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Before I go away,
There is something I have to say,
Mike, good luck in your game today,
Hopefully youll beat Mater Dei.
Oh, by the way
Will you go to Sadies Hawkins with me next Saturday?
(Jordan, 2008)
The mathematical process standards may be applied to all content standards as appropriate.
TxRCFP:
o Using operations with integers and positive rational numbers to solve problems
o Understanding and applying ratios and rates and using equivalent ratios to represent
proportional relationships
o Using expressions and equations to represent relationships in a variety of contexts
o Understanding data representation
TxCCRS:
IX. Communication and Representation
6.1A Apply mathematics to problems arising in everyday life, society, and the workplace.
6. 1B Use a problem-solving model that incorporates analyzing given information, formulating a
plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving
process and the reasonableness of the solution.
6. 1C Select tools, including real objects, manipulatives, paper and pencil, and technology as
appropriate, and techniques, including mental math, estimation, and number sense as appropriate,
to solve problems.
6.1D Communicate mathematical ideas, reasoning, and their implications using multiple
representations, including symbols, diagrams, graphs, and language as appropriate.
6.1E Create and use representations to organize, record, and communicate mathematical ideas.
6.1F Analyze mathematical relationships to connect and communicate mathematical ideas.
6.1G Display, explain, and justify mathematical ideas and arguments using precise mathematical
language in written or oral communication.
Bibliography
The provisions of this 111.25 adopted to be effective September 10, 2012, 37 TexReg 7109. (2014,
December 6). Enhanced TEKS Clarification. Retrieved from TEKS Resources Systems:
http://teksresourcesystem.net/module/content/search/item/678463/viewdetail.ashx
Mathematical
Concepts
Explanation shows
complete
understanding of
the mathematical
concepts used to
solve the
problem(s).
Explanation shows
substantial
understanding of
the mathematical
concepts used to
solve the
problem(s).
Explanation shows
some
understanding of
the mathematical
concepts needed to
solve the
problem(s).
Explanation shows
very limited
understanding of
the underlying
concepts needed to
solve the
problem(s) OR is
not written.
Mathematical
Reasoning
Uses effective
mathematical
reasoning
Some evidence of
mathematical
reasoning.
Little evidence of
mathematical
reasoning.
Most (75-84%) of
the steps and
solutions have no
mathematical
errors.
Student was an
engaged partner
but had trouble
listening to others
and/or working
cooperatively.
CATEGORY
Explanation
Explanation is
detailed and clear.
Explanation is
clear.
Explanation is a
little difficult to
understand, but
includes critical
components.
Explanation is
difficult to
understand and is
missing several
components OR
was not included.
Checking
Neatness and
Organization
The work is
presented in a neat,
clear, organized
fashion that is easy
to read.
The work is
presented in a neat
and organized
fashion that is
usually easy to
read.
The work is
presented in an
organized fashion
but may be hard to
read at times.
Diagrams and
Sketches
Diagrams and/or
sketches are clear
and greatly add to
the reader's
understanding of
the procedure(s).
Diagrams and/or
sketches are clear
and easy to
understand.
Diagrams and/or
sketches are
somewhat difficult
to understand.
Diagrams and/or
sketches are
difficult to
understand or are
not used.
Completion
Several of the
problems are not
completed.
Mathematical
Terminology and
Notation
Correct terminology
and notation are
always used,
making it easy to
understand what
was done.
Correct terminology
and notation are
usually used,
making it fairly easy
to understand what
was done.
Correct terminology
and notation are
used, but it is
sometimes not
easy to understand
what was done.
Typically, uses an
efficient and
effective strategy to
effective strategy to solve the
problem(s).
solve the
problem(s).
Understanding
Preview
Yes
No
Extremely well
Quite well
Not bad
Not so well
Very bad
$20 - $15
$15- $10
4. What time should The Sadie Hawkins Dance start and finish?
4:00pm 7:00pm
5:00pm 8:00pm
6:00pm 9:00pm
7:00pm 10:00pm
6. Would you attend more of our fundraiser events this school year?
Yes
No
Maybe
Step Show
Talent Show
Sock Hop
Fraction
Decimal
0/00
0.00
Percentage
00%
principal will require a return on investment of 25%. Results from survey shows that 20% of student
will not attend. Student will seek an $800 dollar investment with a ROI of 1.%
1.
What is the number of the 20% students who will not be attending the Sadie Hawkins
Dance, if there are 500 students at your school? Please write your answer a proportion.
2. What is 1% of $800?
Budget
$800
Cost
DJ - Disc Jockey
F - Food
DA Dcor Ads
TC - Total Cost
Price
$150
$500
$150
(DJ + F + DA)
Equation
Budget Total Cost
Ticket
Number of
Revenue
Sales
Price
Tickets Sold
Price X Sales
Singles
$15
100
(P x S)
Couples
$20
60
(P x S)
Prepaid
$10
240
(P x S)
Total
b)
c)
d)
e)
f)
g)
h)
i)
2.
Door Prizes
Students in 6th grade may enjoy prizes such as:
a)
b)
c)
d)
movie tickets
restaurant gift certificates
MP3 player
gift basket full of candies and chocolate
(Total Cost = # Door Prize Items x Cost) example (Total Cost = # of Movie Tickets x Cost
of Table)
What is the Total Cost of Decoration?
(Total Cost of Door Prize = the sum of each door prize item cost)
Make a picture of how you would decorate the gym.
Sadie Hawkins
Dance
[Date]
0%
Site
Room and hall fees
Site staff
Equipment
Tables and chairs
Total
Decorations
Center Pieces
Background photo opt
Lighting
Balloons
Paper supplies
Total
Publicity
Graphics work
Photocopying/Printing
Postage
Total
Miscellaneous
Estimated
Actual
$500.00
$250.00
$100.00
$150.00
$1,000.00
$1,000.00
$1,000.00
Estimated
Actual
$30.00
$50.00
$30.00
$20.00
$20.00
$150.00
$0.00
Estimated
Actual
0%
0%
100%
$10.00
$30.00
$40.00
$0.00
Estimated
Actual
Site
Publicity
Refreshments
Prizes
Decorations
Miscellaneous
Program
Stationery supplies
Total
Refreshments
Food
Drinks
$900.00
$10.00
$10.00
$0.00
Estimated
Actual
$350.00
$50.00
$800.00
$700.00
$600.00
$500.00
$400.00
$300.00
Total
Program
$400.00
$0.00
Estimated
Actual
$200.00
$100.00
$0.00
Estimated
Actual
Disc Jockey
$100.00
Other
Total
Prizes
Ribbons/Plaques/Trophies
Gifts
Total
Total Expenses
Solve
$100.00
$0.00
Estimated
Actual
$100.00
$100.00
$0.00
Estimated
Actual
$1,800.00
$1,000.00
Marketing Mix 4 Ps
Elevator Pitch
Directions: You are in the hallway with a potential decision maker Mrs. Hurd or Mrs. Nealy. You
only have 2 minutes to present your proposal to the administrator who is known for being attracted to
student fundraisers that are interactive, inexpensive and profitable.
Budget $800
The Fundraiser: Sadie Hawkins Dance
*What is the cost of your Disc Jockey?
*What is the maximize amount of tickets that can be sold?
*Where you over budget or under budget? What was the amount?
The Placement: Carver Learning Ctr. Valentine Day
*What location of the school would you sell your tickets? Why
*What time would you sell your tickets? Why
The Price: Pricing needs to be reasonable
*What is your price?
*How much do you have to sale to break-even? What are the minimum amount of
tickets you can sell to make your money back? Cost = Sales
Single =
Couples =
Prepaid =
*How much would you make if you sold all of your tickets?
Single =
Couples =
Prepaid =
A good presentation is always the one you can remember.but you have to listen
Directions: Business Budgets require that the information that is being presented to be concise
(giving a lot of information clearly and in a few words; brief but comprehensive.) and accurate
((of information, measurements, statistics, etc.) correct in all details; exact). Please reflect on
each groups presentations and answer the following questions.
Group 1
Group 2
Group 3
What can be done differently? What can be done differently? What can be done differently?
_________________________ _________________________ _________________________
Group 4
Group 5
Group 6
Directions: Business Plans or Budget require that each person in a team be held accountable for
their contribution to the group. Rate each question 1-25 to determine the contribution of each
team members. The sum of each team members will be totaled for their grade.
Team Member 1
Team Member 2
Team Member 3
Team Member 4
Team Member 5
Team Member 6
Plan
Chooses an appropriate solution strategy
Solve
Works systematically
Computes correctly
Look Back
Checks reasonableness of answer
Attitude
Shows a willingness to try the problem
Demonstrates self-confidence
Other Comments