bishop manogue high school - teacher: date of … work/math...component score comment(s)...

110 Bishop Manogue Dr. Reno, NV 89511 ∙ P (775) 336-6000 ∙ F (775) 336-6015 ∙ www.bishopmanogue.org

Student Work Title:

Teacher: Date of Assignment:

Course Title:

This work sample is related to the following Integrated Student Outcome(s):

Faith

Leadership

Knowledge

Compassion

"Against All Odds" Video Project

Emily Thomas May 2017

AP Statistics

Academic Content Standard Addressed (list standard code and description): S-ID.1-4 - Summarize, represent, and interpret data on single count or measurement variable.S-ID.5-6 - Summarize, represent, and interpret data on two categorical and quantitative variables.S-ID.7-9 - Interpret linear models.S-IC.1-2 - Understand and evaluate random processes underlying statistical experiments. S-IC.3-6 - Make inferences and justify conclusions from sample surveys, experiments, and observational studies

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APStatisticsSpringSemesterFinalProject

FinalProject–“AgainstAllOdds”GOALS:ThereareTWOBIGGOALSofthisproject.First,foryoutoactuallydostatistics!Youaretoformahypothesis,designastudy,conductthestudy,collectthedata,describethedata,analyze,andmakeconclusionsusingthedata.Youaregoingtodoitall!!Second,youwillalsomakeconnectionstoyouandyourlife!Description:Youwillcreateyourown“AgainstAllOdds”videoaboutatopicofyourchoice.AlongwiththevideoyouwillalsocompleteaProjectProposalandFinalReport.GroupSize:1–3peopleProposal&Timeline(30points) DUE:__________________________________I. Proposal:Togetyourprojectapproved,youmustbeabletodemonstratehowyourstudywillmeet

therequirementsoftheproject.Youwillneedtoclearlyandcompletelycommunicateeachofthefollowing:ü Topicü Question(s)ofInterest(What)ü 5W’s(Who,What(topic),Where,When,Why)ü Howwillyoucollectyourdata?

o Include:randomness;howwillyoureducebias;where;and,whenü Howwillyouanalyzeyourdata?

o Graphs–whattwographicalrepresentationswillyouuse?o ConfidenceANDHypothesisTesttobeconducted–howdoesyourdatameetthe

conditionsoftheinterval/test?o SummaryStatistics–5NumberSummary,range,IQR,Mean,andStandardDeviation*don’t

forgetyouwillonlyhavetheseafteryouhavecollectedyourdata*ü Conclusion

o Whatdoyouthinktheresultswillbe?Why?–Thiscanincludeanactualstatistic,andisrecommended.

o Writeyournullandalternativehypotheses.–Didyoupickaoneortwo-sidedtest?Why?II. Timeline:Separateoftheabovewrittendescriptionofyourproject,youwillberequiredtosubmita

roughtimelineofhowofyouwillcompleteyourproject.Thetimelinemustincludedatesforeachofthefollowing:• Whenwillyou/yourgroupcollectthedata?And,whowilldowhat?• Whenwillyou/yourgroupanalyzethedata?(Thisshouldbedonetogether,butifyoudecideto

divideandconquer,whowilldowhat?)• Whenwillyou/yourgroupmakeaplanforthevideo?And,whowilldowhat?• Whenwillyou/yourgroupmakethevideo?• WhenwillYOUwriteYOURFinalReport?


TheVideo(30Points) DUE:__________________________________Thegoalofyourvideoistopresenttheresultsofyourprojectinawaythatotherhighschoolstudentscouldunderstand,withoutleavingoutthekeyconceptswehavestudiedallyear.Therequirementsforthevideoare:

1. Be5–10minuteslong–AnythingunderoroverthesetimesIwilldeductpoints2. Beaboutthetopic3. Answerthequestion(s)ofinterest4. IncludeONEgraphanddescription5. IncludetheconfidenceintervalORhypothesistestwithaninterpretation6. Becreative,executedwell,andappropriate

TheFinalReport(40points) DUE:__________________________________TheFinalReportwillbecompletedINDIVIDUALLY.Itshouldbeuniquetoyouandyourthoughts.Yourfinalreportwillincludemanyofthesamecomponentsasyourproposal,butwiththedatayoucollected.Belowisadescriptionofeachsection.

I. Introductiona. Topicb. Question(s)ofInterestc. 5W’s(Who,What(Topic),Where,When,Why)

II. DataCollectionDescribehowyoucollectedyourdata.Howdidyouuserandomness?Howdidyoureducebiasanddidyouhaveanysourcesofbias?Wasyourprojectanexperimentorstudy?Explain.Whatwentwelland/orwhatwentbadduringthisprocess?

III. Analysisa. 5NumberSummary,Range,IQR,Mean,andStandardDeviationb. Graphs–TWOgraphs,EACHwithadescription(description=CUSS&BS)c. ConfidenceIntervalandinterpretationd. HypothesisTest–hypotheses,teststatistic,p-value,conclusionincontext.

IV. ConclusionAnswerthequestion(s)ofinterestusingyourstatisticstojustifyyouranswer.Yourconclusionshouldalsoinclude,whatyoulearned,andwhatwoulddifferentorthesame.

GradingIwillusetheattachedrubricswhengradingeachproject.Onerubricwillbeusedforeachpartoftheproject.Ifyouwillbeworkingingroups,60points(Proposal/Timeline&Video)willbegivenasagroupandtoEACHPERSONinthegroup,regardlessoftheeffortorlackofeffortputin.EACHstudentwillreceiveanINDIVIDUALGRADEfortheirFinalReport.NOGROUPFINALREPORTSWILLBEACCEPTED.Thetwoscoreswillthenbeaddedforthefinalgrade.Belowisapointbreakdownoftheproject. Proposal/Timeline 30points Video 30points (GROUPPOINTS 60points) FinalReport 40points (INDIVIDUALPOINTS 40points) TOTAL 100points


GradingRubric–Proposal/TimelineComponent Score Comment(s)

PROPOSAL(24PTS)Topic(2pts)

� Clearlyidentifiesthetopicofinterest

� Topicisappropriate

Question(s)ofInterest(2pts)Thequestion(s)ofinterestare:

� wellwrittenwithnospellingorgrammaticalerrors

� ofappropriatedifficulty� appropriate

5W’s(8pts)� ALL5W’sareincluded

(Who,What,Where,When,Why)


DataCollection(3pts)� Randomness� ReduceBias?� Where&When� wellwrittenwithno

spellingorgrammaticalerrors

Analysis(4pts)� Twographsarechosen

andareappropriateforthedata

� ConfidenceInterval/HypothesesTesttobeperformedarecorrectlychosen

� Conditions&Assumptionsfortypeofinferencearecorrectlyidentifiedandchecked(ifpossible)


Conclusion(5pts)


� Hypothesisisclearlystatedandwellwrittenwithnospellingorgrammaticalerrors

� Areasonablejustificationforhypothesisisclearlystatedwellwrittenwithnospellingorgrammaticalerrors

� NullandAlternativeHypothesesarecorrectlywritten.

� One-sidedortwo-sidedisclearlystatedandiscorrect.

� Anexplanationofone-sidedortwo-sidedisprovided

TIMELINE(6pts)DatesDatesofbeenprovidedforeachofthefollowing:

� Whenwillyou/yourgroupcollectthedata?And,whowilldowhat?

� Whenwillyou/yourgroupanalyzethedata?(Thisshouldbedonetogether,butifyoudecidetodivideandconquer,whowilldowhat?)

� Whenwillyou/yourgroupmakeaplanforthevideo?And,whowilldowhat?

� Whenwillyou/yourgroupmakethevideo?

� WhenwillYOUwriteYOURFinalReport?

Accuracy� wellwrittenwithno

spellingorgrammaticalerrors

� datesareaccurateandreasonable

TOTAL 30points


GradingRubric–VideoComponent Score Comment(s)

TimeLength(5pts)Thevideois5–10minuteslong.DEDUCTIONS:-1pointforeachminuteunder/over

Topic(5pts)ThetopicofthevideomatchesthetopicwrittenintheProposalandthedatacollected.

Question(s)ofInterest(5pts)� Thequestion(s)ofinterest

areclearlypresented.� Whythequestion(s)of

interestandtopicareimportantareclearlypresented.

GraphicalRepresentation(5pts)� OnegraphispresentedAND

abriefdescriptionisincluded� Thegraphpresentedrelated

tothetopicandquestion(s)ofinterest

� Thegraphpresentediswelllabeledandcontainsnoerrors

Results(5pts)� Briefsummaryofresultsis

presented(importantstatistics)

� Question(s)ofinterestisansweredclearlyusingaconfidenceintervalORhypothesestest.

Miscellaneous(5pts)1. Creativity

Thetopicofthevideowaspresentedinacreativemanner,usingmultiplemodesofmedia.

2. ExecutedWellThevideoiswellorganizedandflowssmoothly.VideoappearsprofessionalandcompletedwithNOerrors.

3. AppropriateThevideoisappropriate,andallactorsandpropsinvolvedareappropriate.

TOTAL 30points

APStatisticsSpringSemesterFinalProjectGradingRubric–FinalReport

Component Score Comment(s)Introduction(9pts)

� Clearlyidentifiesthetopicofinterest

� Clearlyidentifiesthequestion(s)ofinterest

� ALL5W’sareincluded(Who,What,Where,When,Why)

DataCollection(9pts)Adescriptionofhowthedatawascollectedisclearlywrittenandeasytounderstand.Thedescriptionshouldincludeeachofthefollowing:

� ExperimentorStudy-explain

� Randomness� ReduceBias� Werethereanysourcesof

bias-explain� Where&When

DataAnalysis(9pts)� SummaryStatisticsare

reportedandareaccurate(5NumberSummary,Range,IQR,Mean,andStandardDeviation)

� Graphso 2graphscorrectly

labeledo BOTHgraphs

containNOerrorso BOTHgraphs

includeabriefdescription(CUSS&BS)

o Areappropriateforthedata

� Conditionsforinferencehavebeencheckedandcorrespondtotheconfidenceintervalandtestchosen.


� ConfidenceIntervalWITHcorrectinterpretationMustinclude:

o MarginorError� HypothesesTest

Mustinclude:o Hypotheseso TestStatistico P-Valueo Conclusionin

ContextConclusion(9pts)

� Thequestion(s)ofinteresthavebeenansweredclearlyusingyourstatisticstojustifyyouranswer.

� Whatdidyoulearn?� Whatwoulddifferentor

thesame?Theconclusionshouldbewellthoughtout.

Spelling,Grammar,Vocabulary(4pts)ThefinalreportiswellwrittenandcontainsNOspellingorgrammaticalerrors.Thefinalreportalsousesstatisticalvocabulary,andusesitcorrectly.

TOTAL 40points


Student Work Title:


Course Title:

Academic Content Standard Addressed (list standard code and description):


Faith

Leadership

Knowledge

Compassion

Law of Sines and Cosines - Real World Project

Emily Thomas May 2017

College Algebra

G-SRT.D.9 - derive the formula a= 1/2ab sin (C) for the area of a triangleG-SRT.D.11 - Understand and apply the Law of Sine and Cosine to find unknown measurements in right and non-right triangles.G-SRT.D.10 - Prove the Law of Sines and Cosines and use them to solve problems

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LawofSinesandLawofCosinesRealWorldPosterProject

ProjectDescription:StudentswillusetheirknowledgeoftheLawofSinesandtheLawofCosinesinordertowriteandsolvetwooriginalwordproblemsrequiringtheuseoftheselaws.Studentswilldisplaytheirproblemsandtheirsolutiononaposter.StudentsmayworkindividuallyORinpairs(NOgroupsofthree)tocompletethisproject.

ProjectRequirements:1. By________________,youMUSThaveyourwordproblemsapprovedbymethatyouplantousefor

yourproject.ONEproblemMUSTbetheLawofSines(AAS,ASA,orSSA)andONEproblemsmustbetheLawofCosines(SAS,SSS).Youdonotneedallthedetailsatthistime,butwhichcasesyouareusingandthebasicconcepts.*NOTE*IfyouchoosetheambiguouscasefortheLawofSines,youmustcreateaproblemthathasatleastonesolution.

2. Typeeachproblem,makingsuretoincludeallofthenecessaryinformation.*TIP*Afteryouhavewrittentheproblem,youshouldletsomeonewhoisnotinyourgroupreaditandsketchthepictureofwhatyouhavedescribed.Iftheydonotdrawitthewayyouenvisioned,youshouldworkonrewritingtheproblemsotheinformationisclear.

3. Foreachpicture,createapicture(byhandorusingtechnology)ofthesituationandincludeallthegiveninformation.

4. SOLVEeachproblemSHOWINGALLSTEPS.ThefirsttimeyousolveyourproblemSHOULDNOTbeonyourposter!

5. Expressthefinalanswertoeachquestionusingacompletesentence.6. Presentyourwordproblems,pictures,calculations,andfinalsolutiononaneat,well-organizedposter.

Makesureyouclearlyseparateeachproblem.Yourposterneedstoincludeatitle.

GradingRubric:Theprojectisworkatestgrade.Thegradingbreakdowinisasfollows:

1. Approvedwordproblems(1LawofSinesand1LawofCosines) 5pts(2.5ptseach)

2. Problemsonposteraretypedandwellwritten 10pts(5ptsea)

3. Picturesonposterareneatandcorrectlylabeled 10pts(5ptsea)

4. LawofSinescalculationsarepresentandaccurate(allworkisshown) 10pts5. LawofCosinescalcualtionsarepresentandaccruate(allworkisshown) 10pts6. Finalsolutionstoeachquestionarepresentandwrittenincompletesentences 10pts

(5ptsea)7. Creativityofwordproblemsandpictures 5pts8. NeatnessandOrganization 5pts

Total:65pts.


Student Work Title:


Course Title:



Faith

Leadership

Knowledge

Compassion

Chapter 2 Presentations

Danielle Lacombe 10/01/2016

Financial Algebra

N-Q1, 2, 3: Reason quantitatively and use units to solve problems. A-CED2, 3: Create equations that describe numbers or relations A-REI7, 10, 11: Solver equations and inequalities with one variable, solve system of equations, and represent equations and inequalities graphically. F-IF7, 8: Interpret and analyze functions that arise in applications in terms of the context and using different representations.

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http://www.bishopmanogue.org/

1st Period Financial Algebra Chapter 2, Part 2 Project: Business Modeling

Introduction: In order to both familiarize students with formal presentation skills and equip them with the tools needed to master the material as presented, this project requires students, working in groups, to present to the class the essential concepts introduced in the assigned section of Chapter 2. The materials covered are as follows:

Graphs of Expense and Revenue Functions (presentation day – Monday 9/28/15) Breakeven Analysis (presentation day – Tuesday 9/29/15) The Profit Equation (presentation day – Wednesday 9/30/15) Mathematically Modeling a Business (presentation day – Thursday 10/1/15)

Format & Presentation: Each group will develop a lesson plan present one of the above sections to the class. In order to achieve their goal of assisting students in the understanding of the material, each group should the exact format presented in the textbook, including examples and check for understanding. The textbook differentiates each new concept by labeling each as “Example 1, Example 2, …” Each student MUST have a role in the final presentation. How the material is presented, however, is determined by the group. BE CREATIVE!

Class Involvement: The audience (the rest of the class) will be expected to take thorough notes (groups may want to provide a note-taking guide for each member of the class). In addition, it is highly recommended that the presentation be supplemented with a hands-on activity that each student or group of students can be involved in to help reinforce the concepts being taught. For example, rather than simply doing guided notes, have the students create a foldable.

Homework Problems: Each group will assign problems that represent all concepts that were taught. These problems do not need to be come from the text book. See me for other ideas (games, puzzles, enrichments). Copies can be made for lessons with advanced notice. The students presenting are still required to complete the assigned homework. A minimum of 5 problems must be assigned.

Project Points: Points will be awarded based on the requirements of the project previously listed. Points will also be reduced by 20% if a group is not ready to present on the assigned day.

Format & Presentation Point

Value

Notes on expectations to receive full points.

Developed Lesson Plan 5 pts Presenters will have developed and turned in a well thought-out plan on the material that they will teaching the class on the day of the presentation.

Use of Examples 2 pts Presenters have used and worked all of the examples and check for understandings with the class and shown the correct steps for solving.

Presentation Creativity 3 pts Presenters have used creative platforms to deliver their materials to the class.

Presentation 5 pts Each student has taken ownership of a portion of the presentation and successfully delivered the content to the class.

Class Involvement Student Engagement 4 pts All students actively participated in note-taking and/or

classroom discussions Guided Notes / Class Activity 6 pts Presenters have provided the audience with note-taking

tools or activity on selected topic. Homework Problems

5 Problems Minimum 5 pts Presenters have selected and assigned a minimum of 5 problems that cover all key concepts presented.

TOTAL POINTS 30 PTS

§ Determine the a profit equation given the expense and revenue equations.

§ Determine the maximum profit and the price at which that maximum is attained.

§ Profit- Graphically it is the vertical distance between the revenue and expense functions

§ Maximum Profit- at the vertex of the profit graph

§ Determine the profit equation for the Picasso Paints product in Lesson 2-‐5. The revenue and expense functions were

R = –500p2 + 30,000p

E = –3,500p + 238,000

§ Suppose that the revenue and expense functions are R = –350p2 + 18,000p and E = – 1,500p + 199,000. Write the profit equation.

§ Use a graphing calculator to draw the graph of the profit equation from Example 1. What is the maximum profit?

§ P= –500p2+33,500p-238,000

§ X=-b/2a

§ Sketch the graph. Identify the points where zero profit is made. Explain your reasoning.

§ Graph the revenue, expense, and profit functions on the same coordinate plane. Interpret the zero-profit points, the maximum profit, and how the functions relate to each other.

§ SOLUTION The maximum profit is at the vertex of the profit graph. The price at this point yields the greatest difference between the revenue and expense functions. There are two zero-profit points on the graph of the profit function. No profit is made at the selling price where expense is equal to revenue. Visually, this is the price at which the revenue and expense functions intersect.

§ Must maximum profit occur at the same price as the maximum revenue?

§ Algebraically, determine the price of the Picasso Paints product that yields the maximum profit.

§ Profit Function; –500p2 + 33,500 - 238,000

§ A=-500

§ B=33500

§ C=-238,000

§ The x-intercept of the axis of symmetry is determined by calculating -b/2a

§ Use the Profit Function from Example 1 check your understanding. Determine the price to the nearest cent that yields the maximum profit.


Student Work Title:


Course Title:



Faith

Leadership

Knowledge

Compassion

Hunger Games and Probability

Danielle Lacombe May 2017

Algebra 1 Honors

S-CP.A.1 - Describe events as subsets of a sample space (the set of outcomes) using characteristics (or categories) of the outcomes, or as... complements of events... S-CP.B.7 - Apply the addition Rule, P(A or B) = P(A) + P(B) - P(A and B) and interpret the answer in terms of the model.

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http://www.bishopmanogue.org/

Date: ·s/ �/l 7Hunger Games

(and Probability)

Period:

On the basis of your current age and whether your calculator randomly generated a O or a 1, calculate how many entries you would have in the reaping lottery"this year. (If you received a 1 don't forget to add cumulative entries of tesserae from past years:) Show your work.

lt

2. Place your entries in the boy drawing box and girl drawing box.3. Write your total number of entries on the board.

�heck this box when you have completed #'s 1- 3

4. Given the grand total number of entries in your class (distri_ct) and for your gender, what is theprobability that your name would be selected? Express your answer as a ratio and as a percent. Showall work.

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5. Suppose you were a student in another class (district). Would your chances of being selected for theHunger Games be the same? Explain. OD)

6. If 11,500 total entries were in your district, and 42 of that were your entries (similar to Gale in �hebook), what is the probability that your name would be drawn for The Hunger Games? Assume that allthe entries are the same gender. Express your answer as a ratio and as a percent.

Date: tv\()"\ (>i LD\1

Hunger Games (�nd Probability) 0

Period: l-f

- 1. On the basis of your current age and whether your calculator randomly generated a O or a 1, calculatehow many entries you would have in the reaping lotterithis year. (If you received a 1 don't forget to add cumulative entries of tesserae from past years:) Show your work.

2. Place your entries in the boy drawing box and girl drawing-box.3. Write your total number of entries on the board.

[]/(:heck this box when you have completed #'s 1- 3


\ .... _ -:.

V) 11%

5. Suppose you were a student in another class (district). Would your chances of being selected for theHunger Games be the same? Explain.

6. If 11,500 total entries were in your district, and 42 of that were your entries (similar to Gale in �hebook), what is the probability that your name would be drawn for The Hunger Games? Assume that allthe entries are the same gender. Express your answer as a ratio and as a percent.

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Date: 5/°l{l fHunger Games

(�nd Probability)

I

V Period: Lf, W\

C 1, On the basis of your current age and whether your calcu_lator ra,domly generated a O or a 1, calculatehow many entries you would have in the reaping lottery this yefar. (If you rec�ived a 1 don't forget to add cumulative entries of tesserae from past years:) Show your work.

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2. Place your entries in the boy drawing box and girl drawing box.3. Write your total number of entries on the board.

iv/4eck this box when you have completed #'s 1-3


5. Suppose you were a student in another class (district). Would your chances of being selected for theHunger Games be the same? Explain.

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6. If 11,500 total entries were in your district, and 42 of that were your entries (similar to Gale in the' .

book), what is the probability that your name would be drawn for The Hunger Games? Assume that allthe entries are the same gender. Express your answer as a ratio and as a percent.

bishop manogue high school - teacher: date of … work/math...component score comment(s)...

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