Name:_____________________________________

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Math Assessment Task Sheet (Year 4-5)

SEMESTER: Fall Semester TOPIC: Community and Service (through statistics) TASK REQUIREMENTS: Have you ever wondered if Nike shoes can actually help you jump higher than if you were to wear Adidas brand shoes instead? If you tried both types of shoes, analyzed your data and noticed that one brand increased your performance level would you remain loyal to your original brand? In this project, you will be choosing the topic of your interest to compare between two different statistical situations (like our bus vs. car example from class) by using your knowledge of statistic. Your project MUST follow the process of Statistical Inquiry (Statistical Method) as described in our first lesson of our Statistics Unit. You are required to collect the suitable data for your topic and analyze your data by using the central tendency (mean, median and mode), measures of spread, graphic representation (histogram, box plot or other suitable diagrams) and a paragraph of your conclusion. Make a statement about the reliability of your data (outliers and the data sampling). Once the project is submitted to Schoology, the students will present their findings to the class in a 5-minute presentation during class time (the presentation file MUST submitted at the same time/day as the paper). LENGTH: Minimum two pages report including your introduction paragraph, data, calculations, graphic representation and analysis. 5 Minute Presentation (Keynote (.Key), Powerpoint (.PPT or .PPTX) or Prezi Link Individual assignment Check the assignment drop box on Schoology

CONDITIONS: DUE DATE:

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Date:___________________________

Criterion A: Knowledge and Understanding Knowledge and understanding are fundamental to studying mathematics and form the base from which to explore concepts and develop skills. This criterion expects students to use their knowledge and to demonstrate their understanding of the concepts and skills of the prescribed framework in order to make deductions and solve problems in different situations, including those in real-life contexts. This criterion examines to what extent the student is able to: know and demonstrate understanding of the concepts from the five branches of mathematics (number, algebra, geometry and trigonometry, statistics and probability, and discrete mathematics) use appropriate mathematical concepts and skills to solve problems in both familiar and unfamiliar situations, including those in real-life contexts
Criterio nA Criterio nB Criterio nC Criterio nD Knowledge & Understanding Investigating Patterns Communication in Mathematics Reflection in Mathematics Maximum 8 Maximum 8 Maximum 6 Maximum 6

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select and apply general rules correctly to solve problems, including those in real-life contexts.

Criterion B: Investigating Patterns Students are expected to investigate a problem by applying mathematical problem-solving techniques, to find patterns, and to describe these mathematically as relationships or general rules and justify or prove them. This criterion examines to what extent the student is able to: select and apply appropriate inquiry and mathematical problem-solving techniques recognize patterns describe patterns as relationships or general rules draw conclusions consistent with findings justify or prove mathematical relationships and general rules.

Criterion C: Communication in Mathematics Students are expected to use mathematical language when communicating mathematical ideas, reasoning and findings both orally and in writing. This criterion examines to what extent the student is able to: use appropriate mathematical language (notation, symbols, terminology) in both oral and written explanations use different forms of mathematical representation (formulae, diagrams, tables, charts, graphs and models) communicate a complete and coherent mathematical line of reasoning using different forms of representation when investigating complex problems.

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Students are encouraged to choose and use appropriate ICT tools such as graphic display calculators, screenshots, graphing, spreadsheets, databases, drawing and word-processing software, as appropriate, to enhance communication. Criterion D: Reflection in Mathematics Reflection allows students to reflect upon their methods and findings. This criterion examines to what extent the student is able to: explain whether his or her results make sense in the context of the problem explain the importance of his or her findings in connection to real life justify the degree of accuracy of his or her results where appropriate suggest improvements to the method when necessary.

Criterion A: Knowledge and Understanding

Achievement Level Descriptor

Task Specific Clarifications

Achieved Result

The student does not reach a standard described by any of the descriptors below.

Student did not complete the project

1-2

Student attempts to use simple methods and The student generally makes appropriate deductions when solving analyze the collected data

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simple problems in familiar contexts. Student sometimes uses simple and morecomplex methods correctly and analyze the The student generally makes appropriate deductions when solving collected data more complex problems in familiar contexts. Student generally uses complex methods and analyzes the collected data correctly. Include one The student generally makes appropriate deductions when solving familiar graphic representation challenging problems in a variety of familiar contexts. Student uses complex methods and analyzes the collected data correctly. Include at least two The student generally makes appropriate deductions when solving graphic representations and write a thoughtful challenging problems in a variety of familiar contexts. (should conclusion based on the analysis this not be unfamiliar contexts?)

3-4

5-6

7-8

Criterion B: Investigating Patterns

Achievement Level

Descriptor

Task Specific Clarifications

Achieved Result

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Student did not complete the project

The student does not reach a standard described by any of the descriptors below.

1-2

The student applies, with some guidance, mathematical problem-solving techniques to recognize simple patterns.

Student needs a large amount of teacher guidance to come up with the topic question and way to do the simple analysis.

3-4

Student only comes up with a simple way to analyze the data. The student applies mathematical problem-solving techniques to Draw a conclusion based on the analysis. recognize patterns, and suggests relationships or general rules. Student comes up with a complex way to analyze The student selects and applies mathematical problem-solving the data correctly. techniques to recognize patterns, describes them as relationships Draw a thoughtful conclusion based on the analysis. or general rules, and draws conclusions consistent with findings. Student comes up with a complex way to analyze The student selects and applies mathematical problem-solving the data correctly. techniques to recognize patterns, describes them as relationships Draw a thoughtful conclusion and provide valid or general rules, draws the correct conclusions consistent with justification as to why the methods work the correct findings, and provides justifications or a proof.

5-6

7-8

Name:_____________________________________

Date:___________________________

Criterion C: Communication in Mathematics

Achievement Level Descriptor

Task Specific Clarifications

Achieved Result

The student does not reach a standard described by any of the descriptors below.

The student did not complete the project

1-2

The student shows basic use of mathematical language and/or forms of mathematical representation. The lines of reasoning are difficult to follow.

The student attempt to use the basic mathematical terms and/or include a visual representation of the data. The connection between the result of the calculation and the conclusion is unclear. The students presentation shows basic knowledge of their topic and its statistical significance The presentation uses minimal mathematical language and reasoning

3-4

The student uses the sufficient amount of mathematical terms and includes a visual representation. The connection between the result of the calculation and the conclusion is clear, but not always logical or The student shows sufficient use of mathematical language and complete. forms of mathematical representation. The lines of reasoning are The conclusion and the visual representation have some clear though not always logical or complete. The student moves connections. The students presentation shows sufficient knowledge between different forms of representation with some success. of their topic and its statistical significance The presentation uses sufficient mathematical language and reasoning The student uses a good amount of mathematical terms and includes a visual representation. The connection between the result of the calculation and the conclusion is clear, logical and complete. The conclusion and the visual representation are effectively connected.

5-6

The student shows good use of mathematical language and forms of mathematical representation. The lines of reasoning are concise, logical and complete. The student moves effectively between different forms of representation.

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The presentation uses good mathematical language and reasoning and shows good knowledge statistical significance of their topic.

Criterion D: Reflection in Mathematics

Achievement Level Descriptor

Task Specific Clarifications

Achieved Result

The student did not complete the project.

0 The student does not reach a standard described by any of the descriptors below. The student attempts to make comments on the validity of the method and analysis. The student attempts to describe the importance of his or her findings in connection to real life.

1-2

The student attempts to explain whether his or her results make sense in the context of the problem. The student attempts to describe the importance of his or her findings in connection to real life where appropriate.

3-4

The student correctly but briefly makes comments on the validity of the method and The student correctly but briefly explains whether his or her analysis. results make sense in the context of the problem. The student describes the importance of his or her findings in connection to The student describes the importance of his or her findings in connection to real life. real life where appropriate. The student attempts to justify the The student attempts to justify whether his or her degree of accuracy of his or her results where appropriate. results make sense and how much its accurate or inaccurate. Student correctly and effectively makes comments on the validity of the method and analysis. Student describes the importance of his or her

5-6

The student critically explains whether his or her results make sense in the context of the problem. The student provides a detailed explanation of the importance of his or her findings in

Name:_____________________________________

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findings in connection to real life in detail. connection to real life where appropriate. The student justifies the The student justifies whether his or her results make sense and how accurate or inaccurate the degree of accuracy of his or her results where appropriate. The results are. student suggests improvements to his or her method where Student suggests improvements to the method. appropriate.

Teacher Comments: Student Comments: