S2+Hart,+Nicholas

toc =Stage 2: Determine Acceptable Evidence.=


 * Performance Task (Summary in G.R.A.S.P.S. form): **(T)** ||
 * Goal: The goal is to create a game or game show based on probability and expected value, to be submitted to Donald Trump's corporation to be selected as their newest marketed game.

Role: You will be part of a Hollywood or New York City design team.

Audience: The audience will be Donald Trump and his hand-picked selection committee.

Situation: Donald Trump is looking for the next great game or game show. You must create a game that is creative and appealing to the selection committee. You must use probability and expected valued to create and prove that your game satisfies Donald Trump's criteria; the game is challenging, entertaining, possible use of multiple participants also if it is a game show would it be cost efficient to be aired on television and would it offer high reward to the contestant(s) playing.

Product/Presentation: Each group will have to design a product appropriate to the game you create. If you create a game show you should video tape a demonstration of it. If you chose to create a board game or other type of game, you should create a prototype of it. For either game a rule book and the mathematics behind the game should be written up using PowerPoint; if your game was not a game show then your PowerPoint should include hyperlinks and video clips regarding the game and/or math covered. All Prototypes/PowerPoints/Videos will be uploaded to an online game index to be viewed by the class and whoever else would like to view them.

Standards (criteria from both rubrics): Each group will be graded using two rubrics. The first will grade each group on creativity, content, organization and marketability. The second rubric will grade each group on content, preparedness, proper usage of each member in group and eye contact. || • Four quizzes will be given to check for understanding throughout the unit: likelihood, reading/constructing graphs to interpret probability, expected value and compounding probabilities • There will be a Socratic discussion: the students will lead a discussion with the guidance of the teacher to discus material of the weeks lessons to discuss understandings, problems and uncertainties with material. Each student is required to contribute to at least one topic covered in the discussion. || • Students will be required to keep a blog throughout the unit. Each blog entry will be a reflection regarding the homework (i.e. questions about the homework, what the student understands, what the student does not understand). The blog entries will be referred to in class during homework reviews. • Students will be given guided practice worksheets either before, during or after new material is covered to allow the students and teacher to see where the students are with the material. || =Assessment Task Blue Print=
 * Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):**
 * Other Evidence **(OE)** ||
 * • A final exam will be given at the end of the unit to check for the individual students understanding of the content of the unit.
 * Student Self-Assessment and Reflection**
 * Self-Assessment **(SA)** ||
 * • Students will be given the opportunity to meet with the teacher to make corrections on all graded work (excluding the performance task) to earn half the points lost on the assignment if the student can show a greater understanding of the material.

//**What understandings/goals will be assessed through this task?**// **(G)** Mathematics (Secondary) B5b ||
 * Understanding || Goal (MLR) ||
 * • Students understand the relationship of probability to relative frequency and know hot to find the probability of compound event. Also students will understand how to find the expected value of events. || • Maine Learning Results

What criteria are implied in the standard(s) understanding(s) regardless of the task specifics? What qualities must student work demonstrate to signify that standards were met?
 * Big Idea || Big Idea ||
 * • Probability || • Expected Value ||

//**Through what authentic performance task will students demonstrate understandings?**//
 * //**Task Description:**// **(T)** ||
 * The Donald himself has turned to our class to use our knowledge of probability and expected value to create a marketable game or game show for him and all of America to enjoy. As a class we will split up into design teams of four members each (a producer, writer, materials gatherer and a marketing guru). The task is to make a challenging yet rewarding/entertaining game that is "fair" based on your knowledge of probability and expected value. If you create a game show be sure to include the expected winnings and if you make a game (i.e. board or card game) be sure to use expected value to set up your game and its rules. All products will be presented in front of Donald Trump and his selection committee. Game shows should be video taped, board games and other games should include a prototype and bother will include a PowerPoint presentation with the rules and mathematics behind the development to be uploaded to the class wiki. ||

//**What student products/performances will provide evidence of desired understandings?**//
 * Type II Product || Type of Presentation ||
 * • Video and a PowerPoint or Prototype and a PowerPoint (including hyperlinks and videos) upoloaded to class wiki with a Prototype. (50%) || • Oral presentation done by each group covering all aspects of their product created. (50%) ||

//**By what criteria will student products/performances be evaluated?**// • Content: 15% • Marketability: 10 % • Organization: 10% • • || • Proper usage of each team member: 15% • Preparedness: 10% • Eye Contact: 10% • Content: 15% • • ||
 * Product Criteria || Presentation Criteria ||
 * • Creativity: 15%
 * 2004 ASCD and Grant Wiggins and Jay McTighe**