Survey
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
Research Funding Subject: Grade Level: Math 11 National Career Cluster: National Career Pathway: Government & Public Administration Governance Government & Public Administration Planning Government & Public Administration Public Management and Administration Government & Public Administration Regulation Human Services Consumer Services Human Services Family & Community Services Primary Common Core State Standards Algebra: Seeing Structure in Expressions - Interpret the structure of expressions (Math - High School) 1. Interpret expressions that represent a quantity in terms of its context. Statistics and Probability: Making Inferences and Justifying Conclusions - Make inferences and justify conclusions from sample surveys, experiments, and observational studies (Math - High School) 6. Evaluate reports based on data. Statistics and Probability: Conditional Probability and the Rules of Probability - Use the rules of probability to compute probabilities of compound events in a uniform probability model (Math - High School) 6. Find the conditional probability of A given B as the fraction of B’s outcomes that also belong to A, and interpret the answer in terms of the model. Other Related Common Core State Standards: Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6-12 Production and Distribution of Writing (Literacy - Grades 11-12) 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6-12 - Research to Build and Present Knowledge (Literacy - Grades 11-12) 8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6-12 - Research to Build and Present Knowledge (Literacy - Grades 11-12) 9. Draw evidence from informational texts to support analysis, reflection, and research. Number and Quantity: Quantities - Reason quantitatively and use units to solve problems. (Math - High School) 1. Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. Number and Quantity: Quantities - Reason quantitatively and use units to solve problems. (Math - High School) 2. Define appropriate quantities for the purpose of descriptive modeling. Number and Quantity: Quantities - Reason quantitatively and use units to solve problems. (Math - High School) 3. Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. Next Generation Assessment: A data display showing 2012 fiscal year National Institute of Health (NIH) budget is shown below. (See Resources for data display.) Use the information presented in the data display to answer the following questions. a. Write an expression that you can use to determine how much money is allocated to each of the nine mechanisms that make up the National Institute of Health Budget. Then evaluate the expression to compute the budget for each of the nine mechanisms. b. What is the probability that a randomly selected dollar within the NIH budget is allocated to research centers or research training? Explain how you determined your answer. c. If the budget needs to be cut by 15%, propose how you would reduce the budget. Be specific and factual in your reasoning. Duration: about 15 minutes Student Work: Algebraic calculations Criteria for Student Learning: 1. Writing and evaluating an expression. 2. Computing probability. 3. Valid reasoning for how and why to cut the budget. Resources students will be provided or will have to acquire: Calculator Attached data display Research Funding.JPG Scoring Guide Criteria for Student Learning Percent Weight Below Basic Basic Proficient Exemplary Writing and evaluating an expression. 40 Expression presented is not valid or does not exist. Computations do not exist or are incorrectly computed with expression. Response shows a valid expression, and shows correct evaluation for some of the nine mechanisms. Or expression is incorrect, but computations are all correct. Facts are presented in a somewhat logical format. Response shows a valid expression, and shows correct evaluation for most of the nine mechanisms. Work is organized and facts are presented in a logical format. Response shows a valid expression, defines variables, and shows correct evaluation for all nine mechanisms. Work is organized and facts are presented in a logical format. Computing probability. 40 Response indicates limited to no understanding of probability. Response shows proper probability equation and minor error in computation of probability. No explanation, or oral explanation is included. Response shows proper probability equation and correct computation of probability. Brief written explanation is included. Response shows proper probability equation and correct computation of probability. Answer is conveyed and explained in a written statement. Valid reasoning for how and why to cut the budget. Powered by TCPDF (www.tcpdf.org) 20 Response does not have any valid ways to reduce budget by 15%, and/or provides no written explanation to support reasoning. Response shows no understanding of needs within NIH. Response shows some valid ways to reduce budget by 15%, and provides a brief written explanation to support reasoning. Response shows limited understanding of needs within NIH. Response shows valid ways to reduce budget by 15%, and provides written explanation to support reasoning. Response shows general understanding of needs within NIH. Response shows valid ways to reduce budget by 15%, and provides written explanation and cited facts to support reasoning. Response shows solid understanding of needs within NIH.