Product : A letter to the manager of grocery store describing students level of commitment as a employer (grocery deliverer)

Transcription

1 Performance Task # 1 Are You Interesting in Stretching You Dollar? Goal: Students will save enough money from delivery job to purchase a gaming console or new clothing outfit Situation: Students will figure out how much time you can commit to their job, how much money earned per week, and how much money is needed per week in order to reach your savings goal Audience : Students Product : A letter to the manager of grocery store describing students level of commitment as a employer (grocery deliverer) Which standard(s) (priority/supporting) will the task address? 7.EE.1. Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. 7.EE.2. Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related. 7.EE.3. Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. 7.EE. 4 Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. a) Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? b) Solve word problems leading to equations of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. What essential Question(s) and corresponding Big Idea(s) will this task target? How can patterns, relations, and functions be used as tools to best describe and help explain real-life situations? Big Ideas: represent and analyze relationships among problems involving patterns, functions, and algebraic concepts and processes. Which unwrapped specific concepts and skills will this task target? Concept : Properties of operations, Linear expressions with rational numbers, Problem context and relationship between quantities, positive and negative rational numbers in any form (whole numbers, fractions, and decimals),properties of operations to calculate,expressions in different forms, Reasonableness of solutions and strategies, variables to represent quantities Simple equations and Inequalities,equation for specific rational numbers fluently, algebraic to arithmetic solution Sequence of operation, solution set of inequalities Skills :Use,Construct, Solve,Compare,Identify,Graph,Interpret, Convert,Assess., Understand, Expand

2 How will the students apply the concepts and skills? What will they do and/or produce? Students will apply the following concepts and skill to task : Understand, interpret use rational numbers an variables to write an equation. Apply properties of operation to solve equality. Convert weekly wages into hourly wage Solve and graph inequality What resources, instruction, and information will students need in order to complete the task? See appendix : What evidence of learning will I look for to show that I know all of my students have conceptually learned the concepts and skills the standard(s)? See Appendix # 3 Teacher s Edition Students expressions and equations are complete and accurate. Students letter includes a detailed weekly schedule, a weekly pay rate, and the minimum number of whole weeks needed to work How can I differentiate the application and/or evidence to meet the varying needs of my students? Give a personal cue to begin work Give work in smaller units Provide immediate reinforces and feedback Make sure the appropriate books and materials are available Introduce the assignment in sequential steps Check for student understanding of instructions Check on progress often in the first few minutes of work Provide time suggestions for each task Provide a checklist for long detailed tasks Use technological resources

3 Proficient Goal criteria: Performance Task # 1 Scoring Guide Expressions and equations are complete and accurate. Letter includes a detailed weekly schedule, a weekly pay rate, and the minimum number of whole weeks that you need to work. Research reflects accurate information and the letter is written neatly in proper letter format with no spelling or grammatical errors. Progressing Meets _2 of the Goal criteria I. Your letter is written neatly and is in proper form, but does not include all key elements. II. Some all of your calculations are accurate. More work is needed Beginning Meets fewer than _2_ of the Goal criteria i. Major elements of the project are incomplete or missing. ii. Your calculations of the weekly pay and the minimum weeks required are either inaccurate or disorganized. iii. Your letter is not written at all or is not in proper form. Task to be repeated after re-teaching Comments: Interdisciplinary Connections and Related Priority Standards Specific to Task #1 CCSS.ELA-Literacy.W.7.1 Write arguments to support claims with clear reasons and relevant evidence. CCSS.ELA-Literacy.W.7.1c Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. CCSS.ELA-Literacy.W.7.1d Establish and maintain a formal style. CCSS.ELA-Literacy.W.7.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1 3 above.)

4 Research-Based Effective Teaching Strategies Task /Activities that solidifies mathematical concepts Use questioning techniques to facilitate learning Reinforcing Effort, Providing Recognition Practice, reinforce and connect to other ideas within mathematics Promotes linguistic and nonlinguistic representations Cooperative Learning Setting Objectives, Providing Feedback Varied opportunities for students to communicate mathematically Use technological and /or physical tools 21 st Century Learning Skills those that apply to the unit: Teamwork and Collaboration Initiative and Leadership Curiosity and Imagination Innovation and Creativity Critical thinking and Problem Solving Flexibility and Adaptability Effective Oral and Written Communication Accessing and Analyzing Information Other

5 Flexible hours! Great pay! Work before or after school! Deliver needed to seniors or home bound citizens! Suppose to earn extra money you get a job delivering groceries. You plan to save money so that you can purchase a new phone : I-phone 5, Samsung Galaxy Note II,, Samsung Galaxy S IV. In this unit project, you will figure out how much time you can commit to your job, how much money you can earn per week, and how much money you need to make per week in order to reach your savings goal. As part of your final project you will write a letter to your supervisor describing your level of commitment as a meal deliverer.

6 Activity 1: Planning As a meal deliverer, you will be paid $1.25 for every daily deliver and $2.10 for every weekend delivery. Write this payment plan as an algebraic expression. Activity 2: Evaluating Holidays are the busiest time of year.there is 43 houses on your roster. You will be delivering to 12 homes every day during the week and to 18 homes Saturday and 13 homes on Sunday. Use your expression from Activity 1 to find how much money you can earn in one day. Then find how much money you can earn delivering on weekends. Write and solve an equation showing how much money you can make delivering the paper over a one-week period ( Monday Sunday ). Show your work. Did you remember to follow the order of operations?

7 Activity 3: Analyzing As a result of a new contract, Meals On Wheel workers are paid at an hourly rate Monday through Sunday. Do you think you have enough time in the day to handle a job? Take a look at your daily schedule and compare it to your weekend schedule. You will need to plan at least 2 hours per day to deliver meals and 5 hours per day to deliver meal during the weekend. Do you have at least two hours before or after school available every day? Do you have at least 5 hours available on each weekend day? Make a schedule that you can give to your boss showing the hours you will work each day. As a motive for you to work, figure out your hourly rate of pay. Use the weekly pay from Activity 2, and the minimum number of hours required per week, to write and solve an equation.

8 Activity 4: Calculating Use the Internet or newspaper advertisements to determine the cost of a new phone: I- phone 5, Samsung Galaxy Note II, Samsung Galaxy S IV. Write and solve an inequality to calculate the minimum number of weeks, to the nearest whole number, that you will need to work in order to save enough money to buy the new equipment. Graph the inequality Part 2: After your second week, you earned a bonus,.10% percent hourly raise. Determine your new hourly wage. How does it affect your saving plan?

9 Finishing the Project: Conclusion Finally, write a letter to your manager detailing the hours each day that you can work, the amount of money you plan to earn each week and the minimum number of weeks you need to work. Be sure your work is neat and clear. Write any explanations you think are necessary. Reflect and Revise Ask a classmate to review your project with you. Is your work schedule realistic? Is the cost of your purchase reasonable and attainable? Are your calculations complete and accurate? Is the information in the letter presented in a clear and appropriate manner? If necessary, make changes to improve your project

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