Example 8: Teacher task and markscheme
MYP 3: Renovating your room
Name: Date:
MYP year
Subject group Mathematics Criteria C, D level/proficiency 3
level
Task name Renovating your room
Related
K ey concept Form Models, quantity
concepts
Form provides opportunities for students to explore the world around them
Conceptual
and, in this unit, students use models and consider quantities that develop
understanding a deeper understanding of mathematics in the real world.
Global context
Solutions
exploration
Model formation and their related quantities usually help in finding
Statement of inquiry
solutions
Mathematics teacher support material 1
Example 8: Teacher task and markscheme
MYP 3: Renovating your room
Task description: Criteria C and D
Renovating your room
You are about to renovate your room. You want to paint the walls and tile the floor. You will paint
the walls yourself; however, you will hire decorators to tile the floor.
Glossary: Decorator—a person or worker that has practical skills to complete renovations to a home.
The diagram below shows the layout and dimensions of your room.
Diagram is not to scale
Renovation information
Wall paint: Materials and costs
.
One 2-litre (L) tin costs $60
One 2-L tin will cover 30 m2
Additional materials for painting
Brushes, paint tray, masking tape Total cost $25
Mathematics teacher support material 2
Example 8: Teacher task and markscheme
MYP 3: Renovating your room
The Bluewi
Floor tiles: Materials and costs
There are two options of tiles; you will choose
between The Bluewi or The Chess.
$28.70 per square metre
Additional materials for tiling
The Chess
Grout and filler Total cost $200
$18.49 per square metre
Decorator information
Icons source: https://thenounproject.com/icon/plumber-974087/
One decorator will take 60 hours to tile One decorator will take 54 hours to tile
the floor using The Bluewi tiles the floor using The Chess tiles
Hourly rate $10 Hourly rate $10
Decorators work for 6 hours per day Decorators work for 6 hours per day
The task
You need the renovation to be completed in three days and your budget is $1,200. Using the
renovation information provided, explore if you can complete the work within budget. In your
answer you must:
• identify the relevant factors you considered to calculate the total cost
• determine the number of decorators needed to finish the renovation in three days
• calculate the total cost needed to complete the renovation (include all costs)
• state if you are within your budget and support your answers with calculations
• comment on the degree of accuracy of this problem (give examples).
Mathematics teacher support material 3
Example 8: Teacher task and markscheme
MYP 3: Renovating your room
Command terms
Comment: Give a judgement based on a given statement or result of a calculation.
Determine: Obtain the only possible answer.
Explore: Undertake a systematic process of discovery.
Calculate: Obtain a numerical answer showing the relevant stages in working.
Identify: Provide an answer from a number of possibilities. Recognize and state briefly a
distinguishing fact or feature.
State: Give a specific name, value or other brief answer without explanation or calculation.
Guidance
If you need help, ask your teacher for Appendix 1.
Mathematics teacher support material 4
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Example 8: Teacher task and markscheme
MYP 3: Renovating your room
Criterion C: Communicating
Subject criteria and task -specific clarification: Communication
Achievement Level descriptor Task -specific clarification (how can the
level criteria be demonstrated at this level in
the task ?)
The student does not reach a
standard described by any of the
descriptors below.
0
The student is able to: The student:
i. use limited mathematical - uses limited mathematical
language language when trying to find the
ii. use limited forms of mathematical cost of tiling or painting
representation to present
1–2 - draws unclear sk etches.
information
iv. communicate through lines of
reasoning that are difficult to
interpret.
The student is able to: The student adequately:
i. use some appropriate - uses organized work when
mathematical language calculating the total cost of tiling
ii. use appropriate forms of or painting that is not always
mathematical representation to clear or correct
present information adequately - draws clear and labelled sk etches
3–4
iv. communicate through lines of - uses units and/or rules.
reasoning that are able to be
understood, although these are not
always clear
v. adequately organize information
using a logical structure.
The student is able to: The student usually:
i. usually use appropriate - uses organized and correct work
mathematical language when calculating the total cost of
ii. usually use appropriate forms of renovating and/or when
mathematical representation to calculating the total cost of tiling
present information correctly and painting that is not always
iii. move between different forms of complete or coherent
5–6
mathematical representation with - uses correct units and rules.
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.
The student is able to: The student consistently:
i. consistently use appropriate - uses complete, coherent,
mathematical language organized and correct work when
ii. use appropriate forms of calculating the total cost of
mathematical representation to
7–8 renovating and when
consistently present information
deter mining the number of
correctly
iii. move effectively between decorators needed
different forms of mathematical - uses correct units and rules.
representation
Mathematics teacher support material 5
Example 8: Teacher task and markscheme
MYP 3: Renovating your room
iv. communicate through lines of
reasoning that are complete and
coherent
v. present work that is consistently
organized using a logical structure.
Mathematics teacher support material 6
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Example 8: Teacher task and markscheme
MYP 3: Renovating your room
Criterion D: Applying mathematics in real-life contexts
Subject criteria and task -specific clarification: Applying mathematics in real-life contexts
Task -specific clarification (how can the
Achievement
Level descriptor criteria be demonstrated at this level in the
level
task ?)
The student is able to:
i. identify the relevant elements of the
The student is able to:
authentic real-life situation
ii. select appropriate mathematical
- calculate the total cost of
strategies to model the authentic real- renovation correctly
life situation - calculate the total cost of tiling and
7–8 iii. apply the selected mathematical painting correctly
strategies to reach a correct solution - deter mine the number of
iv. explain the degree of accuracy of decorators needed correctly
the solution - recognize the accuracy of results,
v. explain whether the solution makes
providing two justified examples.
sense in the context of the authentic
real-life situation.
The student is able to: The student is able to:
i. identify the relevant elements of the - calculate the total cost of tiling
authentic real-life situation and/or painting correctly
ii. select adequate mathematical - attempt to determine the number
strategies to model the authentic real- of decorators needed
life situation - calculate a valid total cost of
iii. apply the selected mathematical
5–6 renovation
strategies to reach a valid solution to
the authentic real-life situation - calculate the time needed to
iv. describe the degree of accuracy of complete the tiling by two or three
the solution decorators
v. discuss whether the solution makes - recognize the accuracy of results,
sense in the context of the authentic providing one example with weak
real-life situation. justification.
The student is able to:
The student is able to: - calculate the total cost of tiling
i. identify the relevant elements of the
and/or painting with some success
authentic real-life situation
ii. select, with some success, - select one type of tile and justify
adequate mathematical strategies to their selection
model the authentic real-life situation - sk etch a plan view and side views of
3–4
iii. apply mathematical strategies to the room showing dimensions
reach a solution to the authentic real- correctly
life situation - identify the relevant factors
v. describe whether the solution affecting the total cost of
makes sense in the context of the
authentic real-life situation.
renovation.
The student is able to:
- sk etch a plan view and side views of
the room showing dimensions with
The student is able to: some success
i. identify some of the elements of the - select one type of tile and justify
authentic real-life situation
1–2 one reason for this selection
ii. apply mathematical strategies to
find a solution to the authentic real- - calculate the cost of painting or
life situation, with limited success. tiling with limited success
- identify one relevant factor to
calculate the total cost.
Mathematics teacher support material 7
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Example 8: Teacher task and markscheme
MYP 3: Renovating your room
Appendix 1
1. Sketch a plan view of the room. Include dimensions in your drawing.
2. Sketch side views of each wall. Include dimensions in your drawing.
3. Find the number of tins of paint required for the walls.
4. Calculate the total cost of the additional paint materials and paint.
5. Using the information provided for the tiles, justify which tile should be used.
6. Calculate the total cost for tiling based on the type of tiles you have chosen and the
additional tiling materials.
7. Given that one decorator will take 60 hours to complete the tiling using Bluewi tiles,
calculate how long will it take:
a) two decorators to complete the same job
b) three decorators to complete the same job.
8. Given that one decorator will take 54 hours to complete the tiling using Chess tiles,
calculate how long will it take:
a) two decorators to complete the same job
b) three decorators to complete the same job.
9. Use all the information you have calculated to justify if you can complete the renovation
within budget.
Mathematics teacher support material 8
