advertisement

Save Jacaranda Bake Sale‼ Goal: interpret a function that modeled a relationship between two quantities and be able to represent it as a table, a graph, or an equation. Learn to describe the relationships as increasing or decreasing and note such features as intercepts at the axes Standard: F.IF.9 Globally aware students at SAS decided to hold a fundraiser to support their peers at the Jacaranda School in Malawi. The club members decide the muffins themselves instead of buying and reselling them (a way to increase/maximize their profits), and a concerned SAS community member donates the muffins ingredients—flour, sugar, eggs, etc—to the students. The committee sells muffins at lunch for $2.50 each and has been selling an average of 100 muffins per week. The club chairperson is concerned about revenue. When she looked at last year’s data, she noticed that for every decrease of 25¢, the committee sold, on average, 8 more muffins per week. How can you help the chairperson describe the revenue? What questions might the chairperson still have? You are to present a written recommendation to the committee showing in detail multiple representations of how you based your recommendation. The report needs to be brief as you are allocated limited time to present at the committee meeting. (two page max) SBR RUBRIC Standard Associated Curricular Benchmarks Beginning Approaching Meeting 2. Uses knowledge and problem solving strategies to solve well-posed problems (1) solving a range of complex wellposed problems; (2) making productive use of knowledge and problem solving strategies. *Does not apply knowledge of problem solving strategies. *Unable to use and/or implement a viable method to produce a reasonable answer. *Problem-solving process lacks structure and the reasonableness of the answer is not evaluated. *Sometimes applies knowledge of problem solving strategies. *Inconsistently able to use and/or implement a viable method to produce a reasonable answer. *Problem-solving process demonstrates some structure and the reasonableness of the answer may be evaluated. *Applies knowledge of problem solving strategies. *Able to use and/or implement a viable method to produce a reasonable answer. *Problemsolving process demonstrates structure and the reasonableness of the answer is evaluated. Exceeding 3. Communicates and critiques reasoning (1) clearly and precisely constructing viable arguments to support reasoning; (2) critiquing the reasoning of others *Unable to construct viable arguments to support reasoning. *Cannot communicate their own mathematical thought process and critique other methods that may be utilized to find a solution. *Inconsistently constructs viable arguments to support reasoning. *Sometimes communicates their own mathematical thought process and may be able to critique other methods that may be utilized to find a solution. *Clearly and precisely constructs viable arguments to support reasoning. *Can communicate their own mathematical thought process and critique other methods that may be utilized to find a solution. *Clearly and precisely constructs viable arguments to support reasoning and transfers knowledge across curricular areas and links prior knowledge. *Mathematical thought processes are exemplary and beyond grade-level expectations. 4. Models and analyzes data to interpret and solve real-world problems (1) Analyzing complex, real-world scenarios; (2) Constructing and using mathematical models to interpret and solve problems *Analysis of complex, realworld scenarios lacks depth and does not use a framework to construct a viable mathematical model. *Lacks synthesis of problems and fails to persevere in formulating a solution. *Little or no justification and reasoning for argument. *Unable to evaluate reasonableness of solution. *Some analysis of complex, real-world scenarios and inconsistently uses a framework to construct a viable mathematical model. *Some synthesis of problems and perseverance in formulating a solution and some justification of reasoning for argument. *Sometimes evaluates reasonableness of solution. *Analyzes complex, real-world scenarios and uses a framework to construct a viable mathematical model. *Synthesizes problems and perseveres in formulating a solution and justifies reasoning for their argument. *Evaluates reasonableness of solution. *Analyzes complex, real-world scenarios and use a framework to construct an exemplary mathematical model that transfers knowledge across curricular areas and links prior knowledge. *Synthesizes problems with exceptional interpretation and justification of their reasoning. *Mathematical thought processes are beyond grade-level expectations. Vocabulary: y-intercept x-intercept quadratic parabola vertex maximum/minimum price revenue Total revenue increasing/decreasing maximum profit price per muffin