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ICLE Standards:
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Communication and Information Processing: Gather
information effectively through reading, listening and viewing; communicate ideas and information in writing; select and use
appropriate technology and media to present information.
Mathematics as Connections: Use and value the
connections between mathematics and other disciplines.
Mathematics as Problem Solving: Acquire
confidence in using mathematics meaningfully.
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Performance Task:
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Sharon owns a craft store. She sells products made
by local craftsperson. Your task is to work with two or three other students in the class to decide on a craft item that you could
produce to sell in Sharon's store. The following criteria should be considered:
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Environmental impact of the materials used in the production
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Cost of production
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Market demand
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Anticipated profit margins
Your group is to submit a sketch and/or model of the product, along with a
written report to justify its marketability based on the given criteria. Develop an advertising campaign
to generate interest in and to promote the sale of your product.
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Knowledge / Skills:
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Perform operations with signed (positive and
negative) numbers, including decimals, ratios, percents, and
fractions. (m1)
Gather information from a variety of sources,
including electronic sources, and summarize, analyze, and evaluate its use
for a report. (ela3)
Demonstrate knowledge of persuasive techniques
used in visual advertisements.
(ela66)
Plan and apply real or hypothetical models and
constructions to facilitate investigation and learning and the solution to
practical problems. (s115)
Understand the human impact on the environment
through pollution (air, water, and soil), and ways to improve it through
education, research, laws, and conservation. (s10)
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Rubric:
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4 Points =
Students independently complete all aspects of the task. They
successfully carry out an environmental impact study. Cost of production,
market demand and anticipated profit margins are adequately researched.
Mathematical calculations are made without errors. A viable product, or
sketch of the product, is produced. Successful advertising is well
organized, grammatically correct, conveys the necessary information and achieves the purpose of persuasion.
3 Points = Students need some coaching to complete
the task. They encounter some difficulty meeting the criteria stated in the
task outline. Some minor mathematical errors occur in their calculations.
The model of the product is not of highest quality. The advertising
component is not convincing and contains some grammatical errors.
2 Points = Even with considerable coaching,
students have difficulty executing the task. Their impact study is minimal.
Research on cost of production, market demand and anticipated profit margin
is incomplete. Several mathematical errors occur in calculations. The model
of the product produced is crude and not pleasing to the eye. The
advertising campaign is sketchy, contains grammatical errors and does not
achieve the purpose of persuasion.
1 Point = Even with coaching, the students are unable to complete the
task. None of the criteria is addressed. The students do not work together
and do not produce a viable product. Work shown is inadequate and contains
many errors. There is no effort to develop an advertising campaign to
generate interest in the product. Written work, if any, is incoherent.
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