Sometimes showing logical
steps.
 My equal signs are usually lined up.
 Using some appropriate  I have usually defined the variables where
symbols and/or words. necessary.
 My variable is usually on one side.
5–6 Solutions to problems are well  I have shown all my steps and all my work.
communicated by  My work is consistently neat, organized and easy to
 Being easy to follow follow.
 Showing logical steps.
 My equal signs are consistently lined up.
 Using appropriate symbols
and/or words.  I have defined the variables where necessary.
 My variable is consistently on one side.
What level do Student Comment:
you think you
should get?

Level Awarded Teacher Comment:

by your teacher
Patterns All Around Math Project

Level Descriptors Indicators

REFLECTION IN MATHEMATICSCriterion D

1–2 The student attempts to
 Explain how they arrived at
their answer.
 Identify areas where their
answer is reasonable.
 I have not made an attempt to explain how my word
problem makes sense (#11).
 My word problem does not accurately represent the
equation.

3–4 The student can  I have attempted explain how my word problem
 Briefly explain the process (#11) makes sense.
they used to get the answer.  My word problem somewhat connects the equation
 Identify areas where their to a real world situation.
answer is reasonable.
 Attempts to identify how
concepts are connected to real life
situations
5–6 The student can consistently  I am able to clearly explain how my word problem
 Explain the process they (#11) makes sense.
used to get the answer.  My word problem connects the equation
 Explain why their answer is appropriately to a real world situation.
reasonable.
 Mention how concepts are
connected to real life situations
What level do Student Comment:
you think you
should get?

Level Awarded Teacher Comment:

by your teacher