Mathematics 30 (braided classroom)
One combined classroom for Mathematics 30-1, 30-2 and 30-3. Braiding adjusts the shared calendar. It does not shrink any strand to ten sessions.
MATH30B Session 09 — Project day: water/hygiene micro-enterprise
Time: 75 minutes
Labels: ALL STRANDS shared synthesis · strand-specific math tasks · not identical depth
Braid class: B context · E assessment ownership (especially 30-2-017 and 30-3-007)
Official outcome codes
| Strand | Codes | Role |
|---|---|---|
| 30-1 | Apply started 007, 008, 013 | Project appendix; not new SOs |
| 30-2 | MATH30-2-MATHEMAT-01-017 REQUIRED start | Research/presentation start |
| 30-3 | MATH30-3-X-03-007 continue | Critique viability |
Optional 30-3 vehicle (006) only if the enterprise story needs a van — do not force.
Shared portion (15 min) — ALL STRANDS
Prompt: design a sustainable water/hygiene micro-enterprise (refill, soap, safe storage). Shared poster: who is served, one risk, one number that matters. Then split to strand appendices.
30-1 pathway (40 min) — apply started map
PATHWAY_30_1: algebra in the story without claiming trig/polynomial completion.
- Write one function for demand or cost; state domain.
- Optional: a translation of a demand graph (008) or one log-form statement from growth (013).
| Level | Task |
|---|---|
| FOUNDATION | W(d) evaluated; domain |
| CORE | One translation or one composition in context |
| PROFICIENT | Domain restriction that the story forces |
| ADVANCED | Inverse: undo a scale (preview 012 in context) |
30-2 pathway (40 min) — 30-2 REQUIRED 017 start
Research and present: current event or this enterprise as “area of interest that involves mathematics.” Today: question, one source type, one mathematical object (exp model from S05 or chance from S07). Full presentation later.
| Level | Task |
|---|---|
| FOUNDATION | Research question written |
| CORE | Question + one math object + one assumption |
| PROFICIENT | Two sources (types) and a limitation |
| ADVANCED | What would change the model |
30-3 pathway (40 min) — 30-3 REQUIRED 007
Ledger: expenses, sales, profit/loss; critique viability (price too low, chlorine cost, unpaid labour).
| Level | Task |
|---|---|
| FOUNDATION | List expenses vs sales |
| CORE | Profit/loss one month |
| PROFICIENT | Critique viability with one change (sales −20%) |
| ADVANCED | Two scenarios (with/without paid labour) |
Cross-strand exposure
Hearing another appendix in the last 10 minutes is EXPOSURE unless it matches home SO. 30-1 listening to 017 does not earn 017.
Visuals
Project board · 30-3 ledger · 30-1 mapping/graph · 30-2 source card
Tutor boundaries
30-2: research-structure prompts. 30-3: ledger/viability. 30-1: function/log application. No vehicle items unless 30-3 and the story needs them.
Shared synthesis (10 min)
Each tray: 45-second report. Teacher restates: different math, same enterprise.
Exit tickets
30-1: One function or log statement used in your appendix.
30-2: Research question + math object (017 start).
30-3: Profit/loss figure + one viability sentence.
Teacher solutions (rubric, not one numeric key)
30-1 CORE: e.g. C(w)=0.02w, domain w≥0; or U(t)=80(1.15)^t with log form named.
30-2 CORE: Question must be researchable (“Is 15%/week user growth realistic for a new refill kiosk in [place]?”) plus a model or probability.
30-3 CORE: Arithmetic of the issued ledger must be correct; viability sentence must use profit/loss not vibes.
Misconception: One shared rubric that awards 30-1 for a nice poster without 007/008/013 work.
Visual task (PROJECT_REFERENCE): Inspect the visual, notice labels, and answer the lesson prompt.
Open table abv-math30b-0099 - MATH30B session 09 table 099
Open full table (lazy). Alt: MATH30B session 09 table 099. Full instructional table for MATH30B.