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Reflection

Cooperative learning not only gives the teacher the


opportunity to facilitate, it also allows students to share
information, strategies and technique. I have learned
from experience that group work allows students with
learning disabilities to compete with other students in a
constructive environment. TEKS 6.1 for 6 grade math
requires students to comprehend and implement real
world applications.

Poem for Sadie Hawkins

by ashleyjordan, Apr 13, 2008, 10:08:22 PM (Jordan, 2008)

Before I go away,
There is something I have to say,
Mike, good luck in your game today,
Hopefully youll beat Mater Dei.
Oh, by the way
Will you go to Sadies Hawkins with me next Saturday?

(Jordan, 2008)

This project will cover TEKS 6. 1


Mathematical process standards. The student uses mathematical processes to acquire and
demonstrate mathematical understanding. The student is expected to:
Note(s):

The mathematical process standards may be applied to all content standards as appropriate.
TxRCFP:
o Using operations with integers and positive rational numbers to solve problems
o Understanding and applying ratios and rates and using equivalent ratios to represent
proportional relationships
o Using expressions and equations to represent relationships in a variety of contexts
o Understanding data representation
TxCCRS:
IX. Communication and Representation

6.1A Apply mathematics to problems arising in everyday life, society, and the workplace.
6. 1B Use a problem-solving model that incorporates analyzing given information, formulating a
plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving
process and the reasonableness of the solution.

6. 1C Select tools, including real objects, manipulatives, paper and pencil, and technology as
appropriate, and techniques, including mental math, estimation, and number sense as appropriate,
to solve problems.

6.1D Communicate mathematical ideas, reasoning, and their implications using multiple
representations, including symbols, diagrams, graphs, and language as appropriate.

6.1E Create and use representations to organize, record, and communicate mathematical ideas.
6.1F Analyze mathematical relationships to connect and communicate mathematical ideas.
6.1G Display, explain, and justify mathematical ideas and arguments using precise mathematical
language in written or oral communication.

Bibliography
The provisions of this 111.25 adopted to be effective September 10, 2012, 37 TexReg 7109. (2014,
December 6). Enhanced TEKS Clarification. Retrieved from TEKS Resources Systems:
http://teksresourcesystem.net/module/content/search/item/678463/viewdetail.ashx

Math - Problem Solving : Scoring Rubric

Mathematical
Concepts

Explanation shows
complete
understanding of
the mathematical
concepts used to
solve the
problem(s).

Explanation shows
substantial
understanding of
the mathematical
concepts used to
solve the
problem(s).

Explanation shows
some
understanding of
the mathematical
concepts needed to
solve the
problem(s).

Explanation shows
very limited
understanding of
the underlying
concepts needed to
solve the
problem(s) OR is
not written.

Mathematical
Reasoning

Uses complex and


refined
mathematical
reasoning.

Uses effective
mathematical
reasoning

Some evidence of
mathematical
reasoning.

Little evidence of
mathematical
reasoning.

Almost all (85-89%)


of the steps and
solutions have no
mathematical
errors.

Most (75-84%) of
the steps and
solutions have no
mathematical
errors.

More than 75% of


the steps and
solutions have
mathematical
errors.

Student was an
engaged partner
but had trouble
listening to others
and/or working
cooperatively.

Student cooperated Student did not


with others, but
work effectively
needed prompting with others.
to stay on-task.

CATEGORY

Mathematical Errors 90-100% of the


steps and solutions
have no
mathematical
errors.

Working with Others Student was an


engaged partner,
listening to
suggestions of
others and working
cooperatively
throughout lesson.

Explanation

Explanation is
detailed and clear.

Explanation is
clear.

Explanation is a
little difficult to
understand, but
includes critical
components.

Explanation is
difficult to
understand and is
missing several
components OR
was not included.

Checking

The work has been


checked by two
classmates and all
appropriate
corrections made.

The work has been


checked by one
classmate and all
appropriate
corrections made.

Work has been


checked by one
classmate but
some corrections
were not made.

Work was not


checked by
classmate OR no
corrections were
made based on
feedback.

Neatness and
Organization

The work is
presented in a neat,
clear, organized
fashion that is easy
to read.

The work is
presented in a neat
and organized
fashion that is
usually easy to
read.

The work is
presented in an
organized fashion
but may be hard to
read at times.

The work appears


sloppy and
unorganized. It is
hard to know what
information goes
together.

Diagrams and
Sketches

Diagrams and/or
sketches are clear
and greatly add to
the reader's
understanding of
the procedure(s).

Diagrams and/or
sketches are clear
and easy to
understand.

Diagrams and/or
sketches are
somewhat difficult
to understand.

Diagrams and/or
sketches are
difficult to
understand or are
not used.

Completion

All problems are


completed.

All but one of the


problems are
completed.

All but two of the


problems are
completed.

Several of the
problems are not
completed.

Mathematical
Terminology and
Notation

Correct terminology
and notation are
always used,
making it easy to
understand what
was done.

Correct terminology
and notation are
usually used,
making it fairly easy
to understand what
was done.

Correct terminology
and notation are
used, but it is
sometimes not
easy to understand
what was done.

There is little use,


or a lot of
inappropriate use,
of terminology and
notation.

Strategy/Procedures Typically, uses an

Typically, uses an
efficient and
effective strategy to
effective strategy to solve the
problem(s).
solve the
problem(s).

Understanding

Preview

Sometimes uses an Rarely uses an


effective strategy to effective strategy to
solve problems, but solve problems.
does not do it
consistently.

Fund Raising Event Survey


Instructions:

In the U.S. and Canada, this concept was


popularized by establishing dance events
to which the woman invited a man of her
choosing, instead of demurely waiting for
a man to ask her. The first known such
event was held on November 9, 1938.
Within a year, hundreds of similar
events followed suit. By 1952, the event
was reportedly celebrated at 40,000
known venues. It became a womanempowering rite at high schools and
college campuses, and the tradition
continues in some regional American
cultures.
1. Would you attend our Sadie Hawkins Dance fundraiser event?

Yes

No

2. How well will the event need to be organized?

Extremely well

Quite well

Not bad

Not so well

Very bad

3. How much money will you be willing to pay?

$20 - $15

$15- $10

4. What time should The Sadie Hawkins Dance start and finish?

4:00pm 7:00pm

5:00pm 8:00pm

6:00pm 9:00pm

7:00pm 10:00pm

5. What would you like your donations to be spent towards?

6th Grade Prom Dance

6th Grade Graduation

Intramural Flag Football, Basketball and Volleyball

6. Would you attend more of our fundraiser events this school year?

Yes

No

Maybe

7. What should be the next fundraiser event this school year?

Step Show

Talent Show

Sock Hop

Teacher Student Basketball Game

Fund Raising Event Survey


Sample Population

Collecting, Analyzing and Interpreting Data


Survey Analysis

Analyzing any survey, consists of a number of interrelated processes that


are intended to summarize, arrange, and transform data into
information. Assuming you need to analyze the data collected from your
survey, the process begins with a quick review of the results, followed by
editing, analysis, and reporting.

Questions: Please answer these


questions base on the result from the
survey. Please write your answer in a
proportion.

Fraction

Decimal

0/00

0.00

Percentage

Results Write as a proportion

00%

How many student are attending?


Ratio of Female to Male attending?
Ratio of students paying $15-$20?
Ratio of students paying $10-$14?
What is the best time to start?
What is the best way to donate?
Will student attend more events?
What is the next event?

Sadie Hawkins Dance


Interpreting Data Budget - Planning
Your fundraising committee needs money to cover the cost for a Sadie Hawkins Dance at the
school. In exchange for the high risk that administrator assume by investing in the student body, the

principal will require a return on investment of 25%. Results from survey shows that 20% of student
will not attend. Student will seek an $800 dollar investment with a ROI of 1.%

1.

What is the number of the 20% students who will not be attending the Sadie Hawkins
Dance, if there are 500 students at your school? Please write your answer a proportion.

2. What is 1% of $800?

Budget
$800

Cost
DJ - Disc Jockey
F - Food
DA Dcor Ads
TC - Total Cost

Price
$150
$500
$150
(DJ + F + DA)

Equation
Budget Total Cost

3. What is the Total Cost of the fundraising event? (DJ + F + DA)


4. Which variable represents a negative integer?
a) Budget
b) Cost
5. Will the Sadie Hawkins Dance cost be , =, the student body budget.
Please show you work. Budget Total Cost
6. What is the amount of money made from all tickets?
Solve: (SP x SS) + (CP x CS) + (PP x PS) =
7. What basic numerical properties?
a) Commutative
b) Associative
c) Distributive
d) Identity
e) Inverse
Est. Ticket

Ticket

Number of

Revenue

Sales

Price

Tickets Sold

Price X Sales

Singles

$15

100

(P x S)

Couples

$20

60

(P x S)

Prepaid

$10

240

(P x S)

Total

8. What is the sum of all Tickets Sold?


9. What is the amount of money made from single tickets?
10. How many single tickets would need to be sold to break even?
(Breakeven is when Total Cost equal Sales)
11. What is the amount of money made from couple tickets?
12. What is the amount of money made from prepaid tickets?
13. What is the amount of money made from all tickets?
Solve: (SP x SS) + (CP x CS) + (PP x PS) =
14. What basic numerical properties?
f) Commutative
g) Associative
h) Distributive
i) Identity
15. Would be the projected profit be from the Sadie Hawkins Dance?
(Cost + Return on Interest) - Revenue

Planning for the Sadie Hawkins Dance


Plan the Proceedings (Music -Disc Jockey)
1. Construct a schedule for the evening using a timeline.
Students should be informed of:
a) The theme will Sadie Hawkins Dance

b)
c)
d)
e)
f)
g)
h)
i)
2.

The location will be in the school gym


What date and time to arrive
What time dinner is served
When will the DJ arrive
When the dance starts
When the entire function ends.
Give students a deadline to buy their tickets
Purchase tickets at the front foyer or cafeteria
Make a table using (x)(y) variables to show the ratio of DJs cost to amount of
hours worked.
3. What is the DJs hourly rate? Please explain how you got your answer in
sentence form?
*Announce the date of the 6th grade formal dance at least one week before tickets go on sale.
*The schedule should be made with the advice of whomever is managing the venue and
presented to students upon receipt of their admittance ticket.
Advertisement - Sell Tickets
Design a poster and admission ticket for the dance using the information above.
How many poster and admission tickets will need to be made? How much will the fliers cost?
Make a table, pie chart and bar chart showing the cost of the DJ, Poster and Admission Tickets.
Decorate
Stay within budget by creating DIY decorations for the 6th grade informal.
*Art supplies, such as streamers, confetti or flowers.
*Decorations may include
a) background for photo ops
b) lighting
c) center pieces
d) tables for games
e) awards
1. Who many of each decoration will the dance need?
2. What is the total cost of decoration?
3. Make a table, pie chart and bar chart showing the total cost of each decoration and art
supplies?
(Total Cost = # Decoration Items x Cost) example (Total Cost Table = # of Table x Cost of
Table)
4. What is the Total Cost of Decoration?

(Total Cost = TC Art Supplies + TC Background + TC Lighting + TC Center Pieces + TC of


Tables + TC of Awards)
5. Make a picture of how you would decorate the gym.

Door Prizes
Students in 6th grade may enjoy prizes such as:
a)
b)
c)
d)

movie tickets
restaurant gift certificates
MP3 player
gift basket full of candies and chocolate

Who many of each decoration will the dance need?


What is the total cost of door Prize?
Make a table, pie chart and bar chart showing the total cost of each door prize?

(Total Cost = # Door Prize Items x Cost) example (Total Cost = # of Movie Tickets x Cost
of Table)
What is the Total Cost of Decoration?
(Total Cost of Door Prize = the sum of each door prize item cost)
Make a picture of how you would decorate the gym.

Please fill in the table below with your actual


data.

Sadie Hawkins
Dance

[Date]

0%

Event Budget for Sadie Hawkins Dance: EXPENSES


0%

Site
Room and hall fees
Site staff
Equipment
Tables and chairs
Total

Decorations
Center Pieces
Background photo opt
Lighting
Balloons
Paper supplies
Total

Publicity
Graphics work
Photocopying/Printing
Postage
Total

Miscellaneous

Estimated

Actual

$500.00
$250.00
$100.00
$150.00
$1,000.00

$1,000.00

$1,000.00

Estimated

Actual

$30.00
$50.00
$30.00
$20.00
$20.00
$150.00

$0.00

Estimated

Actual

Actual Cost Breakdown


0%
0%

0%

0%

100%

$10.00
$30.00
$40.00

$0.00

Estimated

Actual

Site
Publicity
Refreshments
Prizes

Decorations
Miscellaneous
Program

Estimated vs. Actual


$1,000.00

Stationery supplies
Total

Refreshments
Food
Drinks

$900.00

$10.00
$10.00

$0.00

Estimated

Actual

$350.00
$50.00

$800.00
$700.00
$600.00
$500.00
$400.00
$300.00

Total

Program

$400.00

$0.00

Estimated

Actual

$200.00
$100.00
$0.00

Estimated

Actual

Disc Jockey

$100.00

Other
Total

Prizes
Ribbons/Plaques/Trophies
Gifts
Total

Total Expenses

Solve

$100.00

$0.00

Estimated

Actual

$100.00
$100.00

$0.00

Estimated

Actual

$1,800.00

$1,000.00

Made in Office 2007 for office2007.com

Marketing Mix 4 Ps
Elevator Pitch
Directions: You are in the hallway with a potential decision maker Mrs. Hurd or Mrs. Nealy. You
only have 2 minutes to present your proposal to the administrator who is known for being attracted to
student fundraisers that are interactive, inexpensive and profitable.

Group Name __________________

Budget $800
The Fundraiser: Sadie Hawkins Dance
*What is the cost of your Disc Jockey?
*What is the maximize amount of tickets that can be sold?
*Where you over budget or under budget? What was the amount?
The Placement: Carver Learning Ctr. Valentine Day
*What location of the school would you sell your tickets? Why
*What time would you sell your tickets? Why
The Price: Pricing needs to be reasonable
*What is your price?
*How much do you have to sale to break-even? What are the minimum amount of
tickets you can sell to make your money back? Cost = Sales
Single =
Couples =
Prepaid =
*How much would you make if you sold all of your tickets?
Single =
Couples =
Prepaid =

The Promo: The Target Market


*Who will you sell your tickets too?
*How will you advertise? Flyers, Social Media, School Announcements, Word of mouth,
Displays
How much will advertising cost?

Team Review: Look Back

A good presentation is always the one you can remember.but you have to listen
Directions: Business Budgets require that the information that is being presented to be concise
(giving a lot of information clearly and in a few words; brief but comprehensive.) and accurate
((of information, measurements, statistics, etc.) correct in all details; exact). Please reflect on
each groups presentations and answer the following questions.
Group 1

Group 2

Group 3

What type of budget?


________________________

What type of budget?


________________________

What type of budget?


________________________

How much is their budget?


________________________

How much is their budget?


________________________

How much is their budget?


________________________

How was the money spent?


________________________

How was the money spent?


________________________

How was the money spent?


________________________

Are they under / over budget?


________________________

Are they under / over budget?


________________________

Are they under / over budget?


________________________

What can be done differently? What can be done differently? What can be done differently?
_________________________ _________________________ _________________________
Group 4

Group 5

Group 6

What type of budget?


________________________

What type of budget?


________________________

What type of budget?


________________________

How much is their budget?


________________________

How much is their budget?


________________________

How much is their budget?


________________________

How was the money spent?


________________________

How was the money spent?


________________________

How was the money spent?


________________________

Are they under / over budget?


________________________

Are they under / over budget?


________________________

Are they under / over budget?


________________________

What can be done differently?

What can be done differently?

What can be done differently?

Peer Review: Attitude


A good team is a team that works together!!!

Directions: Business Plans or Budget require that each person in a team be held accountable for
their contribution to the group. Rate each question 1-25 to determine the contribution of each
team members. The sum of each team members will be totaled for their grade.
Team Member 1

Team Member 2

Team Member 3

Did the team member show


willingness to solve the
problem?
________________________

Did the team member show


willingness to solve the
problem?
________________________

Did the team member show


willingness to solve the
problem?
________________________

Did the team member show


self-confidence?
________________________

Did the team member show


self-confidence?
________________________

Did the team member show


self-confidence?
________________________

How much did they help with


the Excel spread sheet?
________________________

How much did they help with


the Excel spread sheet?
________________________

How much did they help with


the Excel spread sheet?
________________________

Did they have good


attendance?
________________________

Did they have good


attendance?
________________________

Did they have good


attendance?
________________________

Team Member 4

Team Member 5

Team Member 6

Did the team member show


willingness to solve the
problem?
________________________

Did the team member show


willingness to solve the
problem?
________________________

Did the team member show


willingness to solve the
problem?
________________________

Did the team member show


self-confidence?
________________________

Did the team member show


self-confidence?
________________________

Did the team member show


self-confidence?
________________________

How much did they help with


the Excel spread sheet?
________________________

How much did they help with


the Excel spread sheet?
________________________

How much did they help with


the Excel spread sheet?
________________________

Did they have good


attendance?
________________________

Did they have good


attendance?
________________________

Did they have good


attendance?
_______________________

Assessing Performance in Problem Solving


Student ____________________________________________ Date ________________________
Put a check in the column that accurately describes the students work.

Frequently Sometimes Never


Understand
Reads the problem carefully

__________ __________ __________

Studies any tables or graphs

__________ __________ __________

Can restate the problem in own words

__________ __________ __________

Can identify given information

__________ __________ __________

Can identify the question to be answered

__________ __________ __________

Plan
Chooses an appropriate solution strategy

__________ __________ __________

Estimates the answer

__________ __________ __________

Solve
Works systematically

__________ __________ __________

Shows solution in an organized fashion

__________ __________ __________

Computes correctly

__________ __________ __________

Gives answer in a sentence, with correct units

__________ __________ __________

Look Back
Checks reasonableness of answer

__________ __________ __________

Tries other ways to solve the problem

__________ __________ __________

Attitude
Shows a willingness to try the problem

__________ __________ __________

Demonstrates self-confidence

__________ __________ __________

Perseveres in problem-solving attempts

__________ __________ __________

Other Comments