Name: Date: Period:

8
th
Grade Math Culminating Project Menu B
Part #1 DUE: MOND!" M! #
$%
Part #& DUE: MOND!" M! 1'
$%
You have your choice of the projects listed below. You may choose an( combination of projects
for a total of up to 50 points for each part (i.e. Part !" is due on #onday$ #ay %
th
. &elect any
combination of projects that total 50 points. 'i(ewise$ Part !) is due on #onday$ #ay "*
th
.
&elect any combination of projects that total 50 points.+ ,he sum of the two parts will e-ual "00
points for the culminatin. project .rade. (Part #1 and Part #2 will appear in the grade book
separately.+ ,he projects completed in Part !" cannot be duplicated for Part !).
/ll project choice descriptions and e0pectations are attached to this menu. 1f you have any
-uestions$ please as(. Please refer to all resources (i.e.$ handouts$ resource library$ te0tboo($
etc.+ used durin. the school year to help with concept ideas. !OU )E CON$*NUE++!
)EM*NDED BOU$ $%E CON,E-UENCE $O P+G)*,M $%)OUG%OU$ EC%
P)O.EC$ C%O*CE !OU /*++ )ECE*0E 1E)O2
Projects will be wor(ed on in class daily. Please come to class prepared everyday. None of the
projects re-uire special supplies. ,he only re-uirements are those listed on the syllabus as
school supplies you will use all year. You are not re-uired to purchase any additional supplies.
+$E P)O.EC$, 'ate projects will be accepted with a penalty of a "0 point deduction each
day after the due date. /'' P23456,& /25 D75 /& Y372 ,1685,91N9,:59D332. 1;
Y37 ,72N 1N / P23456, D721N< ,:5 6'/&& P5213D 32 /, ,:5 5ND 3; ,:5
6'/&& P5213D 3N ,:5 D75 D/,5 9 ,:5 P23456, 1& '/,5=
Put a check in the box for the projects you are choosing.
This sheet must be returned with your projects.
/orth u3 to 45 3oint6 each:
;amous #athematician>6oncept
Presentation
?
th
.rade math 2eview <ame
/orth u3 to &5 3oint6 each:
2affalmania=
2eadin. in the Dar(
6onstructin. the 1rrational Number
'ine
6onnection /rithmetic &e-uences
and 'inear ;unctions
,he #any ;aces of 2elations
@indow Pain
/orth u3 to 17 3oint6 each:
?
th
.rade math 1llustration
Pytha.oras Plus
'etAs :ave ;un
/ctin. 3ut
#ineral &amples
/orth u3 to 15 3oint6 each 8Can com3lete
a M9 o: t;o 8&< o: the6e=<
Textbook pages must complete /''
problems on the pa.e or pa.es listed and *:
(ou do not 6ho; (our ;or> (ou ;ill not
recei?e credit<
Pa.es B%) B%C
Pa.e B%0 B%"
Pa.e ?05
Pa.e ?0*
Pa.e ?0B
Name: Date: Period:
@@@@@@@ $O$+ MENU ,CO)E
Aamou6 MathematicianBConce3t Pre6entation Po;erPoint OR PodCa6t OR ,cri3t
6reate a Power Point presentation or video s(it or write a script or present the script for a ,D
news reporter detailin. the procedures$ facts$ over9archin. process standards and how they are
used to inform and enrich the ?
th
.rade math content standards about a famous mathematician or
concept. You must include at least 5 facts about the person or concept$ and the followin.
-uestions must be answered:
"+ @hat is the bac(.round info on this person or conceptE
)+ @hat was .oin. on in the world at this timeE
C+ @hy is this person or concept important to the world of mathE
Po66iCle mathematician6Bconce3t6 8ll other6 mu6t Ce a33ro?ed<:
PascalAs ,rian.le
Number &ystems
:istory and 7ses of the Pytha.orean
,heorem
<olden 2atio
;ibonacci &e-uence
#onies of the world and conversion
;our 6olor Problem
#a.ic &-uares
/rchimedes
5ratosthenes of 6yrene
/.nesi$ #aria
De#or.an$ /u.ustus
Farrow$ 1saac
8lein$ ;eli0 6hristian
6lavius$ 6hristopher
:alley$ 5dmond
8epler$ 4ohannes
Geno of 5lea
&ir 1saac Newton
Foyle$ 2obert
<alilei$ <alileo
2ussell$ Fertrand
5instein$ /lbert
Dod.eson$ 6harles 'utwid.e
5uclid of /le0andria
6artwri.ht$ Dame #ary 'ucy
:ilbert$ David
Plato
Pascal$ Flaise
/ristotle
6opernicus$ Nicolaus
2iemann$ <eor.
;ibonacci$ 'eonardo Pisano
6antor$ <eor. ;erdinand
:ippocrates of 6hios
Co3(ing and 3a6ting in:ormation :rom the *nternet i6 3lagiariDing= PlagiariDed ;or> ;ill
recei?e a Dero=
)e?ie; Game
6reate a review .ame (li(e 4eopardy$ #illionaire$ etcH+ that can be used to review one of the
followin. units: 7nit "$ 7nit C$ 7nit I$ or 7nit 5.
You must have at least )0 -uestions in either multiple choice 32 open response format.
,he -uestions must be 321<1N/' created by Y37$ N3, 63P15D. (,hat would be
pla.iarism.+
5ach element from each standard in the unit must be covered. (&ee
www..eor.iastandards.or. for a list of standards.+
1E)O /*++ BE ,,*GNED AO) P+G*)*,M O) COP*ED P)O.EC$,22
8
th
Grade Math Conce3t6 *llu6tration
Draw an illustration (cartoon+ that represents an ?
th
.rade math concept.
7se one (1) of the tas( projects attached to present the ?
th
.rade concept (&ee tas(s worth )0
points or "5 points+.
,he illustration or the characters in the illustration must accurately represent and>or e0plain the
?
th
.rade math concept chosen.
5very -uestion in the project must be answered in the illustration.
,he illustration must be clear so that any reader can understand the concept.
6orrect math lan.ua.e must used in the illustration.
/ G523 @1'' F5 /&&1<N5D ;32 P'/<1/21&# 32 63P15D P23456,&==
8th Grade Math $a6>6
)a::almania
,he ?
th
.rade class of 6ity #iddle &chool has decided to hold a raffle to raise money to fund a
trophy cabinet as their le.acy to the school. / local business leader with a condominium on &t.
&imonAs 1sland has donated a wee(As vacation at his condominium to the winnerJa priKe worth
L")00. ,he students plan to sell )500 tic(ets for L" each.
"+ &uppose you buy " tic(et. @hat is the probability that the tic(et you buy is the winnin.
tic(etE (/ssume that all )500 tic(ets are sold.+
)+ /fter thin(in. about the priKe$ you decide the priKe is worth a bi..er investment. &o you
buy 5 tic(ets. @hat is the probability that you have a winnin. tic(et nowE
C+ &uppose I of your friends su..est that each of you buy 5 tic(ets$ with the a.reement that
if any of the )5 tic(ets is selected$ youAll share the priKe. @hat is the probability of
havin. a winnin. tic(et nowE
I+ /t the last minute$ another business leader offers ) consolation priKes of a wee(9end at
:ard 'abor 6ree( &tate Par($ worth around LI00 each. :ave your chances of holdin. a
winnin. tic(et chan.edE 50plain your reasonin.. &uppose that the same raffle is held
every year. @hat would your avera.e net winnin.s be$ assumin. that you and your I
friends buy 5 L" tic(ets each yearE
)eading in the Dar> $a6>
1n "?)"$ ;renchman 'ouis Fraille developed a method that is used to help blind people read and
write. ,his system was based on a more complicated process of communication that was formed
by 6harles Farbier due to an order from Napoleon who wanted soldiers to communicate in the
dar( and without spea(in.. Fraille met with Farbier and decided to simplify the code by usin. a
si09dot cell because the human fin.er needed to cover the entire symbol without movin. so that
it could pro.ress -uic(ly from one symbol to the ne0t.
5ach Fraille symbol is formed by raisin. different combinations of dots. Felow is a sample of
the first three letters of the alphabet.
"+ 7sin. the si09dot Fraille cell$ how many different combinations are possibleE Provide a
detailed e0planation of how you (now usin. complete sentences and correct math
lan.ua.e.
)+ Do you thin( this is enou.h symbols for si.ht9impaired people to useE &tate why or why
notE
C+ @hat are some reasons that some of the possible combinations mi.ht need to be discardedE
7se complete sentences.
I+ /n e0tension has been added to the Fraille code that contains ei.ht9dots with the two
additional ones added to the bottom. :ow does this chan.e the number of possible
different combinationsE 4ustify your answer by providin. a detailed e0planation of how
you (now usin. complete sentences and correct math lan.ua.e.
Con6tructing the *rrational NumCer +ine
1n this tas($ you will construct a number line with several rational and irrational numbers
plotted and labeled. &tart by constructin. a ri.ht trian.le with le.s of one unit. 7se the
Pytha.orean ,heorem to compute the len.th of the hypotenuse. ,hen copy the se.ment
formin. the hypotenuse to a line and mar( one left endpoint of the se.ment as 0 and the
other endpoint with the irrational number it represents.
6onstruct other ri.ht trian.les with two sides (either the two le.s or a le. and a hypotenuse+ that
have len.ths that are multiples of the unit you used in the first trian.le. ,hen transfer the len.ths
of each hypotenuse to a common number line$ and label the point that it represents. /fter you
have constructed several irrational len.ths$ list the irrational numbers in order from smallest to
lar.est.
Connection rithmetic ,eEuence6 and +inear Aunction6 +earning $a6>
!OU MU,$ U,E G)P% PPE) ND )U+E) $O )ECE*0E AU++ C)ED*$ AO)
G)P%,22
;or each of the se-uences .iven in -uestions "95$ determine
a+ a recursive definition$
b+ an e0plicit definition$ and
c+ a .raph of at least the first si0 terms of the se-uence.
"+ 5$ %$ "C$ "B$ )"$ H
)+ )"$ "?$ "5$ ")$ %$ H
C+ "$ I$ %$ "*$ )5$ H
I+ C?$ C0.5$ )C$ "5.5$ ?$ H
5+ 9I$ 9".C$ ".I$ I."$ *.?$ H
*+ 3nly one of the se-uences in -uestions "95 was not arithmetic. @hich se-uences in
-uestions "95 were arithmeticE ;or each se-uence you identify$ also state the common
difference.
B+ 6ompare the recur6i?e definitions of the arithmetic se-uences in -uestions "95. :ow are
the recursive definitions of arithmetic se-uences similarE :ow are the recursive
definitions of arithmetic se-uences different from those of non9arithmetic se-uencesE
?+ 6ompare the eF3licit definitions of the arithmetic se-uences in -uestions "95. :ow are
the e0plicit definitions of arithmetic se-uences similarE :ow are the e0plicit definitions
of arithmetic se-uences different from those of non9arithmetic se-uencesE
%+ 6ompare the gra3h6 of the arithmetic se-uences in -uestions "95. :ow are .raphs of
arithmetic se-uences similarE :ow are the .raphs of arithmetic se-uences different from
those of non9arithmetic se-uencesE
"0+ 1n -uestion *$ you identified the common differences for the four arithmetic se-uences.
:ow is the common difference for each arithmetic se-uence represented in the recur6i?e
definition for that se-uenceE
""+ :ow is the common difference for each arithmetic se-uence represented in the eF3licit
definition for that se-uenceE
")+ 1n -uestion %$ you should have identified the common characteristic of the .raphs of
arithmetic se-uences as bein. linear. 3n the .raphs you drew for -uestions "95$ draw the
e0tended lines throu.h the scatterplots representin. the se-uences. Determine the slope
of each line you drew in -uestion ").
"C+ @hat are the common differences for each arithmetic se-uence in -uestions "95E 50plain
what this represents.
$he Man( Aace6 o: )elation6 $a6>
"+ 6omplete a survey of the students in your class. 50pand the followin. table to include a row
for every student and .ather the re-uested information from every classmate.
Cla66 ,ur?e(
,tudent
NumCer
Air6t Name +a6t Name %eight NumCer o: Pet6
!"
!)
!C
!I
)+ :ow many different types of ordered pairs can be created from this survey dataE You must
list all of the combinations of ordered pair to receive full credit. 7se the complete list of
ordered pair to e0plain your answer. HINT: 3ne type of ordered pair you could create from
the information you collected in your survey is (&tudent !$ ;irst Name+.
C+ 1f the first term of each ordered pair is the independent variable and the second is the
dependent$ then which of the ordered pairs you identified in -uestion ) are relationsE @hich
are functionsE 50plain your answers usin. correct math lan.ua.e .iven the concept. HINT:
7se the relations and functions hand outs .iven in 7nit I. 1f you do not have them .o to the
resource library or the homewor( handouts online.
/indo; Pain $a6>
Part 1:
Your best friendAs newest blo. entry on #y&pace reads:
M'ast ni.ht was the worst ni.ht ever= 1 was playin. ball in the street with my buds
when$ yes$ you .uessed it$ 1 bro(e my nei.hborAs front window. 5very piece of
.lass in the window bro(e= #an$ my #om was soooooooooooo mad at me= #y
nei.hbor was cool$ but #om is ma(in. me replace the window. Fummer=N
1t is a ,udor9style house with windows that loo( li(e the picture below.
1 called the 6learview @indow 6ompany to place an order. @hat was really weird was that the
only measurements that the .uy wanted were F/D (*0+$ F65 (*0+$ and AG O )? inches. 1
told him it was a standard rectan.ular window and that 1 had measured everythin.$ but he told
me not to worry because he could fi.ure out the other measurements. 1t is .oin. to cost me L)0
per s-uare foot$ so 1 need to fi.ure out how to ma(e some money real -uic(.
:ow did the window .uy (now all of the other measurements and how much is this .oin. to cost
meE
Fecause you are such a .ood best friend$ you are .oin. to reply to the blo. by emailin. the
answers to the -uestions on the blo. alon. with detailed e0planations about how to find every
an.le measurement and the len.ths of each ed.e of the .lass pieces. You will also e0plain how to
fi.ure out the amount of money he will need. 8$O )ECE*0E AU++ C)ED*$ !OU MU,$
,%O/ !OU) /O)G AO) EC% P*ECE ND *DEN$*A! EC% NG+E
)E+$*ON,%*P U,ED $O A*ND $%E NG+E ME,U)EMEN$22<
Part &:
(Two weeks later
You just received a te0t messa.e from your best friend and were told that the order of .lass had
been delivered to the house by Pac(a.e 50press. 7nfortunately$ one of the pieces was bro(en
upon arrival and needed to be reordered by 6learview @indow 6ompany. Fecause you are very
curious$ you thin( it would be a .ood idea to determine the probability of each piece of .lass
bein. the one bro(en.
@rite another email to your friend that e0plains the probabilities and how you determined them.
8!OU MU,$ +,O ,%O/ !OU) /O)G22<
P(thagora6 Plu6
"+ ;ind the e0act area (in s-uare units+ of the fi.ure below. 50plain your method(s+.
)+ ;ind the areas of the s-uares on the sides of the trian.le to the ri.ht. (:int: :ow does the
lar.e s-uare below compare to the s-uare in problem " aboveE+
a+ :ow do the areas of the smaller s-uares compare to the area of the lar.er s-uareE
b+ 1f the len.ths of the shorter sides of the trian.le are a units and b units and the len.th
of the lon.est side is c units$ write an al.ebraic e-uation that describes the
relationship of the areas of the s-uares.
c+ ,his relationship is called the Pytha.orean ,heorem. 1nterpret this al.ebraic statement
in terms of the .eometry involved.
C+ Does the Pytha.orean relationship wor( for other poly.ons constructed on the sides of ri.ht
trian.lesE 7nder what condition does this relationship holdE
I+ @hy do you thin( the Pytha.orean ,heorem uses s-uares instead of other similar fi.ures to
e0press the relationship between the len.ths of the sides in a ri.ht trian.leE
+etH6 %a?e Aun
Part 1
/ survey was .iven to a .roup of ei.hth .raders. ,hey were each as(ed what their plans were for
the upcomin. holidays. ;rom the clues$ determine how many ei.hth .raders were surveyed.
,hirty9two students planned to visit relatives.
,wenty9three students planned to .o shoppin..
,hirty9one students planned to travel.
,welve students planned to travel and visit relatives.
5i.ht students planned travel$ visit relatives$ and .o shoppin..
&even students planned to travel but did not plan to visit relatives or .o shoppin..
,hirty students planned to do more than one of the three activities.
5leven students did not plan to visit relatives$ .o shoppin.$ or travel.
:ow many students were surveyedE &how how you (now.
Part 2
;ive of the students were tal(in. about their travel plans. ,heir names were /lbert$ Donna$ ;red$
&am$ and Dictoria. ,hey happened to noticed that each one was .oin. to a different place and
were usin. a different type of transportation. ,he places that were to be visited were New Yor($
#iami$ /nchora.e$ Foston$ and &an Die.o.
,he means of transportation were the family car$ a recreational vehicle$ a rented van$ an
airplane$ and a cruise ship. @here was each person .oin. and how were they plannin. on
.ettin. thereE
,he person that was .oin. to New Yor( in a rented van was best friends with /lbert and
Dictoria.
,he person who was .oin. to /nchora.e was not in math class with the person that was
travelin. by airplane$ the person that was .oin. to #iami$ nor with ;red or Dictoria.
,he person plannin. to travel by airplane was not .oin. to FostonP &am was not .oin. to
Foston either.
,he person .oin. to #iami was on the math team with /lbertAs sister who tutored Donna.
Donna and Dictoria were not .oin. to travel by land.
/lbert and ;red noticed that their methods of transportation were both two words with
the same first letters.
cting Out $a6>
5ri( and 8im are actors at a theater. 5ri( lives 5 miles from the theater and 8im lives C miles
from the theater. ,heir boss$ the director$ wonders how far apart the actors live.
3n .rid paper$ pic( a point to represent the location of the theater. 1llustrate all of the possible
places that 5ri( could live on the .rid paper. 7sin. a different color$ illustrate all of the possible
places that 8im could live on the .rid paper.
"+ @hat is the smallest distance$ d$ that could separate their homesE :ow did you (nowE
)+ @hat is the lar.est distance$ d$ that could separate their homesE :ow did you (nowE
C+ @rite and .raph an ine-uality in terms of d to show their boss all of the possible
distances that could separate the homes of the two actors. 25#5#F52 ,3 7&5
<2/P: P/P52.
Mineral ,am3le6 $a6>
'ast summer 1an went to the mountains and panned for .old. @hile he didnAt find any .old$ he
did find some pyrite (foolAs .old+ and many other (inds of minerals. 1anAs friend$ who happens to
be a .eolo.ist$ too( several of the samples and .rouped them to.ether. &he told 1an that all of
those minerals were the same. 1an had a hard time believin. her$ because they are many different
colors. &he su..ested 1an analyKe some data about the specimens. 1an carefully wei.hed each
specimen in .rams (.+ and found the volume of each specimen in milliliters (ml+.
"+ 6an the data be represented as an e-uation or ine-ualityE 1f so$ write it.
)+ <raph the data in the chart below.
C+ @rite your analysis of his data .iven below.
&pecimen
Number
#ass or wei.ht (.+ Dolume (ml+
" "B B
) "0 I
C "C 5
I "* *
5 B C
* )I "0
B 5 )