Summative Assessment: Grasps Project

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Summative Assessment

GRASPS PROJECT

Name of the student:ALEJANDRA


VANSTRAHLEN

Term​: 3 ​Grade:​ ​MYP 1

Unit title: ​Statistic 1 Understanding our world through data.

Key concept:​Relationships​ Related concepts: ​Representation

Global context: ​Identities and relationships


Statement of Inquiry: ​Collecting, analyzing and representing data can help us describe trends
in real life situations.

MYP Criteria to be assessed Highest Level Achieved


Level

x  Criterion A: Knowing and understanding 8

  Criterion B: Investigating patterns 8

x  Criterion C: Communicating 8

x  Criterion D: Applying mathematics in 8


real-life context

WWW: What worked well?

EBI: Even better if…

RUBRICS​ (Only the criteria and the specific strands to be assessed in this
particular task)
Criterion A: Knowing and understanding

Level Achievement level


descriptor

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

Level Achievement level


descriptor

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.

Criterion D: Real-life situations

Level Achievement level


descriptor

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​) –

DATA COLLECTIONS AND REPRESENTATION

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?

VARIABLE TALLY MARKS FREQUENCY

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

SESSION 2: COLUMN GRAPHS


Check this video to understand better how to do column graphs:
https://www.youtube.com/watch?v=ReW4MPqXTvA

3. Make the Column Graph of your statistical situation using an appropriate


numerical scale. Remember to write the graph title and the names of the axes.

4. ​Describe ​the data you obtained and ​compare them. Write at least four
sentences.

In the chart the most poplar percentage of countries people have


visited is 18 countries, 4 people in common visited 18 countries
in total.Also 3 people in common visited 3 countries.
SESSION 3:

Check​ ​this video to understand better how to do the pie chart using EXCEL:
https://www.youtube.com/watch?v=B0gGQHePOws

5. Make​ the Pie Chart of your statistical situation using EXCEL.


6. ​Describe ​the data you obtained and ​compare them. Write at least four
sentences.

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:

MEAN, MODE, MEDIAN AND RANGE


Check ​these videos to understand better the concepts:
https://www.youtube.com/watch?v=5C9LBF3b65s

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.

MEAN ​16 divided in 24 is 1.5.

STATISTICAL QUESTION
How many countries have you visited in your life?

VARIABLE TALLY MARKS FREQUENCY

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

MEDIAN​ is 1 because they are 7 numbers at each way of the 1.

MODE ​Most students say they visited 18 countries.So the mode in


this cse will be 18, and the frequency mode is 1. Minimum data is 1
countrie visited, and the maximum countries visited are 32.
SESSION 5:

Check​ the following picture with some information about Covid-19:


8. ​Describe​ the graph, write at least 5 conclusions about the current situation.
For covid-19 the most dangerous probabilitys are for people between 70 and 80
years because they are more sensible at diseass and there body has less strong
goods and like habilities for kipping up the live.Also old people with heart
cardiovascular diseass are more probable to kip up with the virus.And people
that have sex and at the same time corona virus the gender that is compatible to
have the corona virus are the Males.

9. What is the most vulnerable population to the virus? ​Explain​ why.

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.

11. Which relatives of yours should be more careful and why?

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.

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