# Real life issues in the life of a fictional Subject Leader Game, set and match.

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Real life issues in the life of a fictional Subject Leader Game, set and match

What is the least number of points you could gain to win a game of tennis? 15 – 0 30 – 0 40 – 0 game So how about a set, or a women’s singles match?

What is the maximum number of points you could gain and still lose a game of tennis ? ∞ Let’s put in some restrictions: Perhaps limit the number of times the game can go to deuce? YOU decide

So: With the restrictions you have decided, what is the maximum number of points you could gain and still lose a game of tennis? What is the maximum number of points you could gain and still lose a women’s tennis match? What is the maximum number of points you could gain and still lose a men’s tennis match at Wimbledon? What is the maximum number of points you could gain and still lose a set at tennis ?

Up2d8 maths Game, set and match Teacher Notes

Game, set and match Introduction: The Key Stage 3 programme of study suggests that pupils are given opportunities to: work on problems that arise in other subjects and in contexts beyond the school This Up2d8 resource uses the context of the Wimbledon tennis tournament to answer the questions: What is the least number of points you could gain to win a game, set or match of tennis? What is the maximum number of points you could gain and still lose a game, set or match of tennis? Content objectives: In order to explore mathematical situations, carry out tasks or tackle problems, pupils: identify the mathematical aspects solve simple problems involving ratio and direct proportion find and describe in words the rule for the next term or nth term of a sequence where the rule is linear pose questions and make convincing arguments to justify generalisations or solutions recognise the impact of constraints or assumptions Process objectives: These will depend on the way in which you structure the activity. It might be worth considering how you’re going to deliver the activity and highlighting the processes that this will allow on the diagram below:

Probing questions: Initially students could brainstorm issues to consider. You may wish to introduce some points into the discussion, which might include: How does the scoring system work? Is the system of deuce/advantage/game a good system? Why? Why was the tie break introduced? How many points to win a game? Is it twice as many points to win two games? Is it a proportional relationship? If you know the number of points for a three-set match, how would you work out a five-set match? How did you work out the three set match? Could you use this method to work out a five-set match, a seven-set match, etc? You will need: The PowerPoint display which you might read through with your class to set the scene at the beginning of the activity. You may also wish to give pupils access to the internet to extend their investigation. There are five slides: The first slide sets the scene. The second and third slides focus on the question: What is the least number of points you could gain to win a game, set or match of tennis? The fourth and fifth slides focus on the question: What is the maximum number of points you could gain and still lose a game, set or match of tennis? You may need the student resource sheet which shows the skeleton view of a 128-player draw to enable pupils to work out the number of matches that a winner or a loser will play.student resource sheet

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