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