Recent Changes

Day 2: Allow first 20 minutes of class to continue calculations and analysis of cost functions and their graphical representations. Remainder of class, 30 minutes, should be spent on microsoft word to write the paper portion of the project assessment.
Day 3: If necessary, allow the class period to revise/complete the written portion of the project asssessment and graphical representation before handing in to the teacher.
on the following rubric.Performance Task Rubric. Though a a car. Performance Task Rubric
Informal Assessment: Teacher will circle the classroom, participating in group conversation and observing group participation to gauge "group contribution" portion of the rubric.
Guiding Questions: The following questions, also located in the powerpoint, should be addressed by the students in the written portion of their assessment.

Day 2: Allow first 20 minutes of class to continue calculations and analysis of cost functions and their graphical representations. Remainder of class, 30 minutes, should be spent on microsoft word to write the paper portion of the project assessment.
Day 3: If necessary, allow the class period to revise/complete the written portion of the project asssessment and graphical representation before handing in to the teacher.
a car. Performance Task Rubric
Informal Assessment: Teacher will circle the classroom, participating in group conversation and observing group participation to gauge "group contribution" portion of the rubric.
Guiding Questions: The following questions, also located in the powerpoint, should be addressed by the students in the written portion of their assessment.

Performance Task
This performance task will take place after lesson plan on linear functions. This performance task will serve as the assessment on the unit, replacing a quiz/test to indicate the students content knowledge. The performance task will be spread out over 2-3 class periods.
1: Present powerpoint to {Spring Break and Linear Functions.ppt} to student for
Day 2: Allow first 20 minutes of class to continue calculations and analysis of cost functions and their graphical representations. Remainder of class, 30 minutes, should be spent on microsoft word to write the paper portion of the project assessment.
Day 3: If necessary, allow the class period to revise/complete the written portion of the project asssessment and graphical representation before handing in to the teacher.

GRASP
Goal: The purpose of this performance task is for students to create and evaluate functions that represent relationships we see in our everyday world.

GRASP
Goal: The purpose of this performance task is for students to create and evaluate functions that represent relationships we see in our everyday world.
Audience: Students will be addressing their parents, who also happen to double as English teachers.
Situation: Students are given 4 car rental options to research. They will use their research and some given mileage rate information to create a cost function and graphical representation of cost options based on given mileage intervals and their own preference for a spring break destination. Students will then evaluate these findings and present them to their parents in a written report with a poster board graphical representation.
parents. See attached rubricPerformance Task Rubric for details.
Standards: PA Standards

Materials
Poster Board (provided)
Markers or Colored Pencils (provided)
Graphing Calculator
{Performance Task Rubric.doc}
{Spring Break and Linear Functions.ppt}
Links:
Avis

Rubric
{Project_Task_Rubric.png}