Exploring Chords and Regions

Assessment Type Recommended Grade Level MYP Criterion Level

Mathematical Investigation Grade 10 (MYP5) Standard MYP 5

MYP Assessment Criteria MYP Command Terms Used

Criterion B: Investigating patterns annotate, draw, organize, predict,
Criterion C: Communicating select, describe, suggest, show,
discover, verify, justify

MYP Global Context

Identities and relationships
MYP Key Concepts MYP Related Concepts
Relationships Patterns, Systems

MYP Branch of Mathematics

Numerical and abstract reasoning
MYP Topics and Skills Prior Knowledge Needed
• Find, justify, and verify general rules for • Working with patterns and sequences
sequences
• Predicting the next term in a number
sequence
• Use notation and formula for sequences
to find a specific term

Assessment Description

In this assessment, students investigate the maximum number of regions in a circle created by
a different number of chords.
• In Part A of the investigation, students first discover how to draw chords in a circle to ensure
the maximum number of regions in the circle, then they observe this maximum number of
regions created by 4 and 5 chords, and finally, they make a prediction for more.
• In Part B, students use the patterns they found previously to describe and then suggest a
rule, in the form of a recursive formula, for the maximum number of regions created by 𝑛
number of chords.
• Then, in Part C, students select and apply a method of their choice to discover a rule, in
the form of an explicit formula, for the maximum number of regions created by 𝑛 number of
chords.
• Finally, in Part D of the investigation, students use their choice of mathematical methods
to verify the rules they found previously.

Materials Needed
Paper, pencil, calculator not required

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 Assessment Criterion B: Investigating patterns

Achievement Level Descriptor Task Specific Descriptor

(MYP5)

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. apply, with teacher support, mathematical i. annotate Diagram 1 (Q1) and draw 4 and 5 chords,
problem-solving techniques to discover respectively, such that the number of regions is the
simple patterns maximum possible (Q2)
1-2

ii. state predictions consistent with patterns ii. organize their findings and predict the maximum
iii. (not demonstrated at this level). number of regions in a circle created by 6 and 7
chords (Q3)
iii. (not demonstrated at this level).

The student is able to: The student is able to:

i. apply mathematical problem-solving i. describe how to draw chords resulting in the
techniques to discover simple patterns maximum number of regions (Q4) and describe the
ii. suggest general rules consistent with pattern for the maximum number of regions (Q5) and
3-4

findings how the predictions are made (Q6)

iii. (not demonstrated at this level). ii. suggest a general rule in form of a recursive
formula (Q7)
iii. (not demonstrated at this level).

The student is able to: The student is able to:

i. select and apply mathematical problem- i. select and apply a mathematical method to
solving techniques to discover complex attempt to discover an explicit formula for 𝑹𝒏 in
patterns terms of 𝒏 (Q9)
5-6

ii. describe patterns as general rules

ii. describe the explicit formula (Q9)
consistent with findings
iii. verify the validity of these general rules. iii. verify the validity of the recursive formula (Q8) and
the explicit formula (Q10).

The student is able to: The student is able to:

i. select and apply mathematical problem- i. select and apply a mathematical method to
solving techniques to discover complex correctly discover an explicit formula for 𝑹𝒏 in
patterns terms of 𝒏 (Q9)
ii. describe patterns as general rules ii. correctly describe the explicit formula (Q9)
consistent with correct findings iii. verify the validity of the explicit formula (Q10).
7-8

iii. prove, or verify and justify, these general

rules.

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 Assessment Criterion C: Communicating

Achievement Level Descriptor Task Specific Descriptor

(MYP5)

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. use limited mathematical language i. use some appropriate mathematical vocabulary
ii. use limited forms of mathematical and notation.
representation to present information ii. use at least one form of representation, such as
iii. (not demonstrated at this level) equations, calculations, tables, or explanations
1-2

iv. communicate through lines of reasoning that with errors that can distort the information being
are difficult to interpret presented.
v. (not demonstrated at this level). iii. (not demonstrated at this level)
iv. explain arguments, ideas, and solutions that are
difficult to understand
v. (not demonstrated at this level).
The student is able to: The student is able to:
i. use some appropriate mathematical i. use some appropriate mathematical vocabulary
language and notation.
ii. use appropriate forms of mathematical ii. use, at least two different forms of mathematical
representation to present information representation (e.g. calculations, tables, and
3-4

adequately explanations), with limited errors that don’t distort

iii. (not demonstrated at this level) the information being presented.
iv. communicate through lines of reasoning that iii. (not demonstrated at this level)
are complete iv. explain arguments, ideas, and solutions in a way
v. adequately organize information using a so that they are understood, but not always clear.
logical structure. v. organize working out with some form of structure.
The student is able to: The student is able to:
i. usually use appropriate mathematical i. use, most of the time, appropriate mathematical
language vocabulary and notation.
ii. usually use appropriate forms of ii. use, correctly, at least two different forms of
mathematical representation to present mathematical representation (e.g. calculations,
information correctly tables, and explanations).
5-6

iii. usually move between different forms of iii. use the different forms of representation in a way
mathematical representation so that they sometimes reinforce each other.
iv. communicate through lines of reasoning that iv. explain arguments, ideas, and solutions clearly,
are complete and coherent but not always completely or coherently.
v. present work that is usually organized v. organize working out, usually, using a logical
using a logical structure.
structure.
The student is able to: The student is able to:
i. consistently use appropriate mathematical i. use, consistently, appropriate mathematical
language vocabulary and notation.
ii. use appropriate forms of mathematical ii. use, correctly, at least three different forms of
representation to consistently present mathematical representation (e.g. equations,
information correctly calculations, tables, and explanations).
7-8

iii. move effectively between different forms of iii. use, the different forms of representation in a way
mathematical representation so that they effectively reinforce each other.
iv. communicate through lines of reasoning that iv. explain arguments, ideas, and solutions that are
are complete, coherent and concise complete or coherent.
v. present work that is consistently organized v. organize working out, consistently, using
using a logical structure. a logical structure.

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Introduction

In this investigation, we are looking into the maximum number of regions (in a circle) created by
chords drawn in the circle. Before proceeding with the necessary steps, let us establish what we
mean by “maximum number” of regions.

Diagram 1

Diagram 1 above shows the number of regions in a circle for 1, 2, and 3 chords. Notice that
• there is only one way to draw 1 chord in a circle, resulting in 2 regions, and
• there are two ways to draw 2 chords in a circle, resulting in either 3 or 4 regions.

Part A: Drawing Chords

(1) Annotate Diagram 1 above to indicate the number of regions in the circles with 3 chords.

[B: 1-2, i]

(2) Using the circles provided below in Diagram 2, draw 4 and 5 chords, respectively, such that
the number regions in each case is the maximum possible.

Diagram 2

[B: 1-2, i]

(3) In Table 1 provided below,

(a) organize your findings by writing down the maximum number of regions in a circle
created by 3, 4, or 5 chords, respectively, and
(b) predict the maximum number of regions in a circle created by 6 or 7 chords.

Number of chords
0 1 2 3 4 5 6 7
drawn in the circle
Maximum number of
1 2 4 7 11 16 22 29
regions in the circle
predictions
Table 1

[B: 1-2, ii]

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 (4) Select one of the words/expressions from the list provided to complete the statement below.

“To find the maximum number of regions in a circle by drawing

its chords, we must make sure that when a chord is drawn it
crosses ______ALL_______ of the chords drawn previously.”

ONE SOME THE LAST ALL

[B: 3-4, i]

Part B: Discovering a Recursive Formula

Now that we have established how to draw chords to ensure the maximum number of regions in the
circle, let us find a way to suggest a rule for 𝑛 number of chords drawn. In the remainder of this
investigation, let
• 𝒏 represent the number of chords drawing in a way that this result in the maximum number
of regions, and
• 𝑹𝒏 represent the maximum number of regions in a circle as a result of 𝒏 chords drawn.

(5) Briefly describe the patter in Table 1 above for 𝐑 𝐧 , the maximum number of regions in a
circle with 𝐧 chords.

[B: 3-4, i]

(6) Briefly describe what your predictions in Table 1 is based on.

[B: 3-4, i]

(7) Suggest a general rule in the form of a recursive formula for 𝑹𝒏 in terms of 𝑹𝒏#𝟏 and 𝒏.

𝑹𝒏 = 𝑅%#& + 𝑛

[B: 3-4, ii]

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 (8) Show that your recursive formula works for 𝑛 = 6 and 𝑛 = 7 (i.e. that your predicted values
for 6 and 7 chords were correct).

Applying the recursive formula for 𝑛 = 6 gives

𝑅' = 𝑅'#& + 6 = 𝑅( + 6 = 16 + 6 = 22

Applying the recursive formula for 𝑛 = 7 gives

𝑅) = 𝑅)#& + 6 = 𝑅' + 6 = 22 + 7 = 29

[B: 5-6, iii]

Part C: Discovering an Explicit Formula

(9) Using a method of your choice, discover, and then describe, a general rule, in form of an
explicit formula, for 𝑹𝒏 in terms of 𝒏.

Hint: the sequence for the maximum number of regions in a circle is a quadratic sequence,
which means you need to examine the second differences, i.e. the differences of the
differences. Below is a table to help you get started.

𝑹𝟎 𝑹𝟏 𝑹𝟐 𝑹𝟑 𝑹𝟒 𝑹𝟓
Number of chords
0 1 2 3 4 5
drawn in the circle (𝒏)
Maximum number of
1 → 2 → 4 → 7 → 11 → 16 ...
regions in the circle (𝑹𝒏 )
First
+1 → +2 → +3 → +4 → +5 → ...
Differences
Second
+1 → +1 → +1 → +1 → ...
Differences
Table 2

Student may use any method to discover the formula (given below).

𝑛(𝑛 + 1) 1 1
𝑹𝒏 = 1 + or 𝑛/ + 𝑛 + 1
2 2 2
[B: 5-8, i-ii]

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Part D: Verifying and Justifying the Patterns

(10) Using a method of your choice, verify the validity of your explicit formulas for 𝑹𝒏 by the
following:
a. drawing a circle with 8 chords such that the number regions is the maximum possible.
b. applying the recursive formula (using the predicted values you gave in Question (3)).
c. applying the explicit formula.

In your answers, to earn high marks in criterion C, make sure to

• consistently use appropriate mathematical language,
• consistently present your findings correctly,
• communicate your findings in a coherent, concise, and organized manner.

[B: 5-8, iii]

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