Coordinate Algebra ProjectDue October 3, 2013

1st 9 weeks

Team Option Available

AR Thomas

BCCS

Part 1: Procedures

MCC9‐12.N.Q.1Use units as a way to understand problems and to guide the solution of multi‐step problems;choose and interpret units consistently in formulas; choose and interpretthe scale and the origin in graphs anddata displays.★

MCC9‐12.N.Q.2Define appropriate quantitiesforthe purpose of descriptive modeling.★

MCC9‐12.N.Q.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.★

Option 1:

Student should get parental assistance and, using a tape measure, determine the dimensions of each room within the home. Instruct students to use these dimensions to determine the area for each room (Length X width). Add the room areas together to get a total house area figure.

  • Students must convert total area to centimeters, inches, meters, feet, and yards.
  • Students must list the dimensions of each room separately
  • Students may include pictures, draw a scale model, or create a scale model for extra credit.

Option 2:

Students will use a cookbook or copies of several recipes from home. Students should alter the serving size of their selected recipes by increasing or decreasing the measurements as necessary(For instance, if you have a recipe that serves 4, how much would you have to increase each ingredient’s measurements to serve 20? Bonus points to students who use their modified recipe to create a culinary treat for their classmates.

  • Students must use at least 10 different recipes.
  • Convert customary measures to metric measures. For each new measurement (after you increase or decrease your servings), convert the measure to a metric measure (Example: cups to liters, tablespoons to milliliters, ounces to grams, etc.)

Adapted from Simple Math Projects (2013)

Option 3: How much is the US dollar really worth?

Use the following link:

Compare the US dollar to at least 10 different countries’ monetary unit. After making your comparisons, use the following links to describe best practices for traveling and exchanging money. Write a brief summary of your findings.

Option 4:

Using sales papers ( or appropriate web based sales ads; students will choose at least 15 products (groceries, electronics, etc,)

Have students make a chart and record the following information:

  • the item (including brand name)
  • the store
  • the price
  • the size
  • the cost per unit

Students make price comparisons for like items at different stores (at least 5 items). Then, use the price-comparison information to create a bar graph illustrating the cost per unit of the items at various stores ( )

  • Bonus- students could write a television commercial for the store with the best overall prices (must be a PPT or a video)
  • Bonus-Incorporate a health lesson by comparing items from each food group or foods in a healthy meal.

Adapted from Shopping the Sunday Circular-Education World (2013)

Part 2: Presentation

For Option 1: Students may submit information in the form of a pamphlet (think Apartment guides or real estate ads), or a poster (11 x 17 or 18 x 24). Students must include at least two paragraphs describing their experience completing the activity, how this activity relates to their everyday life (or future), and ways that they could use their findings in other areas of their life. Paragraphs must be typed, size 12 or 14 fonts, Times New Roman or Georgia, double-spaced. Please indent paragraphs.

For Option 2-4: Students may present findings usinga poster (11 x 17 or 18 x 24), PowerPoint™, or a portfolio. Students must include at least two paragraphs describing their experience completing the activity, how this activity relates to their everyday life (or future), and ways that they could use their findings in other areas of their life. Paragraphs must be typed, size 12 or 14 fonts, Times New Roman or Georgia, double-spaced. Please indent paragraphs.

Team Option:

If students decide to work in groups, there may be no more than 4 group members. For option 1, each student will complete the individual project and combine their findings. For option 2, each student must complete the procedures for a minimum of 5 recipes each. For option 3, each team member must complete the process for 5 countries each. Each student must complete the research portion of the assignment. For assignment 4, each student should choose at least 7 items and compare at least 3. All students must complete the written portion of the assignment.