A student committee is planning a fundraising event and is comparing two different ways of collecting payments.
They expect 180 people to buy tickets. Each ticket costs \$12.
Option 1 is a cash-only stall.
Option 2 is an online ticketing app that charges a 2.2% fee on the total ticket sales and also a fixed \$0.30 per ticket.
The committee wants to use digital tools appropriately. They will record calculations and reasoning clearly so another student can check the method later.
Compare the usefulness of a spreadsheet and a calculator for this problem if the expected number of people changes (for example, from 180 to another value). Explain which tool is more appropriate and why.
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Create Free Account Log inThis is a free VCE Units 1 & 2 VM Numeracy practice question worth 4 marks, testing your understanding of Use contemporary digital media and software. It falls under Mathematical toolkit in Unit 1: VM Numeracy Unit 1. Submit your answer above to receive instant AI-powered marking and personalised feedback.
In Unit 1 students will develop their numeracy practices to make sense of their personal, public and vocational lives. They will develop mathematical skills with consideration of their local, community, national and global environments and contexts, and an awareness and use of appropriate technologies. These units provide students with the fundamental mathematical knowledge, skills, understandings and dispositions to solve problems in real contexts for a range of workplace, personal, further learning and community settings relevant to contemporary society.
On completion of this unit, the student should be able to select and effectively and accurately use the appropriate mathematical tools and applications chosen from a developing mathematical toolkit relevant to the key knowledge and key skills specified in the Areas of Study 1-4, and across the chosen range of numeracies. The purpose of Outcome 3 is for students to develop a mathematical toolkit to use where necessary as they undertake their numeracy practices, activities and tasks. At the end of Units 1 and 2, students should be developing their skills of both analogue and digital technologies with the ability to identify and use a range of appropriate mathematical tools (analogue and digital/technological) to solve and communicate mathematical problems embedded in practical contexts.
contemporary technological and online and digital media, including software and applications based on computers, tablets, calculators and hand-held devices and the relevance, appropriateness of their use and application
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