MATHEMATICS STANDARD STAGE 6 - YEAR 12 STANDARD 2 MEASUREMENT

Year 12 Mathematic standard 2

MS-M7 RATES AND RATIOS OUTLINE

Unit overview Duration:

Measurement; Rates and ratios 2 weeks or 8 lessons (1 x 50 minutes)

Outcomes
A student:

MS2-12-3 interprets the results of measurements and calculations and makes judgements about their
reasonableness, including the degree of accuracy and the conversion of units where appropriate
MS2-12-4 analyses two-dimensional and three-dimensional models to solve practical problems
MS2-12-9 chooses and uses appropriate technology effectively in a range of contexts, and applies critical
thinking to recognise appropriate times and methods for such use
MS2-12-10 uses mathematical argument and reasoning to evaluate conclusions, communicating a position
clearly to others and justifying a response
Lessons Content

1&2 Students:

use rates to solve and describe practical problems (ACMEM073)

o use rates to make comparisons, for example using unit prices to compare best buys,
working with speed, comparing heart rates after exercise and considering Targeted
Heart Rate ranges during training (ACMEM074)

o calculate the amount of fuel used on a trip, given the fuel consumption rate, and
compare fuel consumption statistics for various vehicles
Assessment 1 o know that a watt (W) is the International System of Units (SI) derived unit of power
and is equal to one joule per second
Investigation
o interpret the energy rating of household appliances and compare running costs of
different models of the same type of appliance, considering costs of domestic
electricity, for example calculate the cost of running a 200-watt television for six
hours if the average peak rate for domestic electricity is $0.15/kWh

o investigate local council requirements for energy-efficient housing

3 solve practical problems involving ratio, for example, map scales, mixtures for building
materials or cost per item

o work with ratio to express a ratio in simplest form, to find the ratio of two quantities
and to divide a quantity in a given ratio (ACMEM065, ACMEM066, ACMEM067,
ACMEM068, ACMEM069)

o use ratio to describe map scales (ACMEM070)

By Sarah Hammoud 17356637

4 obtain measurements from scale drawings, including but not limited to maps (including
cultural mappings or models) or building plans, to solve problems

o interpret commonly used symbols and abbreviations on building plans and elevation
views (ACMEM108)

5 o calculate the volume of rainfall over an area, using V=Ah from a variety of sources,
including but not limited to a site plan, an aerial photograph, radial surveys or maps
that include a scale

6 o calculate the perimeter or area of a section of land, using the Trapezoidal rule where
appropriate, from a variety of sources, including but not limited to a site plan, an
aerial photograph, radial surveys or maps that include a scale (ACMGM024)

7 Revision of the unit

8 Examination (Assessment 2)

By Sarah Hammoud 17356637

 Year 12 Mathematic Standard 2

Rates and ratio Lesson plan

Topic area: Rates and ratios Stage of Learner: 6 standard 2

Lesson Time; 50 minutes Lesson Number: 1 /10

Outcomes Content Students learn Students learn to

about

Syllabus outcomes Students: What are ratios How to simplify ratios

What rates Solving ratio
A student: use rates to solve and Fuel problems
describe practical
MS2-12-3 consumption Use rates for
problems (ACMEM073)
interprets the comparisons
results of How and when to use
measurements and use rates to make consumption rates
calculations and comparisons, for for calculations.
makes judgements example using unit prices
about their to compare best buys,
reasonableness, working with speed,
including the comparing heart rates
degree of after exercise and
accuracy and the
considering Targeted
conversion of
units where Heart Rate ranges during
training (ACMEM074)
appropriate

calculate the amount of

fuel used on a trip, given
the fuel consumption
rate, and compare fuel
consumption statistics for
various vehicles
Resources Homework

From Access to general maths HSC, page 114

o Whiteboard
worksheet 4.13
o PowerPoints
o Worksheets

By Sarah Hammoud 17356637

 Time Teaching and learning actions Organisation

Intro Settle down class. Mark the role. Teacher: Discussing what
will be occurring in the
5 mins Introduction, discuss the lesson outline
lesson
Lesson starter to refresh memory
Discussion of terms rates and ratios
Working in groups on fuel consumption activity Student: Expected to settle
Student presentation down and ready for work

Body Lesson starter- Teacher: Provides the slide

of the questions, walks
7 mins 5 quick questions on PowerPoints (slide 1.1) Record answers
around to make sure
on their book
students are on task, scan to
see if any students seek help

Student: record answers on

workbook

Resources: prepared slides

Discussing key terms Teacher: Provides slides,

provides examples on the
10 mins Ratios are used to compare values or quantities. A ratio board and ask if the students
says how much one thing is compared to another. need to ask any questions

Teacher puts an example of each on board Student: Listening and

asking questions

Resources: Prepared slides

Teacher; scanning to make

(Teacher draws a mix of happy sure students seem engaged
and sad faces) and understanding concepts.

By Sarah Hammoud 17356637

 Ask students to attempt the
slide questions
1. What is the ratio of sad faces to happy faces? 5:6
2. What is the ratio of happy faces to sad faces?
6:5
Student; should be asking
questions and getting
involved in finding solutions
Discussion with class; You can look at ratios like fractions of questions provided on
except the values are written side by side. Like fractions we slides
simplify as much as possible. Now you can attempt some
yourself.

Teacher put slide 1.2

Discussing key terms Teacher: Provides slides,

provides examples on the
10 mins
boardand ask if the students
Rates is a ratio which involves two different units. A rate need to ask any questions
is usually expressed as an amount, such as price per
Student: Listening and
item or metres per seconds asking questions

Teacher put an example on board

By Sarah Hammoud 17356637

 Lets look at an example. Resources: Prepared slides

A car travelled 300km in 4 hours.

What was its average speed in km/h? Teacher; scanning to make
sure students seem engaged
and understanding concepts.
Class discussion- how do you think we should solve it?
Ask students to attempt the
Hint- The units often tell you how to do the question
slide questions
Solution:

Speed in km/h = Student; should be asking
questions and getting
300
= involved in finding solutions
4
= 75 km/h of questions provided on
slides
Now attempt a couple on your own
Teacher put slide 1.3

Discussing key terms Teacher: Provides slides,

provides examples on the
!0mins Fuel consumption is a comparison between two types of boardand ask if the students
quantities, distance travelled and amount of fuel used: it is a need to ask any questions
rate.
Student: Listening and
asking questions
It can be determined by dividing the distance travelled by the
amount of fuel used, giving the number of kilometres travelled
on 1 L of petrol, or by dividing the amount of fuel used by the Resources: Prepared slides
distance travelled, giving the amount of fuel consumed in
travelling 1 km. For ease of comparison, this second rate is
usually expressed as L/100 km. Teacher; scanning to make
sure students seem engaged
and understanding concepts.
Teacher put example on board Ask students to attempt the
slide questions

By Sarah Hammoud 17356637

A car uses 50L of petrol to travel 416km. Calculate the fuel
consumption of the car on this trip.
Student; should be asking
questions and getting
416
involved in finding solutions
Fuel Consumption = 50 of questions provided on
slides
= 8.31 km/L

Car travels 8.32km on 1 L of petrol.

50
Fuel consumption = 416

= 0.12 L/km

Car uses 0.12L of petrol for every 1 km travelled.

0.12L/km = 12L/100km

so the car consumes 12 L of petrol for every 100km travelled.

Teacher puts slide 1.4

By Sarah Hammoud 17356637

 Teacher: Put students in
Students will be put into a group of four and give fuel
consumption worksheet. group of four
15 min

Student: Compare answers

on worksheets and discuss
their methods

Teacher: observes and take

notes if the students grasp
concept for next lesson plan

Student: Give presentation

not more than 2mins

Students need work together and discuss their methods

and findings

Students give presentation of their findings

Conclusion Conclude lesson Teacher: Conclude lesson

Remind what the purpose of the lesson today was,

3mins How to simplify ratios

Solving ratio problems
Use rates for comparisons
How and when to use consumption rates for calculations. Student: Pack up once
teacher has given the
Get a show of hands to see if students enjoyed lesson/learnt
instruction to do so.
something. Teacher will inform them what will happen next
lesson.

Next lesson will be solving more complex problems

Set task for homework

By Sarah Hammoud 17356637

 From Access to general maths HSC, page 114 worksheet 4.13

Graduate Evidence within this lesson

Standards

1.1 4.1 Observing students presentation of their understanding and presentation

1.5, 3.1 Worksheets of different ability for students diverse needs

2.1 Allowing students to develop multiple methods to solve problems

5.1 Discussion and show of hands in the class conclusion

7.1 Lesson is presented in a professional manner

References (In APA)

You must list all references that you have used for the content and resources of this lesson in this
space.

Rowland, R., & Antoniou, D. (2004). Maths quest 9: 5.2 pathway for New South Wales. Milton, Qld.:
John Wiley & Sons.

Math Worksheets for Kids. (n.d.). Retrieved August 18, 2016, from
http://www.mathworksheets4kids.com/

Board of Studies, Teaching and Educational Standards NSW. (2012). NSW Syllabuses for the
Australian curriculum. NSW Government. (BOSTES)> Retrieved 18 March from
<http://syllabus.bos.nsw.edu.au/about/>

By Sarah Hammoud 17356637

Year 12 Mathematics Standard 2, Assessment 1

Rates and Ratios Investigation

Subject: Mathematics Teacher: Mrs. Hammoud Due: Wednesday 21 March 2017
Standard 2
Term 1, Week 2
Module/Unit/Topic: Measurement Rates and Ratios

Task #: 1 Weighting: 10% Duration: 2 weeks

Unit Problem:

Interpret the energy rating of household appliances and compare running costs of
different models of the same type of appliance, considering costs of domestic
electricity, for example calculate the cost of running a 200-watt television for six hours
if the average peak rate for domestic electricity is $0.15/kWh

investigate local council requirements for energy-efficient housing

Task rationale

Students will need to obtain a electricity bill

Answer the questions found in the assignment.

Outcomes

Interprets the results of measurements and calculations and makes judgments about
their reasonableness, including the degree of accuracy and the conversion of units
where appropriate-MS2-12-3

Uses mathematical argument and reasoning to evaluate conclusions, communicating a
position clearly to others and justifying a response-MS2-12-10

Name:
Teacher:
Class:

Mark: /35

[Cover sheet]

By Sarah Hammoud 17356637

Obtain your household electricity bill.
1. From investigating your household bill, answer the following questions (5 Marks):
a) What is the amount of the bill?

b) Is this bill paid monthly, bimonthly or quarterly?

c) What was the average cost per day? Per week? Per month?

d) What was the total number of kWh used for that period?

2. Research what off peak energy is. Explain why it is cheaper?

By Sarah Hammoud 17356637

3. Research what Green Power or Green Energy is. When or why should we use it?

4. Using this website ( 5 marks ) http://www.essentialenergy.com.au/asset/cms/PDF/Appliance_Nov2011.PDF

Create a table of all your appliances in your household and record how many watts on average each appliance uses
per day. (Ignore the prices)

Sample table

Appliance Average Average use per day

(watts/hr)
600L fridge 400 24 hours = 24 x 400 = 9600 watts

Toaster 1200 1 minute = 1200/60 = 20watts

ratio; 1:20
4 minutes = 80 watts

By Sarah Hammoud 17356637

Washing 900 1 minute = 900/60 = 15 watts
machine ratio; 1:15
1 washing cycle (70 minutes) = 70 x 15 = 1050 watts
Etc.

By Sarah Hammoud 17356637

[ Use for Question 4]

By Sarah Hammoud 17356637

5. For a period of a week, closely document all electrical appliances being used in your household and how many
hours was it used for 5 marks)?
[Use the template 1.1]

Sample

Appliances Mon Tues Wed Thurs Fri Sat Sun Total

600L 24 hours 24 hours 24 hours 24 hours 24 hours 24 hours 24 hours 7 x 9600=

Fridge 67200
9600 watts

Washing 1 cycle 1 cycle 2 x 1050=

machine 2100
1050 watts
etc.

Total: 69300

6. From your results found in question 4 and 5 (5 marks),

a) What was the total kWh for the week?

By Sarah Hammoud 17356637

 b) What was the total kWh for the month?

c) What was the total for kWh for the same period as your household bill period?

d) Was your total of kWh similar to your household electricity bill total for the same period? Why or why not?

7. Contact or search your local council for energy efficient housing. List at least 5 changes to that could make your
household more energy efficient ( 5marks).

By Sarah Hammoud 17356637

Template 1.1 (Repeat table if needed)

Appliances Mon Tues Wed Thurs Fri Sat Sun Total

Total:

By Sarah Hammoud 17356637

 Marking criteria for Assessment 1, Rates and Ratio investigation.
5 4 3 2 1
Criteria Excellent High Satisfactory Basic Limited Mark
Question 1 Correct answers 4 correct answers 3 correct answers Correct answers Attempts of
calculations
(minus for no working out) Correct working out Shown working out Some working out No working out

Questions 2 & 3 Clearly discussed and Discussed and explained each Discussed or explained one
explained each term with detail term or both terms
Research
Provided reasons with detail Provided reasons. Provided at least one reason.

Question 4 Creates representable table Creates table Creates table

Create and represent table of Clearly shows ratios for all Shows ratios for calculations Shows ratios for some
results appliances appliances
Shows calculations
Correct calculations Attempts of calculation

Question 5 Representable and clear Clear evidence of recording Evidence of recoding data Attempt of Poor attempt of
evidence of recording data data recording data recording data
Evidence of recording data

Question 6 Correct answers 4 correct answers 3 correct answers Correct answers Attempts of
calculations
(minus for no working out) Correct and shown working out Shown working out Some working out No working out

Question 7 Provides at least 5 clear energy Provides at 4 energy efficient At least 3 energy efficient At least 2 energy Attempt to provide at
efficient changes to the house changes to the house hold. changes to the house hold efficient changes to least 2 energy
hold. the house hold efficient changes

References At least 4 appropriate 4 references 2 references 2 references

references
( At least 2 APA style Attempt of correct citation Attempt of correct citation
references) Correct citation

Total: /35

By Sarah Hammoud 17356637

Year 12 Mathematics Standard 2 Assessments
Measurements

Rates and ratios Topic test

Content examined:
Students:

use rates to solve and describe practical problems (ACMEM073)

o use rates to make comparisons, for example using unit prices to compare best buys, working with speed, comparing
heart rates after exercise and considering Targeted Heart Rate ranges during training (ACMEM074)
calculate the amount of fuel used on a trip, given the fuel consumption rate, and compare fuel consumption statistics for various
vehicles
o know that a watt (W) is the International System of Units (SI) derived unit of power and is equal to one joule per
second
o interpret the energy rating of household appliances and compare running costs of different models of the same type of
appliance, considering costs of domestic electricity, for example calculate the cost of running a 200-watt television for
six hours if the average peak rate for domestic electricity is $0.15/kWh
investigate local council requirements for energy-efficient housing
solve practical problems involving ratio, for example, map scales, mixtures for building materials or cost per item
o work with ratio to express a ratio in simplest form, to find the ratio of two quantities and to divide a quantity in a given
ratio (ACMEM065, ACMEM066, ACMEM067, ACMEM068, ACMEM069)
o use ratio to describe map scales (ACMEM070)
obtain measurements from scale drawings, including but not limited to maps (including cultural mappings or models) or
building plans, to solve problems
o interpret commonly used symbols and abbreviations on building plans and elevation views (ACMEM108)

Name:
Teacher:
Class:
Weighting: 20%
Exam Duration: 50 Minutes

Mark: /30

[Cover sheet]

By Sarah Hammoud 17356637

 Multiple choice (4 marks)

Questions A B C D

1. A toilet has a dual flush system. The smaller flush $50 $100 $150 $200
uses 12 litres of water but the larger flush uses 18
litres of water. In a family of four, each person uses
one large flush and two small flushes per day.
Given that water is charged at $1.60 per kilolitre,
the cost of toilet flushes
per year is closest to:

2. A cylindrical tank has a diameter of 2.6 metres and 1.153 0.73 11.153 2.83
a height of 2.1 metres. Calculate the capacity
of the tank in litres.

3. An aerial photo is taken and a length that is known 1:150 1:1500 1:15000 1:150000
to be 150 m measures 1 cm on the photo. The scale
on the map is:

4. 2.4 GW equals: 2.4x106 2.4x107 2.4x108 2.4x109

watts watts watts
watts

Convert the following (9 marks):

5. a) 3400 Watts = kW b) 0.75 kW = watts c) 0.5MW = watts

6. a) 8250m = km b) 3.4km = m d) 1.35km = cm

7. a) 33 = L b) 200L = 3 0.032 3 = L

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 Water usage (4 marks)

8. How many kilolitres of water were used

by this family in a year? (1 mark)

9. What percentage of the total water use is

in operating the washing machine?
(1 mark)

10. A dual-flush toilet saves 60% of the water

used in a conventional toilet. How many
kilolitres per year will be saved by
installing dual-flush toilets? (2 marks)

By Sarah Hammoud 17356637

 Calculating distance using a scale (4 marks).
This aerial view on Google Earth shows an Olympic swimming pool outlined with the
path tool

11. What is the scale used on the image?

(2 marks)

12. Use the scale to determine the

length of the boat in metres. (2 marks)

Rainfall and water tank (4 marks)

13. A house collects rainwater from the
roof of the house. The roof is 18
metres long by 12 metres wide.
Calculate the amount of water
collected from 24 mm of rain ( 2
marks).
14. A water tank is in the shape of a
closed cylinder with a radius of 2m
and height of 4 m. Determine the
maximum volume of the water tank.
What is the capacity of the tank to
the nearest litre (2 marks)?

By Sarah Hammoud 17356637

The figure below shows a small dam that is used to irrigate a golf course (5marks).

15. By considering the top half and the bottom half of

the diagram separately use Trapezoidal s rule

to estimate the surface area of the dam (3marks).

16. Then, estimate the amount of water that is

collected in a week where 250 mm of rain falls (2
marks).

By Sarah Hammoud 17356637

 Assessment 2 Topic test- Marking Criteria
Question Solution Mark Comment Mark

1. B Flush altogether per day = 168 1 1 mark for correct answer

Flushes per year = 365 x 168 = 61320

Covert kL to L = 61.32

Total cost = $98.11

2. C V = 2 h 1 1 mark for correct answer

= 1.32 x 2.1 = 11.15

3. C Convert 150m= 1500cm 1 1 mark for correct answer

So 1 : 1500

4. D 1GW = 100000 kW 1 1 mark for correct answer

2.4 x 1000000 = 2.4 x 10^6

5. 1 kw = 1000 W 1 Full mark correct answer

a) 3.4 3400/1000 = 3.4 correct working out

b) 750 1 kw = 1000 W 1 Full mark correct answer

0.75 X 1000 = 750 correct working out

c) 500 000 1 MW = 1000 kw = 1000000 1 Full mark correct answer

0.5 X 1000000 =500000 correct working out

6. 1 km = 1000m 1 Full mark correct answer

a) 8.25 8250/1000 = 8.25 correct working out

b) 3400 1 km = 1000m 1 Full mark correct answer

3.4 x 1000 = 3400km correct working out

c) 135000 1 km = 1000m 1 Full mark correct answer

13.5 x 1000 = 135 000m correct working out

7. 1 3 = 1000L 1 Full mark correct answer

a) 3000 3 x 1000 = 3000L correct working out

b) 0.2 200/ 1000 = 0.2 1 Full mark correct answer

correct working out

c) 32 1 3 = 1000L 1 Full mark correct answer

By Sarah Hammoud 17356637

 0.032 x 1000 = 32L correct working out

8. 167 kL Water usage = 36 + 6 + 49 + = 167kL correct working out

Full mark correct answer

9. 29.34% 49/167 x 100 correct working out

= 29.34% Full mark correct answer

10. 14.4 kL Water usage 13 +11 =24 kL 1 Full marks correct answer

Water savings = 0.6 x 24 = 14.4kL 1 1 mark for working out or partial

answer

11. 1 : 1613 Measure length of pool = 3.1 cm Full marks for correct answer

Scale is 3.1 cm: 50m 1 mark for working out or partial

answer
Convert units by dividing both sides by 1
3.1

So Scale is 1 : 1613
1

12. 32 m Measure Boat length = 2.0 cm Full marks for correct answer

Boat length = 2.0 x 1613 1 1 mark for working out or partial

answer
= 3226cm

= 32m 1

13. 5184L 24 mm = 0.024 m 1/2 Full marks for correct answer

V = 1bh mark for each conversion

= 18 x 2 x 0.024 = 5.1843 1 1 mark for working out or partial

answer
coverts to litres = 5184 L 1/2

14. 50 265L V = 2 h 1 Full marks for correct answer

= 22 x 4 = 50.24 3 1 mark for working out or partial

answer
Capacity = 50.24 x 1000L

= 50265L 1

15. 4400 Full marks for correct answer

1 mark for working out for either

A= 40/3 [ 5 +4 x 36 +1] parts
1
= 2000m 1 mark for partial answer for either
parts

By Sarah Hammoud 17356637

 1
= 40/3 [28 + 4 x 36 + 8]

= 2400 m

Total Area = 2000 + 2400 1

= 4400m

16. 1100000L V=AXh 1 Full marks for correct answers

= 4400 x 0.25 1 mark for working out or partial

answer without conversion
= 1100 m

=1100 x 1000L 1

=1100000L

Total = /30

Unit References of textbooks and websites,

used for questions found in the unit (Lesson plan, investigation task and test)

Pender, W. (2012). Cambridge mathematics: 2 unit. Cambridge: Cambridge

University Press.
Rowland, R. (2013). Math Quest HSC Mathematics General 2. Jarcaranda.
Pender, W. (2012). Cambridge mathematics: 2 unit. Cambridge: Cambridge
University Press.
Powers, G. K. (2013). Cambridge HSC Mathematics General 2. Cambridge:
Cambridge University Press.
Bootsma, K., Hamper, S., Willard, M., & Yen, R. (2013). New century maths
12: mathematics general 2 HSC course. South Melbourne, Vic.: Cengage
Learning Australia.
Ley, J., & Fuller, M. (2013). Oxford insight Mathematics general. South
Melbourne, Vic.: Oxford University Press.

By Sarah Hammoud 17356637

By Sarah Hammoud 17356637