Ma

Mathematics

Name: ________________________________________ Grade 6

TEACHER: ___________________________ DATE: ________

Instructions MYP CRITERIA:

C
BLUE OR BLACK INK ONLY
D
1. Make sure you read through the assessment.
2. Read the instructions for each question
carefully.
3. Be sure to answer all required questions.
4. CHECK your answers before handing in your
paper.
5. Calculators are not allowed.
 Unit 1. The Number System/Rational Numbers

GRASPS Use of GRASPS in the Unit

Goal The student’s goal is to understand that logic can be used to

justify the validity of generalizations involving
1. Provide a statement of entrepreneurship. The student will determine the freshest and
the task most economical way to get their food in the hands of the public.
Students will need to develop a business plan to make the food
2. Establish a goal, truck successful based upon the food offered, how much they sell,
problem, challenge, or the goods needed for the truck, and the cost of getting the truck
obstacle in the task from place to place.

Role The student is a part of a team of entrepreneurs that has decided

to start a food truck business.
1. Define the role of the
student in the task

2. State the job of the

students in the task.

Audience Team of entrepreneurs.

1. Identify the target

audience within the context
of the scenario

2. Example audiences might

include a client or committee

Situation The team is skeptical about the food truck business. They have
requested a business plan outlining how/why the food truck
1. Set the context of the business will be successful.
scenario

2. Explain the situation

Product
The student should create a presentation in a form of a power
1. Clarify what the students point and illustrate the business plan. The PowerPoint should be a
will create and how they will minimum of 6 slides which addresses all aspects of the business
create it plan from the task sheet attached. The business plan should
include an introduction, supporting facts, supporting details, and a
summary based on the mathematical calculations.

Standards and Criteria

Criterion C i, ii, iii, iv
1. Provide students with a Criterion D i, ii, iii, iv, v
clear picture of success

2. Identify specific 6.NS.2: 

standards for success Fluently divide multi-digit numbers using the standard algorithm.

3. Issue rubrics to the 6.NS.3: 

students Fluently add, subtract, multiply, and divide multi-digit decimals using the
standard algorithm for each operation.
Task Sheet: Performance Task Description

Food trucks are becoming very popular across the United Arab Emirates and especially during the
cooler months. These trucks can be found in any area with people looking for something to eat.

You are planning on traveling and selling your food and beverages out of a food truck at fairs,
outside markets, and carnivals within a 50 km radius of your house. Your team have asked you to
create the business plan for this entrepreneurial opportunity. You will need to gather the necessary
information and put it together. The team will then make an informed decision regarding going
forward with the creation of the food truck based upon your presentation of the plan.

Present your findings in the form of a business plan:

Business Idea

 Is it a product or service?
 What makes your idea/product different?
 How will your product stand out from competition? You can draw or illustrate your answer.
 Why will people want to buy your product/service? Explain.

Business Name

 What does the name say about your business? Is it unique? Memorable? Easy to
pronounce?

Target Market and Demographics

 Who will your customers be?

 Where do they live?
 What is your target market passionate about?

Marketing

 How will people get to know about your product/Business?

 Where will you sell your product?

Pricing

 How much will you charge?

 What are your competitors charging?

Profit

 How much do you think you will make at each sale after you subtract from your expenses?
Profit – Income – Expense
 What is the:
Sale price:
Cost of item:
Profit:
 What will you do with the money you make?
Criterion C: Communicating
i. use appropriate mathematical language (notation, symbols and terminology) in both oral and written
statements
ii. use appropriate forms of mathematical representation to present information
iii. communicate coherent mathematical lines of reasoning
iv. organize information using a logical structure.
Achievement Level Descriptor Task-Specific Clarification
Level
0 The student does not reach a standard described by any of the descriptors below.
1-2 The student is able to: The student:
i. use limited mathematical i. uses limited mathematical language (profit, expenses, loss, income, etc.) in the
language business plan.
ii. use limited forms of ii. uses limited forms of mathematical representation (addition, subtraction,
mathematical representation to multiplicaton, division) to present information in the business plan. Standard algorithms
present information are missing in the business plan.
iii. communicate through lines of iii. communicates through lines of reasoning that are difficult to understand. Minimal
reasoning that are difficult to arguments to support claims with clear reasons and relevant evidence to help convince
understand team that the food truck business will be successful are present in the business plan.
3-4 The student is able to: The student:
i. use limited mathematical i. uses limited mathematical language (profit, expenses, loss, income, etc.) in the
language business plan
ii. use limited forms of ii. uses limited forms of mathematical representation (addition, subtraction,
mathematical representation to multiplicaton, division) to present information in the business plan. Standard algorithms
present information are used inconsistently throughout the business plan.
iii. communicate through lines of iii. communicates through lines of reasoning that are difficult to understand. Some
reasoning that are difficult to arguments to support claims with clear reasons and relevant evidence to help convince
understand team that the food truck business will be successful are present in the business plan.
iv. adequately organize iv. adequately orgaizes information in the business plan using a logical structure. Many
information using a logical of the sections of the business plan are missing and/or incomplete. Business plan does
structure. not have an introduction, supporting facts, details and/or a summary.
5-6 The student is able to: The student:
i. usually use appropriate i. usually uses appropriate mathematical language (profit, expenses, loss, income, etc.)
mathematical language in the business plan.
ii. usually use appropriate forms ii. usually uses appropriate forms of mathematical representaiton (addition,
of mathematical representation subtraction, multiplicaton, division) to present information in the business plan.
to present information correctly Standard algorithms are used consistently throughout the business plan but there may
iii. communicate through lines of be errors.
reasoning that are usually iii. communicates through lines of reasoning that are usually coherent. Adequate
coherent arguments to support claims with clear reasons and relevant evidence to help convince
iv. present work that is usually team that the food truck business will be successful are present in the business plan.
organized using a logical iv. present work that is usually organized using a logical structure. Most of the sections
structure. of the business plans are complete. Business plan has an introduction, supporting facts,
details, and a summary, but there some sections that are disorganized.
7-8 The student is able to: The student:
i. consistently use appropriate i. consistently uses appropriate mathematical language (profit, expenses, loss, income,
mathematical language etc.) in the business plan.
ii. consistently use appropriate ii. consistently uses appropriate forms of mathematical representaiton (addition,
forms of mathematical subtraction, multiplicaton, division) to present information correctly in the business
representation to present plan. Standard algorithms are used consistently in the business plan with little to no
information correctly errors.
iii. communicate clearly through iii. communicates clearly through coherent lines of reasoning. Thorough arguments to
coherent lines of reasoning support claims with clear reasons and relevant evidence to help convince team that the
iv. present work that is food truck business will be successful are present in the business plan.
consistently organized using a iv. presents work that is consistently organized using a logical structure. All of the
logical structure. sections of the business plan are complete. Business plan is well-organized and has a
thorough introduction, supporting facts, details and a summary.

Command Term Definition

Use Apply knowledge or rules to put theory into practice.

Organize Put ideas and information into a proper or systematic order.

Present Offer for display, observation, examination or consideration.

Criterion D: Applying mathematics in real-life contexts
i. identify relevant elements of authentic real-life situations
ii. select appropriate mathematical strategies when solving authentic real-life situations
iii. apply the selected mathematical strategies successfully to reach a solution
iv. explain the degree of accuracy of a solution
v. describe whether a solution makes sense in the context of the authentic real-life situation.
Achievement Level Descriptor Task-Specific Clarification
Level
0 The student does not reach a standard described by any of the descriptors below.
1-2 The student is able to: The student:
i. identify some of the elements of the i. identifies some of the elements that contribute to a successful business.
authentic real-life situation Business plan shows minimal understanding of the planning and
ii. apply mathematical strategies to find a considerations that should be taken into account before a business can launch
solution to the authentic real-life situation, a service or product.
with limited success. ii. applies mathematical srategies (problem solving with addition, subtraction,
multiplication, and division ) to find a solution to what will make the food
truck business successful, with limited success. Business plan contains few
accurate calculations and/or no work is shown.
3-4 The student is able to: The student:
i. identify the relevant elements of the i. identifies the relevant elements that contribute to a successful business.
authentic real-life situation Business plan shows partial understanding of the planning and considerations
ii. apply mathematical strategies to reach a that should be taken into account before a business can launch a service or
solution to the authentic real-life situation product.
iii. state, but not always correctly, ii. applies mathematical srategies (problem solving with addition, subtraction,
whether the solution makes sense in the multiplication, and division ) to reach a solution to what will make the food
context of the authentic real-life situation. truck business successful. Business plan contains some accurate calculations
with a minimal representation of work involved.
iii. states, but not always correctly, whether the suggestions in the business
plan will lead to a successful business. Business plan displays evidence that
the student minimally reflects on mathematical results in the business plan to
determine if they make sense.
5-6 The student is able to: The student:
i. identify the relevant elements of the i. identifies the relevant elements that contribute to a successful business.
authentic real-life situation Business plan shows partial understanding of the planning and considerations
ii. select adequate mathematical strategies that should be taken into account before a business can launch a service or
to model the authentic real-life situation product.
iii. apply the selected mathematical ii. selects adequate mathematical strategies (making tables, guess and check,
strategies to reach a valid solution to the pictures and diagrams) needed to display how the food truck business will be
authentic real-life situation successful in the business plan.
iv. describe the degree of accuracy of the iii. applies the selected mathematical srategies (problem solving with
solution addition, subtraction, multiplication, and division ) to reach a valid solution to
v. state correctly whether the solution what will make the food truck business successful. Business plan contains
makes sense in the context of the mostly accurate calculations with an adequate representation of work
authentic real-life situation. involved.
iv. describes the degree of accuracy of the information presented in the
business plan.
v. states correctly whether the suggesstions in the business plan will lead to a
successful food truck. Business plan displays evidence that the student
sufficiently reflected on mathematical results in the business plan to
determine if they make sense.
7-8 The student is able to: The student:
i. identify the relevant elements of the i. identifies the relevant elements that contribute to a successful business.
authentic real-life situation Business plan shows partial understanding of the planning and considerations
ii. select adequate mathematical strategies that should be taken into account before a business can launch a service or
to model the authentic real-life situation product.
iii. apply the selected mathematical ii. selects adequate mathematical strategies (making tables, guess and check,
strategies to reach a correct solution to pictures and diagrams) needed to display how the food truck business will be
the authentic real-life situation successful in the business plan.
iv. explain the degree of accuracy of the iii. applies the selected mathematical srategies (problem solving with
solution addition, subtraction, multiplication, and division ) to reach a correct solution
v. describe correctly whether the solution to what will make the food truck business successful. Business plan contains
makes sense in the context of the all accurate calculations with a thorough representation of work involved.
authentic real-life situation. iv. explains the degree of accuracy of the information presented in the
business plan.
v. describes correctly whether the suggesstions in the business plan will lead
to a successful food truck. Business plan displays evidence that the student
thorougly reflected on mathematical results in the business plan to determine
if they make sense.
Command Term Definition

Identify Provide an answer from a number of possibilities. Recognize and state briefly a distinguishing fact or
feature.
Apply Use knowledge and understanding in response to a given situation or real circumstances. Use an idea,
equation, principle, theory or law in relation to a given problem or issue.
Find Obtain an answer showing relevant stages in the working.

State Give a specific name, value or other brief answer without explanation or calculation.

Select Choose from a list or group.

Describe Give a detailed account or picture of a situation, event, pattern or process.

Explain Give a detailed account including reasons or causes.

 Reference list:

“Business Plan for Kids - I Hope This Business Plan Worksheet Helps Your Kids, and Mine, Di...: Writing a

Business Plan, Business Plan Template, Daycare Business Plan.” Pinterest,

www.pinterest.com/pin/318418636137697241/.

Pinterest, www.pinterest.com/.