This fall, your class participated in a College-wide project that investigated two things:
Your teacher has already graded you on your work in the first of these investigations. Now the Student Learning Assessment Team has scored 72 randomly-selected anonymous samples in order to help us identify ways to improve the teaching and learning of math across our programs. We hope that you will be interested in a few of our findings.
This fall ten teachers embedded the Common Math Assignment in eighteen classes including ESL, marketing, management, economics, biology, and several types of math. Next spring, we will provide a different version of the assignment for embedding in additional classes. After that, we will prepare a more thorough report on the results of the project. For now, though, wešre offering you three items:
If you have any questions about this report, or if you have any suggestions about the project, please contact Evelyn Farbman, faculty coordinator of the Student Learning Assessment Team. efarbman@ccc.commnet.edu We would be happy to hear from you.
Thank you again for participating in this project, and good luck with the final weeks of your semester.
Numbers/Operations
Algebra/Geometry
Graphing
Mathematical Modeling
Demonstrate ability to use arithmetic operations to:
Demonstrate ability to use variables and solve equations, both linear and exponential, to answer questions about real-world data.
Demonstrate ability to:
Demonstrate ability to connect mathematics concepts and methods to real world situations.
| 4 | Superior: | (85%-100% correct) | Nearly flawess. |
| 3 | Proficient: | (70%-85% correct) | Equations are nearly correct. Models will be reasonable. Models will be meaningful. There is much better use of equations than for "essential." For the most part, graphs will be correct. |
| 2 | Essential: | (30-70% correct) | There is evidence of progress. There will be errors and little discernable logic. Estimates will be better than for those "in progress." There may be an attempt to use an equation. |
| 1 | (0-30% correct) | Floundering, very little idea of what is to be done. |
5a) What was the median household income for Darien (#1) in 1999? What was it in 1989?
The median household income for Darien in 1999 = $146,755 .
The median family income for Darien in 1989 = $116,472 . (This answer is rounded to the nearest dollar)
Solution: We know that the median household income for Darien increased by 26% during the decade. This means that the 1999 median household income is 26% more than it was in 1989. Another way to say this is that the 1999 median income is 126% of the 1989 income. If we let X represent the 1989 median household income, then 126%X = $146,755 or 1.26X = $146,755. We solve this equation be dividing both sides by 1.26.
9) Based on the six items of data in Question 8, the equation, y = 0.48x + 34.3, provides a good description of the relationship between median income and poverty rate. Graph this equation above on the same coordinate system on which you plotted the data for Question 8.
Solution: The line in the following coordinate system is the graph of y = -0.48x + 34.3. One way to graph this equation is to find two ordered pairs which make the equation a true statement, plot them, and draw a line through the plotted points. To carry out this program, we may choose any two values for x and determine the corresponding y values. Each student may find different ordered pairs, but all correct pairs of ordered pairs determine the same line.
If x = 0, then y = 0.48(0) + 34.3 = 34.3, which implies that the ordered pair (0, 34.3) satisfies the equation.
If x = 50, then y = 0.48(50) + 34.3 = 10.3, which implies that the ordered pair (50, 10.3) satisfies the equation.
Record the two ordered pairs in the following table and plot them. See the starred points in the following coordinate system. Draw a line through the starred points.
