Monday, November 7, 2011

Math Extra Credit

Miss McGrath is offering extra credit for any student with a current B or below.  Instructions and IB rubric are provided for you.  Due:  Thursday, November 10th.  No late projects will be accepted.

The Area of Interaction focus for our Prime Time unit has been Environments.  Your task now is to research a “real life” example of a mathematical cycle in our world, and present your findings to your classmates and your teacher.  

Explain the cycle that you have chosen in detail and include any mathematical and environmental relevance.  Your explanation should include multiple forms of mathematical representation where appropriate, (ex. Tables, charts, graphs, formulae, etc..)

For example, if you were to choose the life cycle of the cicada, you would do the following: 

  1. Explain what a cicada is in detail.
  2. Explain the life cycle of a cicada, how it relates to the survival of the species, and how mathematics plays a role. 
  3. You will include any and all information necessary to communicate your knowledge of the concept chosen and of the area of interaction focus.)


·  Where do we live?
·  What resources do we have or need?
·  What are my responsibilities?

This area of interaction aims to develop students' awareness of their interdependence with the environment so that they understand and accept their responsibilities. It deals with:
·  the importance of the local and global environment
·  the concepts of sustainable development in a context of increasing environmental threats
·  related problems of a socio-economic nature.

The study of environments assists students in:

·  understanding the links between economic, political and social issues, and how these affect the environment
·  developing positive and responsible attitudes towards their environments
·  gaining the skills and commitment to contribute to their environments.

Through coursework and activities, teachers can help students to gain an understanding of related concepts and issues at the personal, local and global levels by guiding their investigations through the perspectives of:
·  awareness
·  responsibility
·  action
·  reflection

                                                 Criterion C  Communication in Mathematics
                                                          Prime time Project Task Specific


· The student shows good use of mathematical language and forms of mathematical representation.
· The lines of reasoning are concise, logical and complete.
· The student moves effectively between different forms of representation.
You have chosen an environmental cycle to report on.  You have used different forms of mathematical representation to communicate your findings.  You were clear and complete.


· The student shows sufficient use of mathematical language and forms of mathematical representation.
· The lines of reasoning are clear though not always logical or complete.
· The student moves between different forms of representation with some success.

You have chosen and environmental cycle to report on.  You may be missing some aspects of your findings.


· The student shows basic use of mathematical language and/or forms of mathematical representation.
· The lines of reasoning are difficult to follow.

Not an acceptable level of communication or use of mathematical language.

No comments:

Post a Comment