iMaths 7 Preview

Preview
An investigation-based
approach to numeracy

Everything you need to:

plan |teach | investigate | assess
www.imaths.com.au © Chris Linthorne, Firefly Education 2012 1
 Plan | Teach | Investigate | Assess

What is iMaths?
iMaths is an investigation-based numeracy program, written for the
Australian Curriculum. The program provides everything you need to
plan, implement and assess a comprehensive maths program that
meets the individual requirements of any classroom.
By using investigations to consolidate traditional teaching practices,
students develop a deeper understanding of maths concepts and
improve problem solving skills.
The complete iMaths program is made up of four components:
Student Book, Tracker Book, Teacher Book and iMaths Online.

Watch your Year 7 class come alive

with iMaths Investigations
Investigations
Students use maths to solve real-life problems.

Written for the Australian Curriculum

All content and proficiency strands covered.

Interactive online resources

From projectable pages to BLMs –
no more trawling the web for mismatched resources.

Assessment made easy!

Effectively capture and report your students’ results.

PD and support
We’re here to help you make the most of your iMaths program.

2 iMaths 7 Preview © Chris Linthorne, Firefly Education 2012

 Everything you need to
plan, teach, investigate and assess

Student Book Student Tracker Book

Engage students in learning with: Capture and report students’ results with:
• 4 Investigations • A readiness test
• Topics that cover the three content strands • Assessment items for each Topic
• Extended Problem Solving Tasks. • A student assessment profile.

Teacher Book iMaths Online

All the tools teachers need, including: Make your classroom interactive with:
• Notes, solutions, strategies, worked examples and • Projectable Student Book pages
an A–E rubric for each Investigation • Downloadable rubrics for Investigations
• Answers to Student Book Topics • iMaths weblink URLs
• Solutions to Problem Solving Tasks • Student logins to imathskids.com.au.
• Answers to Tracker Book assessment items.

iMaths 7 Preview © Chris Linthorne, Firefly Education 2012 3

 Plan | Teach | Investigate | Assess

The iMaths 7 program has been carefully designed to cover all of the content and
proficiency strands of the Australian Curriculum in a structured, linear fashion.
The grid below shows the suggested yearly plan for iMaths 7. Feel free to follow this plan,
or create one that suits the unique needs of your class.

Term 1 Term 3

Investigation, Topics and Problem Solving Tasks Investigation, Topics and Problem Solving Tasks

NA1 Positive and negative integers MG9 Reflection, translation, rotation

NA2 Add and subtract integers MG10 Transformation with coordinates
Problem solving task 1: Positives and negatives Problem solving task 6: Lost in translation
NA3 Decimal multiplication NA11 Line graphs
NA4 Decimal division NA12 Patterns and general rules
NA5 Decimals – the four operations NA13 General trends
NA6 Rounding decimals NA14 Extrapolation
SP1 Discrete and continuous data NA15 Ordered pairs
SP2 Dot plots NA16 Factor trees
SP3 Histograms INVESTIGATION 3: Sand Boxes
SP4 Stem and leaf plots NA17 Exponential notation
SP5 Average – the mean NA18 Square roots
SP6 Mean, median and mode NA19 The distributive law
SP7 Mean vs median Problem solving task 7: Rules for squares
Semester 1

INVESTIGATION 1: How mean are you? NA20 Order of operations

Semester 2

NA7 Ratio and proportion NA21 Backtracking

NA8 Rates Problem solving task 8: Back order
Problem solving task 2: What’s your speed? Term assessment
NA9 Best buys
Problem solving task 3: Cheaper by the dozens
Term 4
Term assessment
Investigation, Topics and Problem Solving Tasks
Term 2
MG11 Area of triangles

Investigation, Topics and Problem Solving Tasks MG12 Area of combination shapes
MG13 Classify triangles
MG1 Angle sum of 2D shapes Problem solving task 9: Triangle tangle
MG2 Angles and parallel lines NA22 Equivalent fractions
Problem solving task 4: What’s your angle? NA23 Improper fractions
MG3 Area of composite rectangles NA24 Fraction addition
MG4 Volume of rectangular prisms NA25 Fraction subtraction
MG5 Volume of composite prisms NA26 Multiply fractions
MG6 Views of 3D objects NA27 Divide fractions
MG7 Face, edge, vertex NA28 Renaming percents as fractions
NA10 Expressing percentages SP8 Probability
INVESTIGATION 2: YouCube houses SP9 Judgments
MG8 Classify quadrilaterals INVESTIGATION 4: It’s a toss-up!
Problem solving task 5: Quadrilateral quiz NA29 Balancing equations
Term assessment NA30 Equations solve problems
Problem solving task 10: Balancing act
Term assessment
Denotes sample pages included in this preview.

4 iMaths 7 Preview © Chris Linthorne, Firefly Education 2012

The iMaths 7 program is linear – the Topics, NA1 Positive and negative integers 5 Which city has the colder temperature in each pair?
Write the matching letters in the boxes below.

Problem Solving Tasks and Investigations are

a Prague T or London U b Dublin S or Bern E
c Edinburgh T or Dublin G d Rome S or Madrid A
e Brussels Q or Berlin C f Paris X or Berlin U
Integers are whole numbers. They include positive and negative numbers and zero.

sequenced to fit together in a graduated program

On a number line, the numbers to the right of zero are called positive numbers and their
g Paris L or Brussels G h Bern R or Rome K
opposites to the left of zero are called negative numbers. Zero is neither positive nor negative. This Russian town holds the record for
a b c d e f g h
- H H O the lowest temperature ever recorded
in Europe of –58.6°C.
1 Label this number line from –10 to +10.
6 Use the numbered thermometer to find the temperatures of these capital

that promotes deeper understanding of maths

30°
cities if the temperature dropped by 5°C.

0 a London b Brussels c Berlin d Prague e Paris

2 Circle the number with greater value in each pair.

concepts. It has been designed to assist students in Madrid 7 Arrange in ascending order (from lowest to highest).
a –9 or +9 b –7 or +3 c +1 or –10
20°
d +2 or –5 e –4 or 0 a 20 –15 6 16 –6
b –4 –7 3 0 –3
3 Use the number line above to work out the difference between each pair.

the transition to high school.

c 10 0 –1 –10 11
a –1 to –6 b –8 to 0 c +5 to –5
d –18 12 2 –12 –17
10°
d 0 to +7 e +4 to –10 e 5 –5 –15 –51 50

8 In banking the words deposit and withdrawal describe the movement of money into and out of an
account. Sort each pair of words to show whether they are positive (+) or negative (–) concepts.
4 On a cold winter day, the following temperatures were recorded in some capital
cities of Europe. Label the thermometer with the ten capital city temperatures. positive (+) deposit negative (–)
withdrawal

Term 1
0°
Edinburgh -12 up down
Dublin -9
less more
London - 5 Berlin -3 gain lose
Brussels 0 above zero
Paris 2 Prague 5 –10° below zero
increase decrease

Investigation, Topics and Problem Solving Tasks

Bern 8
in the red in the black
profit loss
Madrid 21
Rome 15 –20° Challenge
Temperature range: What is the difference in temperatures between the two cities in Questions 5a to 5h above?
What is the greatest range of temperatures between any two cities?

NA1 Positive and negative integers 6 iMaths 7 Student Book ISBN 978 1 74135 229 0 ISBN 978 1 74135 229 0 iMaths 7 Student Book 7

NA2 Add and subtract integers Maths Topics are taught as discrete, scaffolded
Problem solving task 1: Positives and negatives units. Teaching all of the Topics ensures the
NA3 Decimal multiplication content strands of the Australian Curriculum
are covered.
NA4 Decimal division
NA5 Decimals – the four operations
NA6 Rounding decimals Problem solving Topics
Problem solving strategies
Task 1: Positives and negatives Before doing the Problem Solving Task 1 Guess and check

SP1 Discrete and continuous data

you need to know…
NA1 Positive and negative integers
NA2 Add and subtract integers

Criss crosses
Tricky triangles

SP2 Dot plots

Hang the numbers –4 to 4 on the cross so that the horizontal
Place the positive and negative numbers in the triangle line totals 2 and the vertical line totals 2. Use each number once
so that each side totals 1. Use each number once only. only. The number 4 has been hung for you.

Explain your calculations and reasoning.

4
SP3 Histograms Explain your calculations and reasoning.

SP4 Stem and leaf plots

SP5 Average – the mean
SP6 Mean, median and mode Extension task
Place the numbers below in the triangle so that each side totals –3. Use each number once only.

–4 –3 –2 –1 0 1 2 3 4

SP7 Mean vs median

INVESTIGATION 1: How mean are you?
NA7 Ratio and proportion 10 iMaths 7 Student Book ISBN 978 1 74135 229 0 ISBN 978 1 74135 229 0 iMaths 7 Student Book 11

NA8 Rates The extended Problem Solving Tasks apply

Problem solving task 2: What’s your speed? the knowledge taught in the Topics that
NA9 Best buys immediately precede them.
Problem solving task 3: Cheaper by the dozens
Term assessment 3 The average value of houses for a particular suburb or city is often reported as the ‘median house price’.
SP7 Mean vs median Explain why you think the median is chosen rather than the mean.

Every term contains a suite of Topics, extended The mean and the median are two ways of finding a central value to represent the average of
a set of data values. Sometimes the set of values contains outliers, certain values that are much
higher or lower than the others.

Problem Solving Tasks, an Investigation and a 4

Name
Spelling Test
Score/100
Imagine a 100-word spelling test has just been marked.
Create a set of test scores for ten of your classmates.
Include a few ‘outliers’ then calculate the mean and
the median to see the effect of the outliers.

Term Assessment.
$15 $5 $8 $10 $12 $10 $10 1. a Mean b Median
1 Calculate the mean and median before and after two new girls join the survey group in c and d. 2.

a Find the average b Find the average c Two new girls joined d Find the average 3.
(mean) weekly (median) weekly the group. They have (median) weekly
4.
allowance of the seven allowance of the seven a weekly allowance of allowance of the new
children. children. $100 each. Calculate group of nine children. 5.

Topics are ordered so students can systematically

the average (mean)
of the new group of 6.
nine children. 7.

8.

learn the maths concepts necessary to complete the 9.

10.

Problem Solving Tasks and Investigation in each term.

5 Range is the difference between the largest data value and smallest data value.
a What is the range of weekly allowance of the seven children?
b What is the range of weekly allowance after the two new girls joined the survey group?

6 a What is the range of scores in your spelling test above?

b What happens to the range if you disregard the outliers?
2 Do you think the mean or the median more accurately represents the average
weekly allowance of the new group of nine children? Explain your choice.

Challenge
Three mean spellers: A 10-word spelling test was given to three students. The mean of their scores was 7 out of 10.
What were the students’ three scores? List as many possible answers as you can.

32 iMaths 7 Student Book ISBN 978 1 74135 229 0 ISBN 978 1 74135 229 0 iMaths 7 Student Book 33

The Investigations, of which there is one per

term, consolidate and apply the knowledge of
the Topics taught to date.

iMaths 7 Preview © Chris Linthorne, Firefly Education 2012 5

 Plan | Teach | Investigate | Assess

The iMaths 7 Topics comprehensively address the

three content strands of the Australian Curriculum –
Number and Algebra, Measurement and Geometry,
and Statistics and Probability.
The linear order of the Topics in the Student Book
allows students to progressively develop their
understanding, while the Tracker Books assesses
that understanding, and how it is applied.

Australian Curriculum covered!

On this page you’ll find Student Book Topic
NA1 Positive and negative integers and its
matching Tracker Book assessment page. This Topic covers the Number and Algebra
sub strand: Compare, order, add and subtract
integers (ACMNA280).

Student Book Topic

Need help
NA1 Positive and negative integers
teaching the
Topics? Integers are whole numbers. They include positive and negative numbers and zero.
On a number line, the numbers to the right of zero are called positive numbers and their
opposites to the left of zero are called negative numbers. Zero is neither positive nor negative.

Teacher Book
1 Label this number line from –10 to +10.
30°
The iMaths 7 Teacher Book
0
contains Teaching notes for each
Topic, which include worked 2 Circle the number with greater value in each pair.
examples of Topic Activities. a –9 or +9 b –7 or +3 c +1 or –10 Madrid
20°
d +2 or –5 e –4 or 0
 nswers to all Student Book
A
activities are provided in the 3 Use the number line above to work out the difference between each pair.
Teacher Book. Answers are a –1 to –6 b –8 to 0 c +5 to –5
also given for Problem Solving 10°
Tasks, Challenges and Tracker d 0 to +7 e +4 to –10
Book activities.

iMaths Online
4 On a cold winter day, the following temperatures were recorded in some capital
cities of Europe. Label the thermometer with the ten capital city temperatures.
The iMaths Online Teacher Area Edinburgh -12
0°

has projectable versions of all Dublin - 9

Student Book Topics, which are
Berlin - 3
compatible with digital projectors London - 5
Brussels 0
and electronic whiteboards. Paris 2 Prague 5 –10°

Y ou will also find Teaching and Bern 8

Learning pages for the Topics,

which can be projected for Madrid 21
scaffolded teaching sessions. Rome 15 –20°

6 iMaths 7 Student Book ISBN 978 1 74135 229 0

6 iMaths 7 Preview © Chris Linthorne, Firefly Education 2012

 Tracker Book Topic Assessment

NA1 Positive and negative integers

Assessing Topics Know 40°C a
T he iMaths 7 Tracker Book contains Use the
thermometer to
What is the temperature difference between –3°C and 0°C?

structured assessment items for each answer questions

a to e.
30°C
b

Student Book Topic. These items assess 20°C

What is the temperature difference between 5°C and – 6°C?

the content strands and are divided into c

On a winter day in Canberra the maximum temperature was 15°C and
two groups – Know and Apply. 10°C the minimum was –4°C. Mark these temperatures on the thermometer.

d Which temperature is between –4°C and – 6°C?

T he Know questions assess students’ 0°C
– 6.2°C 5°C –4.2°C –2°C

basic understanding of the concept. –10°C

e Which temperature is between –3°C and 2°C?

The Apply questions assess the

–5°C 1°C –3.1°C 5°C

applications of their knowledge in a Apply Date Account balance ($)

variety of contexts.
f Which two months
June 30 50
The table shows Jason’s bank ended with the lowest
July 31 –6
balance at the end of each balances?
month. He sometimes overdraws August 31 35
his account, which means he has September 30 –15
July and September
a negative account balance. October 31 20
July and December
He deposited $100 on August 1 November 30 5
– 42
September and
and October 1. December 31
December

g How much did Jason h How much money i Did Jason withdraw j How much did Jason
withdraw from his does Jason need to more in November or withdraw from his
account in July? deposit on January 1 in December? account in August?
to bring his account (Show your working.)
$56 balance to zero? $94
5 Which city has the colder temperature in each pair?
$4 $59
Write the matching letters in the boxes below.
$44 $65
a Prague T or London U b Dublin S or Bern E
c Edinburgh T or Dublin G d Rome S or Madrid A Know Apply Total
Date
+ =
e Brussels Q or Berlin C f Paris X or Berlin U 12 iMaths 7 Tracker Book / / ISBN 978 1 74135 230 6

g Paris L or Brussels G h Bern R or Rome K

a b c d e f g h
This Russian town holds the record for
- H H O the lowest temperature ever recorded
in Europe of –58.6°C.
6 Use the numbered thermometer to find the temperatures of these capital
cities if the temperature dropped by 5°C.
a London b Brussels c Berlin d Prague e Paris

7 Arrange in ascending order (from lowest to highest).

a 20 –15 6 16 –6
b –4 –7 3 0 –3
c 10 0 –1 –10 11
d –18 12 2 –12 –17
e 5 –5 –15 –51 50

8 In banking the words deposit and withdrawal describe the movement of money into and out of an
account. Sort each pair of words to show whether they are positive (+) or negative (–) concepts.
positive (+) deposit withdrawal negative (–)
up down
less more
gain lose
below zero above zero
increase decrease
in the red in the black Extra Challenges
profit loss Most of the Student Book Topics
Challenge contain a Challenge, which
requires higher level thinking skills
Temperature range: What is the difference in temperatures between the two cities in Questions 5a to 5h above?
What is the greatest range of temperatures between any two cities? in the application of the concept.
ISBN 978 1 74135 229 0 iMaths 7 Student Book 7

iMaths 7 Preview © Chris Linthorne, Firefly Education 2012 7

 Plan | Teach | Investigate | Assess

Developing the problem solving The iMaths problem solving strategies

performance of students is a major
objective of the Australian Curriculum: 1 Guess and check
Mathematics. The ability to solve problems This is the simplest of all problem solving strategies,
involves the application of previously and one that some students rely on exclusively.
acquired mathematical skills and 2 Make a table or chart
processes in new or unfamiliar contexts. When confronted with a problem that contains a
lot of information or data, the best way to see the
iMaths 7 contains 10 extended Problem Solving
information more clearly is to sort the information by
Tasks, which require students to use strategies
drawing a table or chart.
to solve tasks that apply the knowledge taught
in the preceding Topics. 3 Draw a picture or diagram
This strategy is used to turn an abstract concept into
a visual representation.

Student Book Problem Solving Task

Teaching strategies Problem solving Topics

Task 1: Positives and negatives Before doing the Problem Solving Task
Use iMaths Online to project the you need to know…
Problem Solving Tasks in your NA1 Positive and negative integers

classroom, enabling whole-class

NA2 Add and subtract integers

discussions about the appropriate Tricky triangles

strategies to use. Place the positive and negative numbers in the triangle
so that each side totals 1. Use each number once only.
You’ll find the answers to the
Problem Solving Tasks in the
Teacher Book.
Explain your calculations and reasoning.

Working!
T he Student Book provides ample
working space for students to
solve the Problem Solving Tasks.

10 iMaths 7 Student Book ISBN 978 1 74135 229 0

8 iMaths 7 Preview © Chris Linthorne, Firefly Education 2012

4 Act out the problem 8 Make an organised list
This strategy is used when an abstract concept is By placing the information in an organised list, all
solved by using people and objects, making the possibilities can be listed and no information will be
problem real or concrete. left out.
5 Find a pattern or use a rule 9 Solve a simpler problem
The use of this strategy demonstrates sophisticated, An easy way to solve these problems with large and
logical problem solving skills. complex numbers is to change the large numbers
6 Check for relevant or irrelevant information into smaller or simpler ones.
The relevant information is extracted from the rest 10 Work backwards
of the information, and placed in a table. This strategy involves using the data from the end of
7 Find smaller parts of a large problem the information and systematically working back to
This strategy involves breaking a problem down into solve the problem.
manageable parts.

Problem solving strategies

1 Guess and check

Criss crosses
Hang the numbers –4 to 4 on the cross so that the horizontal
line totals 2 and the vertical line totals 2. Use each number once
only. The number 4 has been hung for you.

Explain your calculations and reasoning.

4

Extension Task
Extension task E very Problem Solving Task
Place the numbers below in the triangle so that each side totals –3. Use each number once only.
includes an Extension Task to
challenge fast finishers.
–4 –3 –2 –1 0 1 2 3 4

ISBN 978 1 74135 229 0 iMaths 7 Student Book 11

iMaths 7 Preview © Chris Linthorne, Firefly Education 2012 9

 Plan | Teach | Investigate | Assess

Investigations are the core of the iMaths program.

Investigations foster a deep understanding of maths
concepts, as students use critical and creative thinking
skills within real-life mathematical contexts.
In iMaths 7, there are four high-interest and engaging
maths Investigations (one per term), which consolidate the
concepts taught in the preceding Topics.
All resources needed to conduct the Investigations are
available by using a combination of the Student Book, Pre-requisite Topics
Teacher Book and iMaths Online.  efore conducting Investigations, the
B
relevant
ht. The
Student Book Topics should be taug
ents to revise and
Investigation allows stud
ning ful context.
practise these Topics in a mea
Student Book Investigation

All the help you

SP7 Mean vs median
need to conduct
an investigation. The mean and the median are two ways of finding a central value to represent the average of
a set of data values. Sometimes the set of values contains outliers, certain values that are much
higher or lower than the others.

Teacher Book
T he Teacher Book contains $5 $8 $10 $12
$15 $10 $10
teaching notes that describe how
to guide students through each 1 Calculate the mean and median before and after two new girls join the survey group in c and d.

Investigation, as well as providing a Find the average b Find the average c Two new girls joined d Find the average
(mean) weekly (median) weekly the group. They have (median) weekly
planning information, problem allowance of the seven allowance of the seven a weekly allowance of allowance of the new
solving opportunities, worked children. children. $100 each. Calculate group of nine children.
the average (mean)
examples and solutions. of the new group of
nine children.
iMaths Online
The iMaths Online Student Area
provides your students with direct
access to essential downloadable
resources and projectable Student
Book pages, as well as links to
relevant websites.
T he iMaths Online Teacher Area
provides teachers with access to
2 Do you think the mean or the median more accurately represents the average
downloadable resources, website weekly allowance of the new group of nine children? Explain your choice.
links and planning tools that make
Investigations easy to conduct.

32 iMaths 7 Student Book ISBN 978 1 74135 229 0

10 iMaths 7 Preview © Chris Linthorne, Firefly Education 2012

 Rubric
ISBN 978 1 74135 240 5
Investigation 1 How mean are you? Name: Due date:

Assessing Investigations
Step Ability to... A B C D E
Measure 15 Accurately measured and Accurately measured and Made some errors with Needed teacher guidance to Was unable to use the
characteristics and recorded all 15 personal recorded nearly all of the accuracy and using the correct accurately measure and record measuring instruments
record the results in a characteristics. Used the correct 15 personal characteristics. units of measurement when 15 personal characteristics accurately and record the
personal data table. units of measurement for all Needed prompting to use measuring and recording the using the correct units of information required. Did not

The Teacher Book makes assessment easy

results. Made no errors when the appropriate units of 15 personal characteristics. measurement. understand the difference
identifying data as discrete or measurement and to correctly Needed help to identify data as Sought teacher help to identify between continuous and

Understanding, Fluency and Problem Solving

continuous. identify data as discrete or discrete or continuous. data as continuous or discrete. discrete data.
continuous.

with an A–E rubric for each Investigation.

Select 4 The data table had an Needed prompting to create Needed help to design a data Had difficulty selecting 4 class Teacher support and prompting
characteristics and appropriate title. The column a workable data table with table with the appropriate title characteristics. Drew a simple were needed to choose 4
prepare four data and row headings were clear appropriately labelled columns and labels for the columns and table with columns and rows. suitable class characteristics.
tables for the class and informative. Entered all and rows. Was able to identify rows. With help, was able to Needed teacher guidance to Was unable to create a suitable

These rubrics allow teachers to assess

data. data accurately. and correct any errors made correct any errors made when add suitable labels and a title. table to record the information.
when recording data. recording data.

Proficiency strands
Use a bar graph, Chose the most appropriate Displayed each of the 4 data With help, was able to choose Needed teacher guidance to Was unable to determine the

students’ proficiency in understanding,

histogram, dot-plot graph to display each data set. sets using the appropriate the appropriate type of graph determine the correct method correct method for displaying
and circle graph Each graph followed the correct graph types. Needed to display the 4 class data sets. for displaying the data. Needed the data. Could not understand
to appropriately mathematical rules and clearly prompting to calculate the Needed assistance to calculate help to complete the graphs. how to represent the data using
represent the types and accurately represented all intervals correctly. The graphs the intervals correctly. a graph.
of data. data. Intervals were correct. represented all the data.

fluency, problem solving and reasoning.

Select the appropriate The most appropriate and With prompting chose the In most cases, chose a suitable The mean, median or mode An appropriate mean, median
measure of location relevant measure of location most appropriate and relevant measure of location (mean, appeared to be randomly or mode was selected only
(mean, median (mean, median or mode) was measure of location (mean, median or mode). Some errors selected. Calculations contained with extensive teacher support.
or mode) to find independently selected. All median or mode). Made very in calculations. many errors. Was unable to complete any
the ‘average’ of calculations were error free. few errors in calculations. calculations.
each of the four

T he rubrics can be used to help students

characteristics.
Use information in Used the results of the mean, Described the average student Gave a simple description of The description of the ‘average The description of the average
the data tables to median and mode calculations using some of the mean, the average student. Listed student’ made only haphazard student only barely reflected

Reasoning
understand the criteria by which they will
write a description of to give a clear and detailed median and mode calculations some of the things that could use of the data collected. the results of the mean, median
the ‘average’ student description of the average from the data tables. Possible have gone wrong with the data Possible errors in the data and mode calculations. Made
and discuss possible student. Identified any possible data collection errors were collection. collection were not identified. many errors when interpreting
sources of error in the errors in data collection. described and discussed briefly. the data.
collection of the data. Discussed how these errors

be assessed and enable self-improvement.

could have affected the results.

iMaths 7 Teacher Book

They are also a great reporting tool, to keep Teacher comments
Overall rating

parents informed of their child’s progress.

21 Investigation 1

Go3toThe average value of –houses for a particular suburb or city is often reported as the ‘median house price’.
imathskids.com.au
Explain why1you
the Investigation areathink the the
contains median is chosen
Investigation rather
Plan, than
Cover the mean.
Page,
websites and BLMs that you need to complete this Investigation.

Materials
Investigation Overview BLM 1.1 Investigation 1: How mean are you?

Name
Class data table

1 Carefully read through the Investigation.

24 Make sure you understand the meanings of these
Imagine
words:a 100-word spelling test has just been marked.
Create a set of test scores for ten of your classmates.
average
type of average

average Spelling Test

ISBN 978 1 74135 229 0 iMaths 7 Black Line Masters © Chris Linthorne 2012 Firefl y Education Pty Ltd

discrete data BLM 1.1

Include a few ‘outliers’ then calculate the mean andData table
mean continuous data the median to see the effect of the outliers.
Name Score/100
median quantify
1. a Mean b Median
mode characteristics
2. Calculator
3 Complete the Investigation Plan at imathskids.com.au.
3.
4 Discuss the Investigation Plan with your teacher.
4.

Explicit Investigations
5 Read and discuss the rubric. Tape measure
5.
6 Identify which steps of the Investigation the criteria in the
rubric6.are describing. Investigations have been extended
7. Measuring cups to four pages in the iMaths 7
and jugs
Getting
8. started Student Book to give students
1 Discrete or continuous?
9. Your list could include height, all the help they need while they
In groups, brainstorm the characteristics of your
10.
classmates that you think are suitable to measure
armspan, hands pan, length
of foot, perimeter of foot, Stopwatch
investigate.
or quantify. Make a list of your favourites. perimeter of head, area of

5 When
Rangeyou measure
is the people’s
difference characteristics,
between the largest data valuehand, volume ofdata
and smallest mouthvalue.
, lung
the results can be classified as discrete or capacity, hair colour, eye
a What is data.
continuous the range of weekly allowance of the sevencolour,
children?
etc.
b What
Decide is theofrange
which of weekly allowance
your classmates’ after the two
characteristics newchoice
Other girls sjoined
could the survey group?
include
number of hours you sleep per Trundle wheel
will have measurements that are discrete data,
day, resting heart rate, age
6 and
a Whatwhichiswill
theberange of scores
continuous in your spelling test above?
data.
in years and months, family

Inquiry
Record
b Whatyour decisions
happens in arange
to the table ifand
youshare themthe outliers?
disregard size, number of brothers,
with the class. sisters or pets, distance from Ruler
Now, as a class, choose ten of these home to school … use your
characteristics to measure. You will also need to imagi nation ! Each Investigation contains an
agree on the best unit of measurement for each Inquiry, which is an open-ended
characteristic.
Hint: Make sure you choose some characteristics
Scales
extension of the Investigation,
Challenge
with measurements that are discrete and some that requiring higher- order thinking
are continuous. skills and provides an extra
Three mean spellers: A 10-word spelling test was given to three students. The mean of their scores was 7 out of 10.
What were the students’ three scores? List as many possible answers as you can. Computer
challenge for students.
ISBN 978 1 74135 229 0 iMaths 7 Student Book 33
35

iMaths 7 Preview © Chris Linthorne, Firefly Education 2012 11

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Investigation 1
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Teacher note
Comprehensive lesson notes,
suggestions and resources are
available in iMaths 7 Teacher Book. • Visit your local bookseller to browse books.
Topics Investigation checklist

• Take a look at sample pages at imaths.com.au.

Before starting the Investigation you need to know… You will need to hand in…
NA3 Decimal multiplication ..........................p12 A completed Cover Page
NA4 Decimal division.....................................p14 A completed Investigation Plan
NA5 Decimals – the four operations ..........p16 A personal data table showing the measurements
for ten characteristics
NA6 Rounding decimals................................p18
A whole class data table of the ten characteristics
SP1 Discrete and continuous data ..............p20
showing:
SP2 Dot plots..................................................p22
…
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SP3 Stem and leaf plots ................................p24

…
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SP4 Histograms ..............................................p26
A histogram, a dot plot and a stem and leaf plot
SP5 Average – the mean ..............................p28 representing three of the characteristics
SP6 Mean, median and mode .....................p30 A written comparison with labelled illustrations
SP7 Mean vs median .....................................p32 The Investigation rubric.

34 iMaths 7 Student Book ISBN 978 1 74135 229 0

iMSB_N7 - BOOK.indb 34 28/08/12 2:02 PM

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