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Assessment Resource Centre (ARC)

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Best Airfare Deals


Grade Work Samples
Midway through Stage 5 (end of Year 9) End of Stage 5 (end of Year 10)
Grade A Darcy  
Grade B Jo   Lee  
Grade D Chris   Alex(D4)   Terry(D4)   Jamie(D3)   Morgan(D3)  
New Work Samples
Ashley
Dale
Riley

Description of activity

Students will ‘consider the best value fare given the price of nine return airfares from Sydney, and suggest an appropriate fare for a new journey, given the distance’.

Students will complete the attached worksheet.

(Material developed by Dr Doug Clarke for the NSW Government.)

Context

Number, Working Mathematically

This assessment activity could be presented to students at the end of a unit on Consumer Arithmetic, where students have been investigating real-life situations and applying their knowledge and skills in a variety of contexts.

Areas for Assessment

  • Working mathematically
    Knowledge, skills and understanding developed through inquiry, application of problem-solving strategies, communication, reasoning and reflection
  • Number
    Knowledge, skills and understanding in mental and written computation and numerical reasoning

Outcomes

Consumer Arithmetic (NS5.1.2)
Solves consumer arithmetic problems involving earning and spending money

Applying Strategies (WMS5.1.2)
Analyses a mathematical or real-life situation, systematically applying problem-solving strategies

Communicating (WMS5.1.3)
Uses mathematical terminology and notation, algebraic symbols, diagrams, text and tables to explain mathematical ideas

Reasoning (WMS5.1.4)
Explains and verifies mathematical relationships

Reflecting (WMS5.1.5)
Links mathematical ideas and makes connections with, and generalisations about, existing knowledge and understanding in relation to Stage 5.1 content

Criteria for assessing learning

(These criteria would normally be communicated to students with the activity.)

Students will be assessed on their ability to:

  • analyse a real-life situation and apply appropriate problem-solving strategies
  • give clear and appropriate explanations.

Possible prompts to assist student engagement

  • Is there a pattern in the table?
  • Can you compare two fares to get started?
  • Compare the costs for travel to Darwin and Perth. Which is the best value?
  • If you double the distance, does the price double?
  • How much does it cost for each kilometre travelled on the flight to Adelaide?

Suggested materials

Pen and paper, calculator, worksheet

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