Representing Global Presence

Assessment Type Recommended Grade Level MYP Criterion Level

Real-life Application of Mathematics Grade 8 (MYP3) MYP 3

MYP Assessment Criteria MYP Command Terms Used

Criterion D: Applying mathematics in real-life contexts identify, list, find, use, select, apply,
explain, summarize, describe, design,
calculate, compare, contrast, discuss

MYP Global Context

Identities and relationships
MYP Key Concept MYP Related Concepts
Relationships Models, Representation

MYP Branch of Mathematics

Numerical and abstract reasoning and Spatial reasoning
MYP Topics and Skills Prior Knowledge Needed
 Number operations  Recognizing plane figures and their
 Forms of numbers (integers, fractions, properties (dimensions)
decimals, and percentages) and  Calculating percentages
transforming between them  Calculating areas of plane figures
 Area of plane figures (rectangles, (rectangles, circles, semi-circles)
circles, semi-circles)

Assessment Description

In this assessment, students investigate using areas and percentages to design a logo that
represents the distribution of “Build-It” stores. Students are initially given a rectangular display,
which they analyze and then compare and contrast to other data sets, one of which they select
and use to design a new logo for the stores. To achieve Levels 7-8, students are required to
design the logo, showing the percentage of the stores worldwide.

Materials Needed
Paper, pen, pencil, colored pens or pencils (at least six colors: yellow, black, blue, orange, red,
and green), scientific calculator

Task-specific instructions / Recommendations

The use of a scientific calculator is required for this task.

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 Assessment Criterion D: Applying mathematics in real-life contexts

Achievement Level Descriptor

Task Specific Descriptor
(MYP3)

0 The student does not reach a standard described by any of the descriptors below.
The student is able to: The student is able to:
i. identify some of the elements of the i. identify how the rectangles represent the number
authentic real-life situation of stores and list at least two reasons as required
ii. apply mathematical strategies to find a (Q1), and identify the number of countries with
solution to the authentic real-life situation, Build-It® stores (Q2)
1-2

with limited success ii. find the total number of stores in each continent
iii. (not demonstrated at this level) and worldwide (Q2), and find the percentages
iv. (not demonstrated at this level) required (Q3)
v. (not demonstrated at this level). iii. (not demonstrated at this level)
iv. (not demonstrated at this level)
v. (not demonstrated at this level).
The student is able to: The student is able to:
i. identify the relevant elements of the i. identify one data set as required and explain why
authentic real-life situation they think so (Q4)
ii. select, with some success, adequate ii. summarize the number of Build-It® stores in the
mathematical strategies to model the table and select the appropriate method for their
authentic real-life situation calculations (Q5)
3-4

iii. apply mathematical strategies to reach a iii. apply the appropriate method and calculate the
solution to the authentic real-life situation number of Build-It® stores as required (Q5)
iv. (not demonstrated at this level) iv. (not demonstrated at this level)
v. describe whether the solution makes sense v. describe their findings by addressing the given
in the context of the authentic real-life questions (Q6)
situation.
The student is able to: The student is able to:
i. identify the relevant elements of the i. identify some of the shapes used in each letter or
authentic real-life situation in some of the letters of the Build-It® logo (Q7)
ii. select adequate mathematical strategies to ii. select the appropriate formulas for calculating
model the authentic real-life situation
either the areas or the percentages (Q8)
iii. apply the selected mathematical strategies to
iii. attempt to apply the formulas required and
5-6

reach a valid solution to the authentic real-

life situation calculate the areas and the percentages (Q8)
iv. describe the degree of accuracy of the iv. compare and contrast their two logo designs and
solution the percentages by describing their degree of
v. discuss whether the solution makes sense in accuracy (Q10)
the context of the authentic real-life situation. v. discuss their findings by addressing the given
question (Q11)
The student is able to: The student is able to:
i. identify the relevant elements of the i. identify all of the shapes used in each letter of the
authentic real-life situation Build-It® logo and list their dimensions (Q7)
ii. select appropriate mathematical strategies ii. select the appropriate formulas for calculating both
to model the authentic real-life situation the areas and the percentages (Q8)
iii. apply the selected mathematical strategies to iii. apply the correct formulas correctly, calculate the
reach a correct solution areas and the percentages (Q8), and design the
7-8

iv. explain the degree of accuracy of the Build-It® logo as required (Q9)
solution iv. compare and contrast their two logo designs and
v. explain whether the solution makes sense in the percentages by explaining their degree of
the context of the authentic real-life situation. accuracy (Q10)
v. explain their findings by addressing the given
question (Q11)

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The hardware store Build-It® has stores worldwide on six continents. As part of their annual
report, they published a visual representation of the number of stores established in countries
where they have a presence.

In this assessment task, we analyze the information presented and use percentages and area
formulas to create another visual representation of the number of Build-It® stores worldwide.

Let’s explore!

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Although the number of Build-It® stores in different countries could easily be provided as a list, the
representation above provides a more visual display of that information.
(1) Identify how the rectangles represent the number of Build-It ® stores and list at least two
reasons why you think this type of representation is more effective than a mere list.

[D: 1-2, i]

(2) Based on the information presented, identify the number of countries with Build-It® stores
in each continent. Then, find
a. the total number of Build-It® stores in each continent, and
b. the total number of Build-It® stores worldwide.

[D: 1-2, i-ii]

(3) Use the information from question (2) and apply your knowledge of percentages to find the
percentage of all Build-It® stores in each continent.

Then, based on your results, list the continents in increasing order of the number of Build-
It® stores in each continent.

[D: 1-2, ii]

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Consider three different data sets shown below.

(4) Identify one data set that you think should be the most closely related to the distribution of
Build-It® stores worldwide. Briefly explain why you think so.

[D: 3-4, i]

As you may have noticed, the percentage of all Build-It® stores in each continent – as calculated in
question (3) – does not match the percentage of world population, land area, or share of GDP.
(5) In the table below, summarize the number of Build-It® stores in each continent.

Europe S. America Asia N. America Oceania Africa TOTAL

Then, select and apply the appropriate method to calculate the number of Build-It® stores
that should be established in each continent to match the data set you selected.

[D: 3-4, ii-iii]

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 (6) Briefly describe your findings by addressing the questions below.

Question 1 Question 2
“On the continents where there are more
“On the continents where there are fewer
Build-It® stores than there should be, what
Build-It® stores than there should be, what
do you think justifies the additional
do you think justifies having fewer stores?”
stores?”

[D: 3-4, v]

The marketing department at the Build-It® headquarters decided to create a new promotional
poster to represent the number of Build-It® stores in each continent. In this poster, they suggested
using the outline of the company's name as a logo and shading the percentage of the logo with the
colors of the continents based on the distribution of the stores worldwide.

The outline of the logo is shown below, with the letters shaded with a single color:

(7) Identify the shapes used in each letter (and the hyphen) of the logo. Then, for each shape,
list the dimensions (lengths, widths, radii, diameter) required to calculate their areas.

[D: 5-8, i]
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(8) Select and apply the appropriate formulas to calculate the area of each letter (and the
hyphen) in the logo, expressed in square units. Thus, find the total area of the logo.

Then, find what percentage of the entire Build-It® logo

a. one square in the logo is,
b. each letter (and the hyphen) is.

[D: 5-8, ii-iii]

(9) Using the same colors as in the data sets above question (4),
re-design the Build-It® logo to represent

both the percentages of stores in each continent as found in

question (3)

and the percentages of the stores that should be in each

continent according to the data set identified in question (4).
[D: 7-8, iii]

Continue your work on the next page(s) if necessary.

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 Continue your work from the previous page if necessary.

(10)Compare and contrast your two logo designs and the percentages calculated in questions
(3) and (4) by describing or explaining their degree of accuracy.

[D: 5-8, iv]

(11)Discuss or explain your findings by addressing the questions below.

“Do you think your logo design provides a better way – compared to the original design
at the start of this task – to show how the Build-It® stores are distributed worldwide?”

[D: 5-8, v]
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