Summative Assessment: Grasps Project
Summative Assessment: Grasps Project
Summative Assessment: Grasps Project
GRASPS PROJECT
x Criterion C: Communicating 8
RUBRICS (Only the criteria and the specific strands to be assessed in this
particular task)
Criterion A: Knowing and understanding
The student is able to select appropriate mathematics when solving simple problems in familiar
1-2 situations apply the selected mathematics successfully when solving these problems generally solve
these problems correctly in a variety of contexts.
The student is able to select appropriate mathematics when solving more complex problems in
3-4 familiar situations apply the selected mathematics successfully when solving these problems
generally solve these problems correctly in a variety of contexts.
The student is able to select appropriate mathematics when solving challenging problems in familiar
5-6 situations apply the selected mathematics successfully when solving these problems generally, solve
these problems correctly in a variety of contexts.
7-8 The student is able to select appropriate mathematics when solving challenging problems in both
familiar and unfamiliar situations. apply the selected mathematics successfully when solving these
problems generally solve these problems correctly in a variety of contexts.
Criterion C: Communicating
1-2 The students are able to use limited mathematical language, forms or representations.
3-4 The students are able to use some appropriate mathematical language and representation to present
information adequately and adequately organize information using a logical structure.
5-6 The students are able to usually use appropriate mathematical language, different forms of mathematical
representation to present information adequately.
7-8 The student is able to consistently use appropriate mathematical language, different forms of
mathematical representation to present information.
The student is able to: identify some of the elements of the authentic real-life situation. apply
1-2 mathematical strategies to find a solution to the authentic real-life situation, with limited success.
The student is able to: identify the relevant elements of the authentic real-life situation apply
3-4 mathematical strategies to reach a solution to the authentic real-life situation state, but not always
correctly, whether the solution makes sense in the context of the authentic real-life situation.
The student is able to: identify the relevant elements of the authentic real-life situation select adequate
5-6 mathematical strategies to model the authentic real-life situation apply the selected mathematical
strategies to reach a valid solution to the authentic real-life situation describe the degree of accuracy of
the solution state correctly whether the solution makes sense in the context of the authentic real-life
situation.
7-8 The student is able to: identify the relevant elements of the authentic real-life situation select adequate
mathematical strategies to model the authentic real-life situation apply the selected mathematical
strategies to reach a correct solution to the authentic real-life situation explain the degree of accuracy of
the solution describe correctly whether the solution makes sense in the context of the authentic real-life
situation.
TASK (A clear and specific task that allows the student to reach the highest level
GRASPS-
of achievement and is connected to the statement of inquiry) –
SESSION 1:
1. With the example seen above, choose one of the following questions and
make your own frequency table. Ask at least 20 people. If you want to use
another quantitative variable, write your statistical question.
a. How many brothers do you have?
b. What is your weight?
c. What is the number of members in your family?
d. How many books have you read in the last year?
e. Your own question (Quantitative variable)
2. Organize the data in a frequency table and put the rows you need.
STATISTICAL QUESTION
How many countries have you visited in your life?
1 I 1
2 I 1
3 III 3
4 I 1
5 I 1
6 I 1
7 II 2
9 I 1
13 I 1
18 IIII 4
20 I 1
21 I 1
25 I 1
27 I 1
30 II 2
32 II 2
total: 24 24
4. Describe the data you obtained and compare them. Write at least four
sentences.
Check this video to understand better how to do the pie chart using EXCEL:
https://www.youtube.com/watch?v=B0gGQHePOws
The pie chart shows us all the percentages for how many countries
have everyone has visited, the two charts have something in common
they show us they have more than one color to explain and get an
idea for every type of percentage.But they also have differences, the
pie chart show us more specific percentages and it has more colors
that line graph also the shape is different pie graph is a circle and line
graph are cubes combined that make a line.
SESSION 4:
https://www.youtube.com/watch?v=IHginNwss5c
7. Find the mean, mode and median for your statistical situation and analyze the
values for each measure.
RANGE the range of the chart is 1 because the factors are 1 and 2.
STATISTICAL QUESTION
How many countries have you visited in your life?
1 I 1
2 I 1
3 III 3
4 I 1
5 I 1
6 I 1
7 II 2
9 I 1
13 I 1
18 IIII 4
20 I 1
21 I 1
25 I 1
27 I 1
30 II 2
32 II 2
total: 24 24
The most vulnerable groups are Males, people between 70 and 80 and with heart
cardiovascular diseass.
10. What kind of care must you have to contain the epidemic?
I think not eating so much sugar because Diabets is a condition/diseass that also
is a factor for corona virus because when sugar is higher the body has less
health and good activity so the defenses are lower so the virus is a medium
factor.And having sex because it also make people more active for a while and
after that they are more inactive so that makes there defenses lower.
Being in a good health condition depends so much in your safety and your
defenses that help you to keep healthy so you need to eat healthy do exircice
don’t eat too much sugar.