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Performance Assessment Task – Option #1 The Footprint A computer was stolen from the school office. The police have three suspects, but very little evidence. The only evidence they have is a footprint in the snow. The footprint is from a boot that is either a size 11 men’s boot, or a size 13 women's boot. Conduct a mathematical analysis using this single piece of evidence and a linear relation to predict the height of the culprit. Prepare a written report for the police that explains your calculations and findings. For this activity, you will prepare a presentation for the police, explaining how you determined the height of the thief. The presentation must include: any relevant graphs, charts, and data. all your calculations, including the equations of two lines. a discussion of any sources of error and assumptions you made. © AAC…everyday assessment tools to support student learning Mathematics 10C: The Footprint November 2013 Student Materials Optional Student Data: The Footprint The following data was obtained when two classes measured their height and compared it to shoe size. Females Shoe Size Height (Inches) 8 65 9 64 7 65 8 67 7 65 7.5 68 7 61 9 64 8.5 65 5 59 9 68 7 61 7 63 7.5 67 6 62 6.5 63 7 64 6 61 7 65 6 63 6 61 Males Shoe Size Height (Inches) 11 68 10.5 66 10.5 72 8.5 65 9 72 9.5 67 8.5 66 8 62 10 67 11 75 12 72 12 73 10 66 10 70 10.5 69 9.5 65 12.5 71 8 69 10 72 7 63 8 63 13 73 11 72 12 71 9 70 10.5 71 7.5 67 © AAC…everyday assessment tools to support student learning Mathematics 10C: The Footprint November 2013 Student Materials Rubric: The Footprint Student _____________________________________ Date _____________________ Level Excellent Proficient Adequate Constructs a graph that credibly reflects the collected data. Constructs a graph that partially reflects the collected data. Constructs a graph that inaccurately reflects the collected data. Uses graphed data to determine a substantially correct equation of the line. Uses graphed data to determine a partially correct equation of the line. Unable to use graphed data to determine the equation of the line. Uses the equation to develop a perceptive prediction of the suspect's height. Uses the equation to develop a reasonable prediction of the suspect's height. Uses the equation to develop a simplistic prediction of the suspect's height. Unable to use the equation of the line, leading to a sketchy prediction of the suspect's height. Prepares an insightful presentation with skillful communication of the mathematical strategies used. Prepares a credible presentation with effective communication of the mathematical strategies used. Prepares a rudimentary presentation with simplistic communication of the mathematical strategies used. Prepares an unsupported presentation with inappropriate communication of the mathematical strategies used. Limited * Insufficient/ Blank * Criteria Draw a graph from a set of ordered pairs (Relations and Functions 4) Constructs a graph that precisely reflects the collected data. [C, CN] Uses graphed data to determine an accurate equation of the (Relations and Functions 5 and 7) line. Determine the equation of a linear relation No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task. [PS, R] Solve a problem, using the equation of a linear relation (Relations and Functions 5 and 7) [PS, R, V, CN] Communicate findings [C, CN] * When work is judged to be limited or insufficient, the teacher makes decisions about appropriate intervention to help the student improve. © AAC…everyday assessment tools to support student learning Mathematics 10C: The Footprint November 2013 Student Materials Please note: This rubric may have been modified. To view the most recent AAC version, please visit www.aac.ab.ca.