Honors Algebra II 283
Northern Berkshire Vocational Regional School District McCann Technical School
70 Hodges Cross Road North Adams, MA 01247 Mathematics Department
March 2011
Dougherty 283 Page 1 of 28 March 2011
Course Philosophy
In order to fulfill our mission of graduating "individuals who are technically skilled and academically prepared to meet the challenges of a global economy" (McCann mission statement), it is important that our graduates have achieved mathematical competence in many areas. The Honors Algebra II course provides background for grade 11 students to reach the following goals:
• •• •••
To develop a foundation in algebraic reasoning fundamental to success in college mathematics To express mathematical ideas coherently both verbally and in writing To explore the connections that exist within mathematics and with other disciplines To enhance critical thinking and problem solving skills To demonstrate understanding of more advanced math concepts To identify and dispel common math misconceptions
Course Description
The Honors Algebra II course reviews the basic concepts of Algebra and continues the study of new algebraic concepts. This is a full year, ninety-minute course that meets on alternate academic weeks. Topics include linear equations, properties of real numbers, polynomials and factoring, graphing conic sections and high-degree polynomials, systems of linear equations and inequalities, determinants and matrices, quadratic equations and functions, exponential and logarithmic functions, arithmetic, geometric sequences and series and Fibonacci sequences and Phi. Projects typically require students to research topics beyond the scope of the textbook as well as across the curriculum. These projects expand the students' abstraction, reflect upon their Dougherty 283 Page 2 of 28 March 2011
understanding, and practice technical writing in anticipation of the senior project graduation requirement. In order to promote mathematical literacy, there are supplemental reading assignments alongside Collins writing reflections that the students complete throughout the year.
Dougherty 283 Page 3 of 28 March 2011
Course Syllabus
Instructional Philosophy
This course will allow students to explore and experience mathematics through a variety of activities as well as discussion real world applications and emerging mathematics. Emphasis will be placed on students' understanding of key concepts and the ability of students to demonstrate learned knowledge through exams, projects, discussions and written work. Students will be encouraged to inquire, discuss, analyze, and question the various topics presented throughout the course in order to promote mastery.
Major Course Projects and Activities
• •
Assignments
o A variety of assignments will be given to students throughout the course to help reinforce learning objectives, are graded on completeness, and are reviewed upon request.
Notebook/Portfolio o Students are required to maintain a course notebook that will include
all class notes, homework assignments, writing assignments, and handouts.
Dougherty 283 Page 4 of 28 March 2011
•
• •
Projects o There are several projects that will be assigned. o These will serve as extensions to the material learned in class. o Students may be asked to work individually, with partners, or in
groups and may complete such assignments as PowerPoint Presentations, research reports, posters, models, diagrams, etc.
Attendance/Participation o Daily attendance, preparation, and participation are expected and will be recorded.
o Attendance/participation grades are based on student being present and prepared for class, cooperation, and successful progress towards completing class work, participation in daily activities.
Other o A variety of other projects and activities may be incorporated as
deemed appropriate by the individual course instructors.
COURSE ASSESSMENT PLAN
The following assessment plan is applied for the mathematics students at McCann Technical School: GRADING SYSTEM: "Report cards are issued quarterly and serve as a guideline for students and their parents to measure achievement. Parents are encouraged to contact teachers and counselors to ensure a continuing participation in student progress. Courses are graded numerically in accordance with the following values." (2005-2006 McCann Student Handbook)
90-100 80-90 70-80 65-70 0-64 I XT
Dougherty 283
Advanced Proficient Satisfactory Passing Failing Incomplete (make-up required) Excused Below standard (no credit)
Page 5 of 28
March 2011
MATHEMATICS DEPARTMENT ACADEMIC GRADING POLICY: 70% Tests & Quizzes 30% Homework/Notebook Portfolio Attendance/Participation
FINAL EXAMINATIONS: "Final examinations must be taken when scheduled. A grade of "F" will be given for any examination missed unless previously approved by the Principal. Final examinations will be by course title for all students. No exemptions will be given." (2005-2006 McCann Student Handbook) Timeline:
• First Quarter o Algebra Review
• Operations on Numbers • Real Numbers • Equations and Problem solving • Problem Solving: One Variable • Inequalities
o Probability & Statistics • Fundamental Counting Principle
Dougherty 283 Page 6 of 28 March 2011
• Binomial Theorem • Probability • Simulating Events • Measures of Central Tendency and Variation • Normal Distribution
o Factoring Polynomials • Common Monomial Factors • Factoring Trinomials • Prime polynomials • Difference of Squares • Suma and Difference of Cubes
o Powers & Roots • Products of Powers • Quotients of Powers and Zero Exponents • Negative Exponents • Powers of Products and Quotients • Powers of Powers • Scientific Notation • Numbers in Radical form • Simplifying Radical Expressions • Powers of Ten and Discussion of Orders of Magnitude
• Second Quarter o Polynomials
• Monomials • Operations with Monomials • Polynomials • Addition and Subtraction • Multiplication • Division • Division with Remainders
o Linear Functions • Graphs of Linear Functions • Y Intercept • Slope of a Line • Slope Formula • Parallel Lines • X Intercept
o Complex Number System • Definition of i • Addition and Subtraction of Complex Numbers
Dougherty 283 Page 7 of 28 March 2011
• Multiplication and Division of Complex Numbers • Complex Conjugates
o Conic Sections • Parabola • Circle • Ellipse • Hyperbola
o Systems of Sentences • Graphs • Solving Systems by Graphing • Addition Method • Multiplication/Addition Method
o Quadratic Functions • Graphs of Quadratic Functions • Functions Defined by y=ax2 • Functions Defined by y=a(x-h)2 • Functions Defined by y=a(x-h)2+k • Standard Form of Quadratic Polynomials
• •
Third Quarter
o Crooked House Project o Determinants and Matrices
• Addition and Subtraction of Matrices • Scalar Multiplication • Multiplication of Matrices • Solving Systems of Equations by Cramer's Rule • Finding the Area of a Triangle • Determining Nonlinearity of Points
o Sequences and Series • Sigma Notation • Gauss' Method of Summation • Arithmetic Sequences and Series • Arithmetic Means • Geometric Sequences and Series • Geometric Means
Fourth Quarter o Fibonacci Sequence and Phi
• Pythagoreans • Golden Ratio in Architecture and Art
Dougherty 283 Page 8 of 28 March 2011
• Golden Ratio in Nature o Exponential and Logarithmic Functions
• Exponential Models • Exponential Functions • Logarithmic Functions as Inverses • Properties of Logarithms • Exponential and Logarithmic Equations • Natural Logarithms • Applications: Richter Scale, Decibel Scale, pH Scale
o High Degree Polynomials • Sketching • Determining Polynomial from Graph • Zeros
Standards Massachusetts Mathematics Curriculum Framework Learning Standards for Grades 11-12 (November 2000) Course Curriculum Topic Algebra Review
Standard 12.N.1 Define complex numbers (e.g., a + bi) and operations on them, in particular, addition, subtraction, multiplication, and division. Relate the system of complex numbers to the systems of real and rational numbers.
Powers & Roots (Radicals) 12.N.2 Simplify numerical expressions with powers and roots, including fractional and negative exponents.
Dougherty 283 Page 9 of 28 March 2011
Polynomials & Factoring Polynomials Linear Functions
Systems of Sentences
10.P.3 Add, subtract, and multiply polynomials. Divide polynomials by monomials. (Learning Standards for Grades 9-10 (November 2000)) 10.P.4 Demonstrate facility in symbolic manipulation of polynomial and rational expressions by rearranging and collecting terms; factoring (e.g., a2 - b2 = (a + b)(a - b), x2 + 10x + 21 = (x + 3)(x + 7), 5x4 + 10x3 - 5x2 = 5x2 (x2 + 2x - 1)); identifying and canceling common factors in rational expressions; and applying the properties of positive integer exponents. (Learning Standards for Grades 9-10 (November 2000)) 12.P.6 Given algebraic, numeric and/or graphical representations recognize functions as polynomial, rational, logarithmic, exponential, or trigonometric. 10.P.2 Demonstrate an understanding of the relationship between various representations of a line. Determine a line's slope and x- and y-intercepts from its graph or from a linear equation that represents the line. Find a linear equation describing a line from a graph or a geometric description of the line, e.g., by using the "point-slope" or "slope y- intercept" formulas. Explain the significance of a positive, negative, zero, or undefined slope. (Learning Standards for Grades 9-10 (November 2000)) 12.P.10 Use symbolic, numeric, and graphical methods to solve systems of equations and/or inequalities involving algebraic, exponential, and logarithmic expressions. Also use technology where appropriate. Describe the relationships among the methods.
Dougherty 283 Page 10 of 28 March 2011
Quadratic Functions 10.P.5 Find solutions to quadratic equations (with real roots) by factoring, completing the square, or using the quadratic formula. Demonstrate an understanding of the equivalence of the methods. (Learning Standards for Grades 9-10 (November 2000)) 12.P.5 Perform operations on functions, including composition. Find inverses of functions.
Exponential & Logarithmic 12.P.4 Demonstrate an understanding of the trigonometric, Functions Rational Expressions & Functions Conic Sections
exponential, and logarithmic functions. 12.P.5 Perform operations on functions, including composition. Find inverses of functions. 12.P.6 Given algebraic, numeric and/or graphical representations recognize functions as polynomial, rational, logarithmic, exponential, or trigonometric. 12.P.11 Solve everyday problems that can be modeled using polynomial, rational, exponential, logarithmic, trigonometric, and step functions, absolute values, and square roots. Apply appropriate graphical, tabular, or symbolic methods to the solution. Include growth and decay; joint (e.g., I = Prt, y = k(w1 + w2)) and combined (F = G (m1m2)/d2) variation, and periodic processes. 12.P.5 Perform operations on functions, including composition. Find inverses of functions. 12.P.6 Given algebraic, numeric and/or graphical representations recognize functions as polynomial, rational, logarithmic, exponential, or trigonometric. 12.P.11 Solve everyday problems that can be modeled using polynomial, rational, exponential, logarithmic, trigonometric, and step functions, absolute values, and square roots. Apply appropriate graphical, tabular, or symbolic methods to the solution. Include growth and decay; joint (e.g., I = Prt, y = k(w1 + w2)) and combined (F = G (m1m2)/d2) variation, and periodic processes. 12.G.4 Relate geometric and algebraic representations of lines, simple curves, and conic sections.
Dougherty 283 Page 11 of 28 March 2011
Probability & Statistics 12.P.3 Demonstrate an understanding of the binomial theorem and use it in the solution of problems. 12.D.2 Select an appropriate graphical representation for a set of data and use appropriate statistics (e.g., quartile or percentile distribution) to communicate information about the data. 12.D.3 Apply regression results and curve fitting to make predictions from data. 12.D.6 Use combinatorics (e.g., "fundamental counting principle," permutations, and combinations) to solve problems, in particular, to compute probabilities of compound events. Use technology as appropriate.
Vocational/Technical Education Curriculum Frameworks Strands 1, 4, 5, and 6
Strand 4: Employability
4.b Develop employability skills to secure and keep employment in chosen field 4.B.01a
4.B.03a 4.B.06a 4.B.07a 4.B.08a
Apply strategies to enhance effectiveness of all types of communications in the workplace Locate information from books, journals, magazines, and the Internet Explain information presented graphically Use writing/publishing/presentation applications Apply basic skills for work-related oral communication
4.c Solve problems using critical thinking 4.C.01a Demonstrate skills used to define and analyze a given problem 4.C.04a Explain strategies used to formulate ideas, proposals and solutions to
problems 4.C.05a Select potential solutions based on reasoned criteria Strand 6: Underlying Use of Technology
6.c Demonstrate ability to use technology for research, problem solving, and communication Dougherty 283 Page 12 of 28 March 2011
6.C.03a
6.C.04a
6.C.05a
6.C.06a
Demonstrate the use of appropriate electronic sources to conduct research (e.g., Web sites, online periodical databases, and online catalogs) Demonstrate proper style (with correct citations) when integrating electronic research results into a research project Collect, organize, analyze, and graphically present data using the most appropriate tools Present information, ideas, and results of work using any of a variety of communications technologies (e.g., multimedia presentations, Web pages, videotapes, desktop-published documents)
Vocational/Technical Education Curriculum Frameworks Strand 3:Embedded Academics
Automotive Technology
12.D.2 Select an appropriate graphical 11/12 Data Analysis, 3.B.17c 3.B.19c 3.B.22c
representation for a set of data and use appropriate statistics (e.g., quartile or percentile distribution) to communicate information about the data.
12.D.6 Use combinatorics (e.g., "fundamental counting principle," permutations, and combinations) to solve problems, in particular, to compute probabilities of compound events. Use technology as appropriate.
12.M.1 Describe the relationship between degree and radian measures, and use radian measure in the solution of problems, in particular, problems involving angular velocity and acceleration.
Probability and Statistics
11/12 11/12
Data Analysis, Probability and Statistics Measurement
Dougherty 283 Page 13 of 28 March 2011
3.B.24c
12.P.11 Solve everyday problems that can be 11/12 modeled using polynomial, rational, exponential, logarithmic, trigonometric, and step functions, absolute values, and square roots. Apply appropriate graphical, tabular, or symbolic methods to the solution. Include growth and decay; joint (e.g., I = Prt, y = k(w1 + w2)) and combined (F = G(m1m2)/d2) variation, and periodic processes.
Patterns, relations, algebra
3.B.26c
12.P.8 Solve a variety of equations and inequalities using algebraic, graphical, and numerical methods, including the quadratic formula; use technology where appropriate. Include polynomial, exponential, logarithmic, and trigonometric functions; expressions involving absolute values; trigonometric relations; and simple rational expressions.
11/12 Patterns, relations, algebra
Dougherty 283 Page 14 of 28 March 2011
Dougherty 283 Page 15 of 28 March 2011
Carpentry/Cabinetry 3.B.13
10.P.2
Demonstrate an understanding of the relationship between various representations of a line. Determine a line's slope and x- and y-intercepts from its graph or from a linear equation that represents the line. Find a linear equation describing a line from a graph or a geometric description of the line, e.g., by using the "point-slope" or "slope y- intercept" formulas. Explain the significance of a positive, negative, zero, or undefined slope.
9/10Patterns,
relations, algebra
3.B.17 3.B.20
12.P.8 Solve a variety of equations and 11/12 inequalities using algebraic, graphical, and numerical methods, including the quadratic formula; use technology where appropriate. Include polynomial, exponential, logarithmic, and trigonometric functions; expressions involving absolute values; trigonometric relations; and simple rational expressions.
12.G.4 Relate geometric and algebraic 11/12 representations of lines, simple curves, and conic sections.
Patterns, relations, algebra Geometry
Computer Assisted Drafting: Dougherty 283 March 2011 Page 16 of 28
3.B.13c 3.B.14c Electricity:
12.P.8 12.P.11
Solve a variety of equations and inequalities using algebraic, graphical, and numerical methods, including the quadratic formula; use technology where appropriate. Include polynomial, exponential, logarithmic, and trigonometric functions; expressions involving absolute values; trigonometric relations; and simple rational expressions. Solve everyday problems that can be modeled using polynomial, rational, exponential, logarithmic, trigonometric, and step functions, absolute values, and square roots. Apply appropriate graphical, tabular, or symbolic methods to the solution. Include growth and decay; joint (e.g., I = Prt, y = k(w1 + w2)) and combined (F = G(m1m2)/d2) variation, and periodic processes.
11/12 11/12
Patterns, relations, algebra Patterns, relations, algebra
3.B.15c
10.P.2
Demonstrate an understanding of the relationship between various representations of a line. Determine a line's slope and x- and y-intercepts from its graph or from a linear equation that represents the line. Find a linear equation describing a line from a graph or a geometric description of the line, e.g., by using the "point-slope" or "slope y- intercept" formulas. Explain the significance of a positive, negative, zero, or undefined slope.
9/10 Patterns,
relations, algebra
Information Technology:
12.D.2 3.B.19c Dougherty 283
Select an appropriate graphical representation for a set of data and use appropriate statistics (e.g., quartile or percentile distribution) to communicate information about the data.
March 2011
11/12
Data Analysis, Statistics
Page 17 of 28
3.B.20c 3.B.21c 3.B.22c
12.D.3 12.D.4 12.D.6
Apply regression results and curve fitting to make predictions from data. Apply uniform, normal, and binomial distributions to the solutions of problems. Use combinatorics (e.g., "fundamental counting principle," permutations, and combinations) to solve problems, in particular, to compute probabilities of compound events. Use technology as appropriate.
11/12 11/12 11/12
Data Analysis, Statistics Data Analysis, Statistics Data Analysis, Statistics
3.B.27c 12.P.8 Solve a variety of equations and inequalities using algebraic, graphical, and numerical methods, including the quadratic formula; use technology where appropriate. Include polynomial, exponential, logarithmic, and trigonometric functions; expressions involving absolute values; trigonometric relations; and simple rational expressions.
11/12 Patterns, relations, algebra
Machine Technology: 3.B.13c 12.P.8 Solve a variety of equations and 11/12 Patterns,
inequalities using algebraic, graphical, and numerical methods, including the quadratic formula; use technology where appropriate. Include polynomial, exponential, logarithmic, and trigonometric functions; expressions involving absolute values; trigonometric relations; and simple rational expressions.
relations, algebra
Dougherty 283 March 2011 Page 18 of 28
3.B.14c
12.P.11 Solve everyday problems that can be11/12 modeled using polynomial, rational, exponential, logarithmic, trigonometric, and step functions, absolute values, and square roots. Apply appropriate graphical, tabular, or symbolic methods to the solution. Include growth and decay; joint (e.g., I = Prt, y = k(w1 + w2)) and combined (F = G(m1m2)/d2) variation, and periodic processes.
Patterns, relations, algebra
3.B.15
12.D.2 Select an appropriate graphical representation for a set of data and use appropriate statistics (e.g., quartile or percentile distribution) to communicate information about the data.
11/12 Data Analysis, Statistics
3.B.16
12.M.1 Describe the relationship between 11/12 degree and radian measures, and use radian measure in the solution of problems, in particular, problems involving angular velocity and acceleration.
Measurement
Metal Fabrication: 3.B.13c 3.B.14c
12.P.8 12.P.11
Solve a variety of equations and inequalities using algebraic, graphical, and numerical methods, including the quadratic formula; use technology where appropriate. Include polynomial, exponential, logarithmic, and trigonometric functions; expressions involving absolute values; trigonometric relations; and simple rational expressions. Solve everyday problems that can be modeled using polynomial, rational, exponential, logarithmic, trigonometric, and step functions, absolute values, and square roots. Apply appropriate graphical, tabular, or symbolic methods to the solution. Include growth and decay; joint (e.g., I = Prt, y = k(w1 + w2)) and combined (F = G(m1m2)/d2) variation, and periodic processes.
11/12 11/12
Patterns, relations, algebra Patterns, relations, algebra
Dougherty 283 March 2011 Page 19 of 28
Instructional Activities
Several methods of instruction are used throughout the course. Students are exposed to the material through cooperative learning, lecture, web-based Internet activities, projects, and peer presentations. Beyond the scope of the textbook there are several projects that are completed throughout the year and described below: Crooked House Project - Students are required to research a mathematician of their choice and make a presentation to the class. The goals of this project are to expose the students to the life and work of several mathematicians, help students to understand that real people "do math", and to improve upon presentation skills. Students are expected to present the information through the use of a PowerPoint presentation and must be familiar enough with the information to speak fluently and answer questions. Appendix A is the student handout and rubric. Math in Film Project - The last project of the course is on the topic of Conic Sections. Students are required to complete a series of webquests, worksheets, and writing assignments on parabolas, circles, ellipses, and hyperbolas. The entire project is completed using the Internet as the resource, and the final products are a PowerPoint Dougherty 283 March 2011 Page 20 of 28
presentation, a written paper, and the completed webquest and worksheet forms. Appendix B is the outline of what is required.
Supplemental Reading Assignment - Throughout the year students will read Flatland by Hans Enzensberger, wherein a visitor to a two-dimensional world attempts to "prove" the existence of a third dimension. Students are assigned certain sections of the book throughout the year and the math topics are discussed in class. Students prepare written explanations of the math topics that are kept in a portfolio.
Resources
Blitzer, Robert. Precalculus. Glencoe. New York, NY: 2005.
Enzensberger, Hans M. Flatland. Owl Books. New York, New York: 1998.
Fadiman, Clifton. Fantasia Mathematica. Simon & Shuster, New York, NY: 1958
Appendix A - Crooked House Project
Crooked House Project Due date: Students will read Robert Heinlein's -And He Built a Crooked House available at
http://www.scifi.com/scifiction/classics/classics_archive/heinlein/heinlein1.html
(Hardcopy versions may be obtained from the instructor.)
Each student will create one of the four-dimensional net models as described in the story. Requirements:
Dougherty 283 March 2011 Page 21 of 28
•
•
•
Create one of the four-dimensional net models of a tesseract as described in the story Sketch a two-dimensional projection of the net on isometric or quadrille graph paper, and color the appropriately Answer the following questions
Reflection Questions: First, when the house "collapses" into a 4D tesseract, Teal says that it folded on its joints. Can it be that the structure had 3D hinges that articulated it in four dimensions? I'm trying to imagine a 2D figure that might be articulated in 3D, and failing. Is there a mathematical justification for this event, or is it a plot device? Second, when bizarre things start appearing outside the windows (New York, Oceans, Joshua Tree Park), no explanation is given as to how they came to be there. Could a destabilizing hypercube "sway" over enormous distances? My rudimentary understanding of the figure leads me to believe that such windows would look into the other rooms of the house. 12 + 144 + 20 + 3√4 + 5 • 11 = 92 + 0
7
…Is a math limerick? A limerick is a five-line poem written with one couplet and one triplet. If a couplet were a two-line rhymed poem, then a triplet would be a three-line rhymed poem. The rhyme pattern is a-a-b-b-a with lines 1, 2 and 5 containing three beats and rhyming, and lines 3 and 4 having two beats and rhyming. Some say that soldiers returning from France to the Irish town of Limerick in the 1700's invented the limerick. Limericks are meant to be funny. They often contain hyperbole (hyperbola?), onomatopoeia (screech), idioms (raining cats and dogs), puns (my new, expensive vacuum cleaner really sucks), and other figurative devices. The last line of a good limerick contains the punch line or "heart of the joke." Say the following limericks out
Dougherty 283 March 2011 Page 22 of 28
loud: A flea and a fly in a flue
Were caught, so what could they do?
Said the fly, "Let us flee."
"Let us fly," said the flea.
So they flew through a flaw in the flue. You will soon hear the distinctive beat pattern of all limericks. The rhythm is just as important in a limerick as the rhyme. Complete this limerick: A mathematician named Meg
Accidentally broke her left _______.
She slipped on the ______.
Not just once, but twice
Take no pity on her, please, I __________. Honors Algebra 2 Assignment: 0. Practice the rhythm of limericks by snapping your fingers. (Don't do this too near people who aren't aware of your intent; it's annoying.) Dougherty 283 March 2011 Page 23 of 28
1. Think of some humorous mathematical names, places, or situations.
2. Using the a-a-b-b-a five line form, write an original limerick based on Heinlein's story
3. Write another one, better than the first. Practice makes…improvement! 4. How would you illustrate the page if your poems were published in a book of limericks? Do it. A dozen, a gross, and a score Plus three times the square root of four Divided by seven Plus five times eleven Is nine squared and not a bit more
…is the math limerick mentioned numerically above! 5.
Create a tesseract "net" in three dimensions, modeled on one of those that Quintus Teal creates to explain what will eventually become Baily's new house. I can supply plastic straws, hot glue, hot glue guns and scissors, or, you can use other materials from home such as toothpicks (I would avoid clay, although it served Teal's purposes) Q-tips®, Popsicle® sticks, coffee stirrers, splints, etc.
Appendix B - Math in Film Project
Math in Film Project Due 1/3 Assignment: Write a one to three page reaction paper to a film that contains a mathematical concept as one of the vehicles that drives the plot The entire film need not be mathematical in nature, however, the concept must be significant enough to provide for the paper containing a a) summary, b) explanation of the math concept, c) accuracy critique, Dougherty 283 March 2011 Page 24 of 28
d) references, e) as well as a 5 to 10 minute in-class presentation. The paper must: be typed double-spaced, with no larger than 0.75 inch top, bottom, left, and right margins.
Rubric (3 to 20 points)
SCORE -> 5 3 1 Summary Well chosen work and Poorly chosen or No summary
well-developed summary
Explanation is clear,
Explanation of Math/ terms are well-
Adequately developed, missing key elements Partial explanation or No explanation terms are
Science Concepts Accuracy Critique
defined, used properly, and referenced appropriately Critique is well supported with explanation and/or example
inadequately defined or explanation is unclear
Explanation is unclear, incomplete
Critique is incorrect
Creative, organized, Presentation is mostly Disorganized or Presentation poised, enthusiastic, read from notes or unprepared
well rehearsed, not unenthusiastic read from notes
TOTAL =_______ /20 =________ % Comments: Dougherty 283 March 2011 Page 25 of 28
Math in Film Rating System (To be completed by each reviewer after the presentation.)
Film: Section:
Reviewer(s)
G Good Math in general
PG Pretty Good Math (just enough flaws to make it entertaining) Dougherty 283 March 2011 Page 26 of 28
PG-13
the
R
NC-17
Children under age 13 might be tricked into thinking the math was Pretty Good, but parental guidance is suggested to explain nuances
Revoltingly poor attempts at mathematics Not Comprehensible to any 17-year old who has studied
Algebra
Reviewer's Comments: Math in Film Peer Observation Sheet (To be completed after each presentation by classmates.) Dougherty 283 March 2011 Page 27 of 28
Presenter Name(s): Section: Title of Film: Comments: (Please make the effort to demonstrate that you have actually seen the presentation!)
Note well: The above comments will not be used in grading the presenter. Dougherty 283 March 2011 Page 28 of 28
