Going fishing 0 Overview Using this Resource Connecting to the Curriculum Marking Student Responses Working with Students Further Resources This task is about solving maths problems with proportions. Chloe and Jess went fishing together. Question 1Change answer a) The first fish Chloe caught weighed 9 kg. After the head was removed the body weighed only half as much. a) The first fish Chloe caught weighed 9 kg. After the head was removed the body weighed only half as much. What was the weight of the head? kg Question 1Change answer b) Chloe and Jess each caught a fish, together they weighed 12 kg. If Chloe's fish weighed twice as much as Jess's, what did each fish weigh? b) Chloe and Jess each caught a fish, together they weighed 12 kg. If Chloe's fish weighed twice as much as Jess's, what did each fish weigh? i) Chloe's fish kg ii) Jess's fish kg Question 1Change answer c) Chloe caught another fish. When its head and tail were removed it weighed two-thirds of what it did before. c) Chloe caught another fish. When its head and tail were removed it weighed two-thirds of what it did before. If the head and tail weighed 2.5 kg, what did the fish weigh to begin with? kg Question 1Change answer d) Jess ended the day by catching an enormous fish, weighing 21 kg. The tail weighed half as much as the head, and the head weighed half as much as the body. d) Jess ended the day by catching an enormous fish, weighing 21 kg. The tail weighed half as much as the head, and the head weighed half as much as the body. What did the body weigh? kg Task administration: This task is completed with pencil and paper or online (WITH automarking). Copyright: Image: JB Stran | PublicDomainPictures | Public domain Levels: 4, 5 Curriculum info: Maths, Number and Algebra, Equations and expressions Keywords: linear equations Description of task: Students calculate the weight of parts of a fish from given proportions. Learning Progression FrameworksThis resource can provide evidence of learning associated with Using symbols and expressions to think mathematically, sets 4-5Using symbols and expressions to think mathematically, sets 6-7 within the Mathematics Learning Progressions Frameworks.Read more about the Learning Progressions Frameworks. Answers/responses: Y10 (09/1998) a) 4.5 very easy b) i) ii) 8 4 very easy very easy c) 7.5 moderate d) 12 [t + 2t + 4t = 21; or b + 1⁄2 b + 1⁄4 b = 21] moderate Diagnostic and formative information: Student response Likely calculation Likely reason b) i) ii) 9 3 3c + c = 12 Using three times as much instead of twice. b) i) ii) 24 12 2c + c = 36 Using combined weight for Colin's fish and doubling for Fiona's (correct ratio of weights). d) 5.25 10.5 15.75 4t = 21 Interpreting the tail as being 1⁄4 rather than 1⁄7 of the weight. Which taxi company? Writing equations Cost of communication Free fall velocity Auntie's age Algebra arrays Antarctic temperatures Speed and distance Delivering papers Equations for ages Washing machine repairs II Algebra addition squares TV repairs Internet cost Parking charges Writing equations II Garden perimeter and area Bike repairs Organising the school dance Christmas roast Savings account II Motel costs Using a formula I Length, area and algebra Taxi charges Working out perimeters Hare's progress Washing machine repair Rescue helicopters Car maintenance Post a parcel Printing costs Visiting Moa Island Solving for x Graphs, gradients and intercepts Always, sometimes or never?
