Project Based Learning

Exponential Functions
Math I

Project Title: Exponential Functions

Project Idea:
You are an environmental scientist hired by the United States government to advise them as they take steps to lead in a
worldwide effort to face a global environmental crisis. You will focus your research on the population growth rate and
investigate the effect on a related item such as waste, food, disease, life expectancy/mortality rate, poverty, inflation or
national debt. Identify an issue related to the global situation, which exhibits characteristics of change that can be
modeled by an exponential function. Prepare a presentation that includes multiple representations of the data and well
justified predictions using this data.

Entry Event:
Show a video clip from “An Inconvenient Truth” or show pictures or one of the video clips available from
www.climateclassroom.org or http://www.nwf.org/Wildlife/Threats-to-Wildlife/Global-Warming.aspx

West Virginia College- and Career Readiness Standards:

Objectives Directly Taught or Learned Evidence of Student Mastery of Content

Through Inquiry/Discovery
1. Make sense of problems and persevere in Proficient students clarify the meaning of real world problems and
solving them. identify entry points to their solution. They choose appropriate tools
2. Reason abstractly and quantitatively. and make sense of quantities and relationships in problem
3. Construct viable arguments and critique the situations. Students use assumptions and previously-established
reasoning of others. results to construct arguments and explore them. They justify
4. Model with mathematics. conclusions, communicate using clear definitions, and respond to
5. Use appropriate tools strategically. arguments, deciding if the arguments make sense. They ask
6. Attend to precision. clarifying questions. Students reflect on solutions to decide if
7. Look for and make use of structure. outcomes make sense. They discern a pattern or structure and
8. Look for and express regularity in repeated notice if calculations are repeated, while looking for both general
reasoning. methods and shortcuts. As they monitor and evaluate their
progress, they will change course if necessary.
M.1HS.6 Create equations in two or more
variables to represent relationships between The student meets the teacher set criteria on the Journal entry:
quantities; graph equations on coordinate axes Investigating Data
with labels and scales. Instructional Note: Limit
to linear and exponential equations and in the The student completes the Global Crisis Project at a level of
case of exponential equations, limit to situations success designated by the teacher.
requiring evaluation of exponential functions at
integer inputs.

M.1HS.23 Distinguish between situations that

can be modeled with linear functions and with The student completes the Global Crisis Project at a level of
exponential functions. success designated by the teacher.
a. Prove that linear functions grow by equal
differences over equal intervals. The student meets the teacher set criteria on the Journal entry: Can
b. Recognize situations in which one quantity Recycling Help?
changes at a constant rate per unit interval
relative to another. The student meets the teacher set criteria on the Birthday
c. Recognize situations in which a quantity Happiness Academic prompt
grows or decays by a constant percent rate
per unit interval relative to another.

Created by Cheryl Reger, NBCT

M.1HS.25 Observe using graphs and tables that The student completes the Global Crisis Project at a level of
a quantity increasing exponentially eventually success designated by the teacher.
exceeds a quantity increasing linearly,
quadratically, or (more generally) as a polynomial The student meets the teacher set criteria on The Respond Sheet
function. Instructional Note: Limit to comparisons located at SAS® Curriculum Pathways ® -
between exponential and linear models. http://www.sascurriculumpathways.com/ Intermediate Algebra >
Exponential & Logarithmic Functions > Web Inquiry 95

M.1HS.35 Represent data on two quantitative

variables on a scatter plot, and describe how the The student meets the teacher set criteria on the Calculators for
variables are related. Dummies Academic prompt
a. Fit a function to the data; use functions
fitted to data to solve problems in the The student meets the teacher set criteria on The Respond Sheet
context of the data. Use given functions or located at SAS® Curriculum Pathways ® -
chooses a function suggested by the http://www.sascurriculumpathways.com/ Intermediate Algebra >
context. Emphasize linear and exponential Exponential & Logarithmic Functions > Project 294
models.
The student completes the Global Crisis Project at a level of
success designated by the teacher.

Performance Objectives:

Know
The definition of overpopulation
The meaning of exponent
When a table of values has an exponential pattern
The difference between growth and decay
What the graph of the exponential parent function looks like

Do
Simplify numeric and algebraic expressions containing exponents
Perform a regression using a graphing calculator
Graph an exponential function given a table of values

Graph an exponential function given the equation in the form

Find the equation of an exponential function given a table of values
Describe real-life situations involving exponential growth and decay
Draw a scatter plot and make predictions about real-life situations

Driving Question: Can the earth sustain our growing population?

Assessment Plan:

Team Group Roles and Contract

Major Group Products Calculators for Dummies Academic Prompt for Regression Equations
Global Crisis Project
Birthday Happiness
Major Individual Projects Documentation artifacts (email correspondence, interview Q & A, etc.)
Journal

Assessment and Reflection:

Rubric(s) I will use: (Check all that Collaboration X Written Communication X

apply.) Collaboration Checklist Calculators for Dummies Academic
prompt
Critical Thinking & Problem Content Knowledge X
Solving Global Crisis Project
Created by Cheryl Reger, NBCT
 Journal Prompts
Oral Communication X Other X
Global Crisis Project Birthday Happiness Academic
prompt
Other classroom assessments for Quizzes/ tests Practice presentations X
learning: (Check all that apply) Practice Presentation Checklist
Self-evaluation X Notes
Student Self Reflection
Peer evaluation X Checklists/observations X
Team Final Evaluation Collaboration Checklist
Online tests and exams Concept maps
Reflections: (Check all that Survey X Focus Group
apply) Project Debrief
Discussion Task Management Chart X
Task Checklist
Journal Writing/ Learning Log X Other
Journal Prompts

Map the Project: See Exponential Functions Storyboard

Product: Global Crisis Project

Knowledge and Skills Needed Already Have Taught Before Taught During
Learned the Project the Project
1. Apply exponent rules X
2. Simplify numerical and algebraic expressions X
containing exponents
3. Perform regressions on a graphing calculator X
4. Graph equations on a graphing calculator X
5. Determine the function of best fit X
6. Make predictions using multiple representations X
7. Graph exponential functions X
8, Distinguish between exponential growth and decay X
9. Search and navigate online to access relevant X
information
10. Collaboration skills X
11. Presentations skills X
12. Technology skills that focus on integrating X
presentation software with tables and graphs

Resources:
School-based Individuals:
Environmental science teacher

Technology:
Computers with internet access and printer
Computer algebra software
Graphing calculators
Word processing/spreadsheet/publishing software
http://www.mathgoodies.com/lessons/vol7/operations_exponents.html
http://www.coolmath.com/algebra/Algebra1/index.html#Algebra_1:Polynomial,

Community:
Environmental scientist/engineer
DNR employee

Materials:
Pennies
Cups and plates
Created by Cheryl Reger, NBCT
Websites:
Population Growth:
www.bioquest.org/products/files/197_Growth_models.pdf

Examples of exponential functions:

http://regentsprep.org/REgents/math/ALGEBRA/AE7/ExpDecayL.htm

http://www.mathsisfun.com/algebra/exponential-growth.html

Manage the Process:

Week 1
Assign students to groups according to their personal style. The activity to determine this style can be found at -
http://www.nsrfharmony.org/system/files/protocols/north_south_1.pdf.
Assign groups by mixing up the styles as much as possible. One of each style per group works well.
After assigning groups, give them time to talk to each other about their individual style, strengths, and weaknesses.
Students will take notes about members of the group and keep this as an artifact for the project.
Plan other activities to help students see the importance and meaning of collaboration. Some team building activities can
be found at http://wilderdom.com/games/descriptions.

Launch the project by showing a video clip about some aspect of the global crisis. Give students a chance to raise
questions and share concerns after the video. Share the project idea so everyone has a shared meaning of its connection
to the driving question and what it means to them as inhabitants of the earth. Discuss the goals of the project so that the
learning targets are clear. This is also a good time for groups to complete the KWL.

Each group is expected to compose their own contract. They can use the internet as a resource to help them with ideas
to include. After they determine the role of each student in the group, this should be included in the contract. Each
student will sign the contract and it will be kept on file in the group folder.

Each student will keep a journal where they will keep written documentation of their work. Two journal prompts
(Investigating Data and Can Recycling Help?) are suggested to assess understanding. Others can be added as
necessary. The Journal Prompts Rubric can be used to assess each entry.

Week 2
This time will be used to develop strategies for analyzing patterns. Provide opportunities to look at a variety of types of
data so that students begin to see that nonlinear functions exist in the real-world.
Introduce the graphing calculator as a tool for finding patterns. Use the calculator to find regression equations by
following the directions that follow.

Technology connection: Show students how they can use the TI83/84 graphing calculator to enter data. The resulting
equation represents the pattern you are seeking.
Directions:
 Using the STAT menu EDIT a table to enter the data into the calculator. Enter the values X 1, Y1, X2, Y2, …
 Turn on STAT PLOT and select Zoom 9 to see a scatter plot of the data
 Go to the CALC menu in the STAT menu and select ExpReg (or whatever type of regression the data appears to
suggest). The values for the equation are returned.
 The equation for the regression function can be placed in the Y = option by starting with the Y = menu and having
the cursor in Y1 = position.
 From the VARS menu, select STATISTICS, then EQ and RegEq.
 Press ENTER to complete the operation.
 Pressing GRAPH causes the graph to be displayed.
After adequate practice assign the Calculators for Dummies Academic Prompt for each team to complete. They can
research types of graphic organizers to use for their product.

Week 3
Use the Exponential Decay with Pennies investigation to generate real data that represents exponential decay. Teams
should work together, but the data can be generated by pairs so they can compare results. This investigation will help
students visualize what exponential decay data looks like.

Created by Cheryl Reger, NBCT

A visual image of exponential growth can be found by running the fish population simulation applet and experiments on
both growth and decay: http://www.otherwise.com/population/exponent.html. Each student should record information
about both Experiment 1 and Experiment 2 and sketch the resulting graph. Include reflections about these results. This
webpage and these experiments are part of the Web Inquiry that follows from SAS® Curriculum Pathways ®. It provides
a good respond sheet to guide students through the exploration of exponential functions so that they can compare and
contrast growth and decay.
http://www.sascurriculumpathways.com/ Intermediate Algebra > Exponential & Logarithmic Functions > Web Inquiry 95

Week 4
http://www.sascurriculumpathways.com/ Intermediate Algebra > Exponential & Logarithmic Functions > Project 294
This online investigation focuses on the AIDS Epidemic and is a good source of exponential data to explore. It will help
the students to think about the driving question and the goals of the project. They should be researching the topic so that
they can begin to put together a presentation.

The Birthday Happiness Academic Prompt is an assessment that drives students to explore interest as an exponential
function. They will be working on this prompt individually while working on the final product as a group.
Differentiate by supplying the website http://regentsprep.org/REgents/math/ALGEBRA/AE7/ExpDecayL.htm for students
who need help understanding the problem.

If students need other explorations, visit thinkfinity.com and search for exponential.

Week 5
Focus this week is on the Global Crisis Project. Groups will need time to collaborate as each member carries out their
tasks. Teams practice their presentation on each other in preparation for the presentation before a more official audience
representing the government. The Practice Presentation Checklist can be used to help teams improve their final product.
After final projects are presented, students will complete the Student Self Reflection, Team Final Evaluation, and Project
Debrief.

Differentiation: Exponents will emerge as part of the study of patterns and exponential functions. Use of exponents
throughout the various tasks will provide enough practice for many students. The following web resources can be used
for students who need extra practice.
Activity to review order of operations including exponents:
http://www.mathgoodies.com/lessons/vol7/operations_exponents.html
Activity to develop and practice rules of exponents:
http://www.coolmath.com/algebra/Algebra1/index.html#Algebra_1:Polynomial,
Practice using rules:
http://www.kutasoftware.com/freeia2.html

Project Evaluation:
Students will complete the Student Self Reflection, Team Final Evaluation, and Project Debrief.

Key Words:

contextual situations
exponential functions
modeling with exponential functions
exponential growth and decay

Created by Cheryl Reger, NBCT

 Storyboard for Exponential Functions

Form groups Launch the project Team roles

Team building activities Goals Team contract

==> ==>
Week 1 KWL Begin individual journals

Investigations with data Regression on the graphing Calculators for Dummies

calculator Academic Prompt
Looking for patterns
==> ==>
Week 2
Journal entry: The Power of
Exponents

Penny exploration Fish population simulation Explore linear vs. exponential

functions
Journal entry: Investigating
==> ==> Data
Week 3 Connect to exponent rules Population experiments
Progress check with each
team

Research for global Teams identify a global issue Birthday Happiness

environmental project for their project and continue Academic Prompt
research
AIDS ==> ==>
Week 4 Epidemic Project Journal entry: Does Recycling
Help?

KWL revised

Prepare presentation of Practice presentations Final projects are due

project
Peer evaluation
==> ==>
Week 5 Prepare final presentation Project reflection

Self reflection

Created by Cheryl Reger, NBCT

 Team Group Roles

Members of the group will assume the following roles. The responsibilities of each role include, but are
not limited to the following:

Team leader: The team leader keeps all members of the group on task and keeps a task management
chart. They make sure that each member participates fully and shows respect for one another.

Recorder: The recorder maintains the group work folder, writes out solutions to problems, and facilitates
the preparation of materials for presentations.

Reporter: The reporter reports progress to the group, class, and instructor. They facilitate any oral
presentations required for the project.

Process director: The process director maintains the ground rules, monitors time, cleans up materials,
and makes sure each group member is mastering concepts.

Floater (in groups of five): The floater assists the leader or other group members as needed. They will
substitute for any absent member and assume their duties.

Participant: All members of the group are expected to participate fully. As a participant, they will take
part in all activities of the group and keep a journal.

Team Expectations

Each member of the group is expected to pull their weight as part of the group. To prevent any member
of the group from receiving a lower grade as a result of group learning, you will compose a group contract
that every member will sign. Use the Internet to research contracts that could help you with some ideas.
Be sure to include behaviors you expect from each individual as well as the group as a whole. Each
member must sign the contract and designate which of the above roles they will be assuming.

Created by Cheryl Reger, NBCT

 Mathematical
Mathematical Concept:
Reasoning and Exponential Technology Neatness and
Problem Solving Representations Functions Organization
20% 25% 25% 20% 10%
I successfully My presentation My predictions I demonstrate My work is
research and includes the data have been justified exceptional skill presented in a
identify relevant clearly and show in the use of neat, clear,
information related represented in complete multiple organized fashion
4 to the global three different understanding of technology tools that is easy to
situation which can ways. the mathematical and electronic understand
be closely modeled concepts related resources to
by an exponential to exponential create my final
function functions. presentation.
I research and find My presentation My predictions I effectively used My work is
information related includes the data have been justified multiple presented in a
to the global clearly and show technology tools neat and
situation which can represented in substantial and electronic organized fashion
3 be somewhat two different ways understanding of resources to that is usually
closely modeled by the mathematical create my final easy to
an exponential concepts related presentation. understand
function to exponential
functions.
I show some My presentation My predictions I show some My work is
evidence of includes at least have been evidence of presented in an
successfully two different somewhat justified using technology organized fashion
finding information representations of and show some tools and but may be hard
related to the the data but it is understanding of electronic to understand at
2
global situation but inaccurate or the mathematical resources to times.
it may not be difficult to concepts related create my final
closely modeled by understand. to exponential presentation.
an exponential functions.
function.
I show little I failed to include My predictions I show little My work appears
evidence of multiple and justifications evidence of sloppy and
success finding representations of show very limited using technology unorganized. It is
data that can be the data in my understanding of tools and hard to know
1
modeled by an presentation. the mathematical electronic what information
exponential concepts related resources to goes together.
function. to exponential create my final
functions. presentation.
Global Crisis:
You are an environmental scientist hired by the United States government to advise them as they take
steps to lead in a worldwide effort to face a global environmental crisis. You will focus your research on
the population growth rate and investigate the effect on a related item such as waste, food, disease, life
expectancy/mortality rate, poverty, inflation or national debt. Identify an issue related to the global
situation, which exhibits characteristics of change that can be modeled by an exponential function.
Prepare a presentation that includes multiple representations of the data and well justified predictions
using this data.

Analytic-Trait Rubric for Global Crisis

Created by Cheryl Reger, NBCT

 Mathematical
Mathematical Concept:
Reasoning and Exponential Technology Neatness and
Problem Solving Representations Functions Organization
20% 25% 25% 20% 10%
I successfully My presentation My predictions I demonstrate My work is
research and includes the data have been justified exceptional skill presented in a
identify relevant clearly and show in the use of neat, clear,
information related represented in complete multiple organized fashion
4 to the global three different understanding of technology tools that is easy to
situation which can ways. the mathematical and electronic understand
be closely modeled concepts related resources to
by an exponential to exponential create my final
function functions. presentation.
I research and find My presentation My predictions I effectively used My work is
information related includes the data have been justified multiple presented in a
to the global clearly and show technology tools neat and
situation which can represented in substantial and electronic organized fashion
be somewhat two different ways understanding of resources to that is usually
3
closely modeled by the mathematical create my final easy to
an exponential concepts related presentation. understand
function to exponential
functions.

I show some My presentation My predictions I show some My work is

evidence of includes at least have been evidence of presented in an
successfully two different somewhat justified using technology organized fashion
finding information representations of and show some tools and but may be hard
related to the the data but it is understanding of electronic to understand at
2 global situation but inaccurate or the mathematical resources to times.
it may not be difficult to concepts related create my final
closely modeled by understand. to exponential presentation.
an exponential functions.
function.

I show little I failed to include My predictions I show little My work appears

evidence of multiple and justifications evidence of sloppy and
success finding representations of show very limited using technology unorganized. It is
data that can be the data in my understanding of tools and hard to know
1 modeled by an presentation. the mathematical electronic what information
exponential concepts related resources to goes together.
function. to exponential create my final
functions. presentation.

Analytic-Trait Rubric for Global Crisis

Created by Cheryl Reger, NBCT

Task Checklist

Individual

o Team summary of individual styles, strengths, and weaknesses

o Fish Population Experiment 1 and Experiment 2 (or Web Inquiry Respond Sheet)
o AIDS Epidemic Project
o Birthday Happiness Academic Prompt
o Journal
o Power of Exponents
o Investigation Data
o Does Recycling Help?
o Other Reflections
o Team Final Evaluation
o Student Self Reflection
o Project Debrief

Group

o Team contract

o KWL

o Calculators for Dummies Academic Prompt for Linear Regression

o Exponential Decay with Pennies

o Information sources

o Documentation of communication (email, interview, etc.)

o Practice Presentation

o Final Global Environmental Project Presentation

Created by Cheryl Reger, NBCT

 What do we know? What do we need to know? What should we
do to learn more?

KWL

Created by Cheryl Reger, NBCT

Collaboration Checklist

Not at all 1 Sometimes Often

2 3

Displays a positive attitude

Participates in discussion

Stays on task/uses time wisely

Organizes results/completes tasks

Engages in cooperative behavior

Comments _____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

Created by Cheryl Reger, NBCT

 Journal Prompts
Rubric
Name ______________________________

Date ______________________________

Name of Journal Prompt ______________________________

Exemplary Response accurately addresses each part of the journal prompt and goes
beyond the requirements of the prompt.

Advanced Response accurately addresses all parts of the journal prompt but does not go
beyond the requirements of the prompt.

Proficient Response meets the requirements of the prompt at a minimum level.

Developing Response meets most of the requirements of the prompt with some parts
missing or inaccurate.

Limited Response meets few of the requirements of the prompt and may contain
inaccurate information.

Created by Cheryl Reger, NBCT

 Investigating Data

Look in newspapers, magazines, or the internet to find at least three different sets of date to explore.
Record and analyze each set of data to determine if it appears to be exponential or if some other type of
function is a better model. Provide a scatter plot of the data and justify your function choice.

Created by Cheryl Reger, NBCT

 Can Recycling Help?

According to USA TODAY, recycling is bringing cell phones back to life, keeping them out of landfills.
The following data represents growth in cell phones collected by the largest recycler.
Year Recycled Cell Phones (in
millions)
2004 2
2005 2.1
2006 3.3
2007 4
2008 5.5
(USA TODAY, March 13, 2009)
Graph the data and determine if it is a good example of exponential growth, exponential decay, or neither.
Justify you conclusion.

Created by Cheryl Reger, NBCT

 Calculators for Dummies
Academic Prompt for Linear Regression

You are a technical writer for a publishing company. The company is publishing a book titled,
“Calculators for Dummies.” You have been asked to write directions for performing an exponential
regression on a graphing calculator. The title should include the brand and model of the calculator. The
steps should begin with turning the calculator on and proceed until the line is graphed. Use a graphic
organizer such as a flow chart or flow map to create a detailed outline of the steps you will follow.

Performance List for “Calculators for Dummies”

1 My title includes the brand and model of the calculator that I used. ___ /05
2 The steps I used in my flowchart are in the correct order. ___ /25
3 I have included all the necessary steps in my flowchart. ___ /25
4 I have included adequate detail so the flowchart is easy to follow. ___ /15
5 My flowchart is neat and easy to read. ___ /20
6 I use correct grammar and spelling in my end product. ___ /10
Total ___/100

Created by Cheryl Reger, NBCT

 Performance List for “Calculators for Dummies”

1 My title includes the brand and model of the calculator that I used.
___ /05
2 The steps I used in my flowchart are in the correct order.
___ /25
3 I have included all the necessary steps in my flowchart.
___ /25
4 I have included adequate detail so the flowchart is easy to follow.
___ /15
5 My flowchart is neat and easy to read.
___ /20
6 I use correct grammar and spelling in my end product.
___ /10

Total ___/100

Created by Cheryl Reger, NBCT

 Exponential Decay with Pennies

Set up: Provide each group with a paper plate and a cup containing 100 pennies.

Experiment:
1. Dump the pennies on the plate and spread them into a single layer. Remove those pennies with
the head showing and place them aside (in a second cup).
2. Count the number of pennies remaining on the plate and record this number. Return these
pennies to the original cup.
3. Mix the pennies in the cup and repeat the above procedure 4 more times, recording the
remaining pennies each time.

Data collected:
Total number of pennies in the cup initially: _______________.

Total number of pennies after the first removal: ______________.

Total number of pennies after the second removal: ____________.

Total number of pennies after the third removal: ____________.

Total number of pennies after the fourth removal: ____________.

Total number of pennies after the fifth removal: ____________.

Graph:
Enter the above data into a graphing calculator and find the regression equation.
What type of regression is the best fit for the data?

Sketch the graph below and give the regression equation.

Created by Cheryl Reger, NBCT

 Birthday Happiness

You have just turned 16 years old and received more money for your birthday than any year in the past.
Your parents convince you that instead of spending it on video games, you should invest it in an interest
bearing account that will grow to an even larger sum of money. They suggest that you perform some
research to find the best investment available so that the money will work to make the most money
possible. Find at least two options for investing your $250 for a five year period and determine the value
of your money at the end of five years. Represent each option using a table and a graph, and use an
equation to help you explain the relationship between the two representations.

Performance List for Birthday Happiness

1 I find at least two options for investing my $250 for a 5 year period
___ /20
2 I use each of the two options to determine the value of my money at the end of
five years
___ /20
3 I accurately represent each option using a table.
___ /10
4 I accurately represent each option using a graph.
___ /10
5 I find an equation to represent each option.
___ /10
6 I use my equation to explain the relationship between the table and the graph.
___ /20
7 I use correct grammar and spelling in my end product
. ___ /10

Total ___/100

Created by Cheryl Reger, NBCT

 Performance List for Birthday Happiness

1 I find at least two options for investing my $250 for a 5 year period
___ /20
2 I use each of the two options to determine the value of my money at the end of
five years
___ /20
3 I accurately represent each option using a table.
___ /10
4 I accurately represent each option using a graph.
___ /10
5 I find an equation to represent each option.
___ /10
6 I use my equation to explain the relationship between the table and the graph.
___ /20
7 I use correct grammar and spelling in my end product.
___ /10

Total ___/100

Created by Cheryl Reger, NBCT

Practice Presentation Checklist

Compelling Little No Evidence

Evidence Evidence
Spelling and grammar in product(s)

Problem clearly identified & justified

Shares data gathered

Includes well designed graphs

Supports solutions or recommendations

(based on the data analysis)

Comments

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

Created by Cheryl Reger, NBCT

Student Self Reflection

Not at all Sometimes Often

I listened to the ideas of others

I offered suggestions

I worked on the project at home

I stayed on task

I met deadlines

I encouraged and complimented others

I did my best work

I enjoyed the project

I cooperated with my group

Some ways we worked well were

_____________________________________________________________

_____________________________________________________________

We could have worked better by

_____________________________________________________________

_____________________________________________________________

I am proud of the project because

_____________________________________________________________

_____________________________________________________________

This project could have been better if I had

_____________________________________________________________

_____________________________________________________________

Created by Cheryl Reger, NBCT

 Team Final Evaluation

Global Crisis Project

Name ________________________________ Role ___________________ Score ______

Name ________________________________ Role ___________________ Score ______

Name ________________________________ Role ___________________ Score ______

Name ________________________________ Role ___________________ Score ______

Name ________________________________ Role ___________________ Score ______

How well do you think you met the requirements of the project?

Level
Your
Component Estimate Actual Comments
Combined research with mathematical 20
reasoning to identify relevant data that
could be modeled by an exponential
function.

Presented the data using multiple 20

representations

Analyzed the data to make inferences 20

and predictions.

Justified the predictions using both 20

algebra and graphing components

Demonstrated skill in the use of 10

technology.

Created a neat, clear, organized 10

presentation.
Total 100

Created by Cheryl Reger, NBCT

Rate yourself and your colleagues using the following levels:
 A: Accomplished (unusually good)
 C: Competent (consistent)
 E: Emerging (inconsistent, but evident)
 N: Novice (not evident)

How well did you work with your team?

Level
Your
Component Estimate Actual Comments
Work distribution and task completion 10

Participation in the problem-solving 20

process and discussion

Cooperative behavior 20

Total 50

WORK DISTRIBUTION GRAPH: As you think about the project, make a circle graph that shows the
percentage you think each of your team members contributed.

Created by Cheryl Reger, NBCT

As you reflect on this project, rate each person in your team?

Team Leader
Person responsible:
Level
Your
Component Estimate Actual Comments
Keeps all members of the group on 10
task

Makes sure that each member 10

participates fully

Makes sure that each member shows 10

respect for one another

Participates fully 10

Takes part in all activities of the group 10

Keeps a journal and a task 10

management chart

Pulls their weight as part of the group 10

Meets the requirements included in the 30

group contract

Total 100

Created by Cheryl Reger, NBCT

Recorder
Person responsible:
Level
Your
Component Estimate Actual Comments
Maintains the group work folder 10

Writes out solutions to problems 10

Facilitates the preparation of materials 10

for presentations

Participates fully 10

Takes part in all activities of the group 10

Keeps a journal and a task 10

management chart

Pulls their weight as part of the group 10

Meets the requirements included in the 30

group contract

Total 100

Created by Cheryl Reger, NBCT

Reporter
Person responsible:
Level
Your
Component Estimate Actual Comments
Reports progress to the group 10

Reports progress to the class and/or 10

instructor

Facilitates any oral presentations 10

required for the project

Participates fully 10

Takes part in all activities of the group 10

Keeps a journal and a task 10

management chart

Pulls their weight as part of the group 10

Meets the requirements included in the 30

group contract

Total 100

Created by Cheryl Reger, NBCT

Process director
Person responsible:
Level
Your
Component Estimate Actual Comments
Maintains the ground rules and 10
monitors time

Cleans up materials 10

Makes sure each group member is 10

mastering concepts

Participates fully 10

Takes part in all activities of the group 10

Keeps a journal and a task 10

management chart

Pulls their weight as part of the group 10

Meets the requirements included in the 30

group contract

Total 100

Created by Cheryl Reger, NBCT

Floater
Person responsible:
Level
Your
Component Estimate Actual Comments
Assists the leader or other group 20
members as needed

Substitutes for any absent member and 10

assumes their duties

Participates fully 10

Takes part in all activities of the group 10

Keeps a journal and a task 10

management chart

Pulls their weight as part of the group 10

Meets the requirements included in the 30

group contract

Total 100

Created by Cheryl Reger, NBCT

Project Debrief: Systems of Equations and Inequalities

Name _____________________________________

Reflection is an important part of any project. Please answer the following questions in a
thoughtful manner. Be specific with your comments.

What are some things you learned during the project?

Was there a part of the project you liked or did not like? Explain.

What could be added or dropped to make the project better?

Was enough time allocated for each task in the project? Give details.

Are there any assignments you still don’t understand?

Other comments?

Created by Cheryl Reger, NBCT