Course Outline

A detailed descriptive summary of all topics covered. All historical knowledge is

expected to be empirically based, give examples. Show examples of how the text
is incorporated into the topics covered. A mere listing of topics in outline form is
not sufficient (i.e. textbook table of contents or California State Standards).

UNIT 1 Proving Line and Angle Theorems
Unit Focus In this first unit students are asked to recall their knowledge of the language of Geometry
acquired through previous math classes and apply that knowledge in some key applications including
understanding of midpoint, segment bisector, segment addition postulate, angle types, angles created by
parallel lines and a transversal, perpendicular lines, and the angle addition postulate. Students are asked to
demonstrate their understanding of these relationships and definitions through numerical examples (If an
angle measures 27 degrees, what is its complement and supplement?) and algebraically (If an angle was a
measurement of x degrees, what is its complement and supplement?). During this section, students also
complete a project on conditional statements and a foundation for logical proof and reasoning is introduced
through algebraic proofs, proving lines are parallel proofs, among others. Chapter 1: Reasoning and Proof and
Chapter 2: Proving Theorems about lines and angles from the Pearson text is used heavily in this unit, along
with some more indepth questions from Module 5: Geometric Figures from the Mathematics Vision project.

Common Core standards Math II standards: GEO 9

By the end of this unit, students will be able to Emphasis of this unit is that students be able to not only
read, understand, and use the symbolic notation of Geometry, but also be able to apply their understanding of
the conceptual basic parts of Geometry (like the relationship between point, line, and plane, or that the
lengths of parts of a segment add to the length of the entire segment) in numerical and algebraic applications.
Finally students should be able to write simple and logical proofs in paragraph or two column form and use
Geometric language to prove their point. Students understand that a proof is a series of conditional
statements in a logical way.

UNIT 2 Proving Triangle and Parallelogram Theorems
Unit Focus Students begin in this unit completing an inquiry based activity on observations of triangles and
the relationships between their angles and sides, building the triangle inequality theorem and the observation
that angles opposite longest sides are biggest, among other observations. Inquiry will continue when students
extend their understanding of polygons using their knowledge of triangles. Isosceles and equilateral triangles
are also investigated along with proof of base angles in isosceles triangles. Students will also be able to apply
their knowledge of congruency from Math I, in a review of SSS, SAS, and ASA, along with revisiting of the
definition of congruency and its part in triangle congruency and its corresponding parts. Later, using congruent
triangles, students develop proofs about properties of parallelograms. Finally students examine different
quadrilaterals on coordinate planes and use their knowledge of calculating distance and slope to identify more
specific names for each. Chapter 3: Congruent Triangles, Chapter 4: Proving Theorems about Triangles, and
Chapter 5: Proving Theorems about Parallelograms from the Pearson text is our primary source of practice and
indepth activities for this unit, especially using the included performance tasks in these units as activities
and mid-unit assessments.

Common Core standards Math II Standards: GEO10, GEO11, GMD6, GSRT5

By the end of this unit, students will be able to apply their knowledge of congruent triangles to prove
properties of parallelograms by proving two triangles congruent and then naming two corresponding parts
congruent and then extending that to the larger shape, the parallelogram.

UNIT 3 Algebraic Expressions
Unit Focus This unit focusses primarily on the use of exponent properties and radical properties. Through
Tia and Tehani problems (see key assignments), students are asked to approach simplifying problems from
two different perspectives. The goal in having students switch gears in their approach is to give them an
opportunity to a) appreciate different solution paths, b) develop an opinion on different approaches and
perhaps a favorite, and c) to understand that one approach can be favored over another depending largely on
the problem itself. With this in mind, students are asked to demonstrate their knowledge of exponents and it
is extended in this unit through fractional exponents and a light introduction into imaginary numbers. We also
use this unit to assess student understanding of factoring and conduct review as necessary with the goal of all
students demonstrating mastery in factoring trinomials (leading coefficient of 1 and greater than 1), difference
of squares, and greatest common factor by the end of the unit. While most of the resources used in this unit
are teacher created, the core idea of comparing different solutions paths comes from Module 3: Quadratic
Equations (Tia and Tehani activity) from the Mathematics Vision Project. Some minor practice work comes
from Chapter 12: Quadratic Functions and Chapter 10: Properties of Exponents with Rational Exponents from
the Pearson textbook.

Common Core standards Math II Standards: NRN1, NRN2, NRN3, NCN1, NCN2, ASSE1, ASSE2, ASSE3a, A
APR1

By the end of this unit, students will be able to simplify an expression with fractional exponents using both
exponent properties and radical properties and get the same, correct answer. Students can apply their
knowledge of exponent properties to include imaginary numbers and can simplify imaginary numbers raised
to exponents to values under 4.

UNIT 4 Functions and Quadratics
Unit Focus This extensive unit continues with student previous knowledge of function notation and
functions and begins with a brief review of ways of describing and organizing functions, including tables,
graphs, and identifying features like Maximum/minimum, increasing/decreasing within specific ranges,
identifying special points of interest like intercepts and vertices, etc. Students practice these skills on linear,
quadratic, square root, cube root, piece-wise, exponential, and absolute value functions and graph both by
hand and with an online graphing calculator, DESMOS. Students learn how to derive the equation of a
parabola given a focus and directrix and also the Fundamental Theorem of Algebra. Students know synonyms
for roots, and can find them using a variety of approaches including completing the square, factoring, and
quadratic formula and understand what the solution represents in context and graphically, real or imaginary.
Chapter 12: Quadratic Functions from the Pearson text is the more emphasized text used for this unit,
however Module 3: Quadratic Functions from the Mathematics Vision Project is also sampled for its strength
in providing several opportunities for comparing several functions at once. Much of this units core work is also
adapted from Pearson into teacher created student activities.

Common Core standards FIF4, FIF5, FIF 6, FIF6, FBF1, FLE3, AREI7, NCN 9, ASSE3ab, AREI4ab,

By the end of this unit, students will be able to compare two functions when represented in different ways
(for example, given a graph with a quadratic function and an absolute value function. Visually, they only are
given, in this case, a graph and an equation) and fill in the blanks of each function to get a bigger and more
accurate picture in which to compare them. For example, if given a graph, students can pull points from the
graph to build a table, and a function. Students can find key features of quadratic functions in application
word problems and understand what different points represent in the context of the application.

UNIT 5 Similarity
Unit Focus In this unit the idea of similarity first begins with an experiment with dilated figures. Students
dilate given shapes and examine their features to develop conclusions about the properties of dilated figures
and how a k value relates to the pre-image and image. From there students create their own definition for
scale factor and similarity and apply those definitions and concepts to different polygons to find missing side
lengths and angles. Then, using knowledge of parallel lines and other previous concepts, students prove AA
(using dilations), sidesplitting theorem (through parallel lines), and the Pythagorean theorem (using
similiarity). Chapter 6: Similarity from Pearson and Module 6: Similarity and Right Triangle Trigonometry from
the Mathematics Vision Project are both used in this unit.

Common Core standards GSRT4, GGPE6, GSRT1ab, GSRT2, GSRT3, GSRT4, GSRT5

By the end of this unit, students will be able to prove if two figures are similar and defend their conclusion
using definition of similar. Students are also able to use their knowledge of similar polygons purposefully in
proofs about triangles, etc.


UNIT 6 Similarity in Right Triangles
Unit Focus In this unit we take student understanding of similar triangles to build a trigonometry table.
Students spend ample time within this concept until they understand that SIN, COS, and TAN are not magic
decimals that come from a calculator, but are mathematical (and magical) constants that are purposeful for
right triangles of all sizes. This powerful tool is then used in a variety of ways to find angles and sides, but most
importantly in word problems that test their ability to draw the image described using language like angle of
depression and angle of elevation. Again, Chapter 6: Similarity from Pearson and Module 6: Similarity and
Right Triangle Trigonometry from the Mathematics Vision Project are both used in this unit.

Common Core standards GSRT6, GSRT7, GSRT8, GSRT8.1, FTF8

By the end of this unit, students will be able to Students understand that a trigonometry table is not made
up by teachers and understand where those unchanging values come from. Students also understand that
two similar triangles, one ant-sized and one Godzilla-sized, share proportional side lengths and use this as a
way to find out meaningful information about right triangles in our world. Students can use trigonometry and
the Pythagorean theorem to find missing angles and sides without the use of a calculator and just a trig. table.
Students can read complex text and weed through it to find important information to build meaningful right
triangles and use appropriate tools to find their answer and understand what that answer means in context.

UNIT 7 Circles
Unit Focus In this short unit students begin by revisiting circle vocabulary and extending it to include
inscribed angle, central angle, circumscribed angle, chord, tangent line, and arc. Students apply their
understanding of this vocabulary in word problems that describe circles, in which they are asked to find the
area and/or circumference. Later, using the equation of a circle, students derive the Pythagorean theorem.
Then, students split their time between constructions and finding angles in a circle. Specific constructions
include specific measures of inscribed angles, circumscribed circles in triangles, and constructing tangent lines
from a point outside a circle. Meanwhile, students find measurements of inscribed angles, central angles, and
circumscribed angles, and use properties of tangent lines to find missing side lengths. Pearsons Chapter 8:
Circles in our primary resource for this unit, however some major activities are taken and adapted from
Module 7: Circles a Geometric Perspective from the Mathematics Vision Project.

Common Core standards GC2, GGMD1, GGPE1, GC3

By the end of this unit, students will be able to write an equation for a circle given and graph a circle, given
an equation. Students should be able to prove the Pythagorean theorem using the circle equation and find
missing measurements of circles given specific situations relating to arcs, inscribed and central angles, and
tangent lines.

UNIT 8 Area, Volume, and Similarity
Unit Focus In this unit students first do an inquiry lesson on volume that demonstrates Cavalieris principle.
Students then practice finding the area of different two dimensional shapes and then the volume of various
prisms. While they work on their Cereal Project (see key assignments), students are also given guiding
questions regularly that prompts them to look at and think about similar three dimensional figures and what
their relationship may be. Through the project, students are meant to develop their own conclusions and
those conclusions are later shared as a class to reveal the proportional relationships between area and
volume. Chapter 9: Surface Area and Volume from the Pearson text are used heavily for practice for this unit,
but most conceptual development comes from indepth activities created by teacher.

Common Core standards GC1, GC5, GGMD1, GGMD2, GGMD5

By the end of this unit, students will be able to find the volume of different prisms and describe the
relationship between similar three dimensional figures using complex geometric language, including scale
factor, k, and ratios.

UNIT 9 Statistics and Probability
Unit Focus The focus of this unit is primarily to give students the skills necessary to conduct an experiment
and develop conclusions based on the probability of an event occurring within the context of their experiment
(see key assignments). Students are given an introduction to statistics that includes content specific language
like event, replacement, without replacement, compound, independent, dependent, combinations, and
permutations. While students are given ample practice time to demonstrate their understanding of finding the
probability of certain typical events occurring (for example, p(even) using a die or p(diamond and a number)
using a deck of cards), the emphasis of this unit is on the development, implementation, and analysis and
conclusion of their experiment. This unit uses resources from the Pearson text in Chapter 13: Probability and
Module 9: Probability from the Mathematics Vision Project for practice, however the bulk of this units work is
teacher and student created.

Common Core standards SCP1, SCP2, SCP3, SCP4, SCP5, SCP6, SCP7, SCP8

By the end of this unit, students will be able to Students presentations of their experiments should include
a depth of analysis that clearly demonstrates not only a strong understanding and grip on their own chosen
topic and experiment, but also the mathematics and probability values calculated. Their decisions and/or
conclusions based on those results should clearly be supported by their mathematics both in their written lab
report and also in their discussion during the presentation. Students correctly used conditional probability to
gather specific insight into their experiment.

Key Assignments
Detailed descriptions of all Key Assignments which should incorporate
activities and projects, as well as, short answers and essay questions. How
do assignments incorporate topics? Include all assignments that students
will be required to complete. Assignments should be linked to components
mentioned in the course outline and in the discussion of accomplishing the
course goals. Explicitly indicate how the assignments support the eight
Standards of Mathematical Practice in the Common Core State Standards.
Courses must address them all in a balanced fashion. It is not appropriate
or necessary to include instructions given to students regarding the
execution of assignments (formatting, timeliness, etc.). Do not include
exams or assessments in this section.

Conditional Statement Advertisement
Unit of instruction Unit 1 Proving Lines and Angles Theorems

Project/Activity Description In this first project for Math II, students are asked to relate conditional
statements to advertisements they see every day. Meant to provide a context for logical thinking, even when
its not logical (if you wear these shoes, you will run as fast as Usain Bolt), this project helps students find the
structure behind conditional statements and proof. This is also an opportunity for students to apply their
learning of hypothesis, conclusion, and converse to use.

Student level of mastery of topic is assessed by Students correctly translate advertisements into If-Then
statements and into converse statements as well. Their written explanations of whether or not the conditional
statement and converse are true should indicate their own logical processes as well.

Excerpt of/Complete Project/Activity Materials

Adapted from Pearson textbook by teachers
Paired portion of Project: If you Advertise, then they will Buy!

Activity 1: Collect two ads from different print media (magazines, newspapers, internet, etc.). Translate the ad
or a part of the ad into a conditional statement. Then, write the converse of that conditional statement and
analyze the validity of that converse in a short explanation.

Activity 2: Create an 8.5x11 advertisement for a product or service. Use color and persuasive text to sell
your product. The product/service must be explained concisely and there must be a balance of text and
images. Glue/Tape your written report to the right of your advertisement as shown below. Your report will
include the conditional statement implied by the advertisement, its converse, and a paragraph discussing the
validity of the converse. You can find the template for your written report on edmodo.

Individual portion of Project:
Task 1: Define Deductive Reasoning and give two examples.
Task 2: Complete the questions below. Identify for which you used inductive reasoning and deductive
reasoning. (They are given two questions. One is one that requires deductive reasoning and is an algebraic
proof where properties of equality and number properties are given. The other is a pattern analysis using
numbers and figures and they are asked to find the next three terms in the pattern)

City Planning Project Teacher Created
Unit of Instruction - Unit 2 Proving Triangle and Parallelogram Theorems

Project/Activity Description This is a two part project mean to be completed in pairs. The pair must
complete the paired activity together and each is also required to complete a unique individual task alone. For
the paired task the students are given information about the placement of a variety of stores in relation to
parallel lines. The given information creates a sort of puzzle where student must guess and check until every
store front is in the correct place. One incorrect placement requires students to go back to square one and
start again. The individual projects are both more skill driven and prompt students to apply their knowledge of
parallel lines and their angle relationships to find angles.

Student level of mastery of topic is assessed by noting the correct placement of the storefronts in the
paired project and that in the individual assessments students demonstrate their knowledge of angles created
by parallel lines and a transversal in both their calculations and written responses.

Excerpt of/Complete Project/Activity Materials
Paired portion of Project: City Planning Project
Directions:
You will be designing a city map using the guidelines listed below. You will be graded on content, creativity, and
neatness.
Guidelines:
1) Your city must have three streets that are parallel to each other and one street that intersects all three of the
parallel streets. You must name all of these streets. The parallel lines cannot be vertical or horizontal lines.
2) Your city has a hospital that is alternate exterior to the school that is in your city. Draw and name the hospital
and the school.
3) The school and the restaurant are at corresponding locations. Draw and name the restaurant.
4) The restaurant and the pet shop are at vertical locations. Draw and name the pet shop.
5) The pet shop and the gas station are at alternate interior locations. Draw and name the gas station.
6) The hospital and the park are at same side exterior locations. Draw and name the park.
7) The gas station and the grocery store are at same side interior locations. Draw and name the grocery store.
8) The grocery store and the salon are at vertical locations. Draw and name the salon.
9) The salon and hardware store are at corresponding locations. Draw hardware store.
10) Hardware store and frozen yogurt store are at same side interior locations. Draw a frozen yogurt store.
11) Your city has a mall that is in a corresponding location to the bookstore that is in your city. Draw and name the
mall and the bookstore. (If you did all the others correctly, then the bookstore and the mall only have one place
to be placed)
12) Use a protractor to find the angle degrees of the angle nearest the hospital. Find all angles where buildings are
located, without a protractor and list them in the provided table.


Algebraic Expressions Word Problem and Activity Samples
Unit of instruction Unit 3 Algebraic Expressions

Project/Activity Description Students are encouraged in this unit to find patterns in the repetitive structures
they see when they simplify or expand expressions. In doing so they are asked to develop different strategies
for simplifying the same expression using a variety of properties. While they are expected to be efficient and
to attempt all given, the goal is for each student to find the solution paths that work best for them and also to
understand that regardless of a favorite technique, knowledge of multiple approaches is important as
sometimes your favorite method isnt always the most efficient for a specific problem.

Student level of mastery of topic is assessed by Students are given one problem and asked to simplify it
using more than one technique. Then, they are asked to describe both processes and lastly describe which
they preferred and why.

Excerpt of/Complete Project/Activity Materials
Adapted from Mathematics Vision Project Module 3: Quadratic Equations
Tia and Tehani are two math students with different perspective when it comes to simplifying radicals. Tia
loves the properties of radicals and Tehani loves the properties of exponents. While both students always end
up with the same answer, their path to the answer is very different. Simplify the following questions using
Tias method and then Tehanis method.


Function Analysis Project
Unit of Instruction Unit 4 Functions and Quadratics
Project/Activity Description Students are given a packet with 4 functions to analyze, each with a specific
parent function. Students are asked to find data points for that parent function and to graph it to reveal the
behavior of the graph. They are then asked to evaluate by hand two variations of that parent graph, like f(x)
+k or k(f(x)), again making a table of points and graphing the function. For each graph they are asked to write
about the behavior of the function using language like maximum/minimum, rate of change,
increasing/decreasing, intercepts, to name a few. For Math II, the parent functions are absolute value and
quadratic.

Student level of mastery of topic is assessed by the level of depth and understanding demonstrated in
written descriptions of the functions given and in a final analysis of each parent function. In this final analysis
students are given a graph of the parent function that has been manipulated using one of the variations we
gave (for example if they observed f(2x) and f(-3x), then the graph might be f(-2x)) and are asked to guess
what the function is using their conclusions drawn from the previous patterns.

Excerpt of/Complete Project/Activity Materials As most of the materials are graphics and/or include
symbols not possible to upload here, please read the description above.

TRIG Ladder Company Project
Unit of instruction Unit 6 Similarity in Right Triangles

Project/Activity Description This is a two part project mean to be completed in pairs. The pair must
complete the paired activity together and each is also required to complete a unique individual task alone. For
the paired task the students are assigned a hotel and they are required, using the images given and the given
information about the streets and hotels, to find ladder dimensions for a remodel. In doing so they create 4
right triangles and use the Pythagorean theorem, trigonometric functions and their inverses to find any
missing lengths and all angles. It should be noted that students are not allowed to use calculators during this
unit or this project and only have a trig. table to complete their calculations. They round to the nearest
hundredth when necessary. The individual projects both include a related ladder problem with a mixture of
information, needed and not. Students must wade through the information to find what is necessary to find
ladder lengths required.

Student level of mastery of topic is assessed by correct calculations and placement of ladders demonstrates
understanding of word problem if they correctly translate the information out of the context to create
independent right triangles and then translate them back to the context after having completed the
calculations and understand what those values correspond to in the situation given.

Excerpt of/Complete Project/Activity Materials Teacher created Materials

Paired portion of Project: TRIG Ladder Company Project
San Diego Contractors Association Hotel expansion and remodel project
Four hotels, The W, the Hilton, the Castle Plaza, and the Beach View Sheraton are being expanded and/or
remodeled. Your engineering group has been assigned: ____________________________________

Important Information to keep in mind:
1) Major hotels have a width of 35 ft. and minor hotels have a width of 25 ft. The W and the Beach View
Sheraton are major hotels. The Hilton and Castle Plaza are minor city hotels.
2) All streets have a width of 30 ft.
3) All hotels are perpendicular to the street and their faces are rectangles. Each hotel takes up an entire
block.
4) A floor has a height of 10 ft. in every hotel, except for the penthouse which has a height of 25 ft. Every
hotel has a penthouse.
5) The W has 4 floors, the Hilton has 3 floors, the Castle Plaza has 5 floors, and the Beach View
Sheraton has 8 floors.
6) The street between W and the Hilton is 1
st
Ave. Between the Hilton and the Castle Plaza is 2
nd
St.
Between the Castle Plaza and the Ocean View Sheraton is 3
rd
Ave. All of the hotels are on Main Street.

Hotel Expansion and Remodel Tasks:
1) Find the total height of your hotel and the hotel nearest to it (if there are two, choose one). Label the
height and width of the hotels on your poster. You only need to draw these two hotels on your poster.
2) Ladder 1: Goes from the base of YOUR hotel to the roof top of its neighbor.
3) Ladder 2: Goes from the left most bottom corner of YOUR hotel to the right most corner of YOUR
rooftop.
4) Ladder 3: Goes from the 2
nd
floor of your neighbors hotel to YOUR hotel with an angle of elevation of
43.
5) Ladder 4: Goes from the left most corner of the rooftop of YOUR hotel to the street below with an
angle of depression of 77.
6) Every ladder drawn creates a triangle. For each triangle, label all three lengths and angle measures. If
calculations are used to find a length or angle measure, show all work in the corresponding location on
the poster. All lengths should be rounded to nearest tenth and all degrees rounded to the nearest
degree.
7) Label the streets with their names and also label the width of each street as well.

Individual portion of Project: TRIG Ladder Company Project
San Diego Fire Department Training ladder project
The San Diego Fire Dept. has a training building used to teach new fire fighters how to use their equipment
properly. Their building has windows at 25ft., 50ft., and 75ft.

Ladder Policies and Procedures
1) Always position the ladder with another person.
2) Use ladder grips when positioning ladder.
3) Position ladders using correct angle measurements to prevent instability. Windows between 12 and 27 feet
require a 46 elevation from ground. Windows between 28 and 62 feet require a 53 elevation from ground.
Windows above 63 feet require a 26 angle of depression from building wall.

1) Find the length of a ladder to reach the lowest window. Show all calculations.
2) Find the length of a ladder needed to reach the highest window. Show all calculations.
3) Draw a sketch of the building with both ladders. Label all measurements, including angles and sides.

SDG&E underground electricity wiring project
The San Diego Gas and Electricity Company is working to underground all the electricity wires downtown.
Their company has dug a cavern roughly 12 ft. deep and has placed a large pipe (parallel to the road above it)
in the cavern.
Contractor Notes from cavern site
Cavern hole is about 12 ft. deep. The entrance above the cavern is not as large as we expected. The ground is
instable and we could only make the entrance above the pipe about 5 feet wide. The small ladder is most
stable at 58 angle of depression from wall. While working in the cavern, one of my workers positioned the
large ladder with an angle of elevation of 15 above the pipe. He and I agree that is safest way to position the
large ladder.
1) How much of the pipe is between the small ladder and the cavern wall? Show all calculations.
2) How much of the pipe is between the large ladder and the cavern wall? Show all calculations.
3) Draw a sketch of the cavern and horizontal pipe with both ladders. Label all measurements, including
angles and sides.

Cereal Box Similarity Project
Unit of instruction Unit 8 Area, Volume, and Similarity

Project/Activity Description This is a two part project meant to be completed by a pair of students. Together
they are responsible for creating a novel box to hold cereal, one for individual use and another for
family use. The boxes should be similar (mathematically) in size and from that they are asked to find the
surface area and volume and compare the ratios of each to draw conclusions on the relationship between
similar figures and their areas and volumes.

Student level of mastery of topic is assessed by Students construct their two cereal boxes and provide the
teacher with a Similarity discussion sheet that requires them to not only demonstrate their calculations but
also provide written conclusions on any relationships they found.

Excerpt of/Complete Project/Activity Materials
Calculations:
LENGTH - Draw 2 separate nets on your calculations page and show all measurements. Each side length
should be no smaller than 6 cm and no longer than 15 cm. The nets should be proportional and your scale
factor must be a fraction or decimal (no whole numbers) chosen in advance. Remember that the smaller size
should hold an individual serving size and the larger multiple individual servings, as it is targeted for family
use.

AREA - Calculate the area of each face of your containers.

VOLUME - Calculate the volume of each containers.

Similarity Discussion:
RATIOS: Calculate the ratios of the lengths of each of corresponding side, the areas of each corresponding
face, and the volumes of each container.

OBSERVATIONS: Answer the questions about your observations in COMPLETE SENTENCES.
COST vs. AMOUNT OF CEREAL: Your initial side lengths must be between 4 and 6. Remember it costs $.10 per
square centimeter. Take into consideration the cost to make your containers.

BUILD it:
Make, label, and design packaging advertising to attract shoppers attention for our cereal Gee-Ohs.

Similarity Discussion Excerpt of Questions:
Ratio of Lengths of Corresponding Sides
What observations do you notice about the ratios of lengths of the corresponding sides?
Materials for our container cost $.10 per square centimeter. How much would both of your containers cost to
make?

Devise your own Math Experiment
Unit of instruction Unit 9 Probability and Statistics

Project/Activity Description In pairs, students devise an experiment that they collect data on. Then students
estimate probability of a random sampling. Students presentations include student recognition and
explanation of concepts of conditional probability and independence using their own words. They use their
estimated probability to make a decision or conclusion and analyze that decision or strategy based on those
results.

Student level of mastery of topic is assessed by Students presentations should include a depth of analysis
that clearly demonstrates not only a strong understanding and grip on their own chosen topic and experiment,
but also the mathematics and probability values calculated. Their decisions and/or conclusions based on those
results should clearly be supported by their mathematics both in their written lab report and also in their
discussion during the presentation.

Excerpt of/Complete Project/Activity Materials As most of the materials are explained in the description,
no excerpt is needed.