Gold Seal Lesson:
Grades

Copernicus Education Gateway

Subject:

Mathematics

Grade:

9-12

ICLE Standards:

Information - acquire, evaluate, and interpret information and process it using a computer

Writing - communicate thoughts, ideas, and information in writing

Reasoning - discover a rule or principle underlying the relationship between two or more objects and apply it when solving a problem

Performance Task:

Sidney must work part time to earn money to attend college to become a teacher. During the summer before starting his junior year of high school, Sidney worked a full 40-hour week. He decided not to work more than 10 hours each week while school was in session because he was carrying a heavy class load his junior year.

However, as the year progressed, he yield to the wishes of his employer to work more hours each week. By April, he realized his grades were lower than at the beginning of the year. They were so low, in fact, that Sidney became concerned that he might not make it to college. He was in a dilemma. Sidney had to have income for college yet the time to earn the income may be a factor that would prevent him from meeting his educational goals.

Sidney discussed his problem with his guidance counselor. They agreed that Sidney should do a comparative analysis of the number of average hours worked each week and his grade point average (GPA). Sidney needed to know at what point the number of work hours began to have a negative effect on his grades. Maybe this analysis would help him determine the maximum number hours he can work without jeopardizing his grades.

In this activity students will use a spreadsheet to do a comparative analysis of two sets of data to determine a cause and effect relationship.

Procedure:

1. Transpose the data in the tables below into a computer spreadsheet.

2. Create a stacked bar graph of the data you entered in the spreadsheet.

3. Place the months (September - April) on the X-axis, the grade point average (GPA) and the average hours of work per week on the y-axis.

4.  Print the graph, analyze it, and write a report making a recommendation to Sidney concerning the maximum number of hours he can work without having a significant negative impact on his grades.

5. Speculate on how this activity may benefit Sidney and others when he/they become teachers.

  Table 1 - GPA by month 

Table 2 - Average Number of Hours Worked Per Week

Materials needed:     
Computer
Spread sheet software

Knowledge / Skills:

Perform operations with signed (positive and negative) numbers, including decimals, ratios, percents, and fractions.  (m1)

Understand the best procedures for statistical data collection, organization, and display.  (m5)

Understand the nature and purpose of a variety of technical formats such as business letters, memos, instructions, policy statements, technical proposals, user manuals, lab reports, etc.  (ela30)

Rubric:

4 Points  =  The student could accurately transpose data from the tables to a computer spreadsheet. He or she could relate a line graph with two sets of data. The student could analyze the data and determine the point where one factor had a significant negative effect on the other. He or she could communicate in writing the results and make an accurate recommendation based on the results. The student could relate how this type of activity could benefit Sidney as a teacher.

3 Points  =  The student could accurately transpose data from the tables to a computer spreadsheet. He or she had difficulty creating a stacked bar graph with the two sets of data without some help. The student could analyze the data with coaching and determine the point where one factor had a significant negative impact on the other. He or she could communicate in writing, with help, a report explaining the results. The student could not make an accurate recommendation without extra help. He or she, after some discussion, could see how this type activity could benefit Sidney as a teacher.

2 Points  =  The student could transpose the data from the tables to the computer spreadsheet. However, some data had to be corrected. Extra time and help was necessary for the student to complete the graph. The student could not analyze the data or write an effective report with recommendations. He or she could not see how this type of analysis could benefit Sidney as a teacher.

1 Point  =  The student did not complete the project. He or she could not do an analysis of two sets of data and did not write a report.

Keywords:

ALGEBRA
COORDINATES  
DATA ANALYSIS
DATA COLLECTION
GRAPHS
INFERENCE
PROBLEM SOLVING
TABLES
COMPUTATION
TECHNOLOGY INTEGRATION

Grades:

Kg [] - 1 [] - 2 [] - 3 [] - 4 [] - 5 [] - 6 [] - 7 [] - 8 [] - 9 [X] - 10 [X] - 11 [X] - 12 [X]

ICLE Application:

D

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