# AAT Chapter 1 Project Options

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```					AAT Chapter 1 Project Options

Your project should add up to 100 points and is due on Tuesday, October 26 in
class.

If there are any parts of the exam in which you did not do well, you should attempt
to make your project cover that aspect of the chapter. If you can give me definitive
evidence that you now understand how to do a part of the chapter that you did not
understand when you took the test, I will raise your exam grade. Choose from the
following options wisely:

100 points:

a.) Write an essay, rap, poem, or letter that interconnects at least 25 of the terms
in the vocabulary list on page 58 of your textbook. This should not be a
simple list of terms and their definitions, but a cohesive draft that shows how
the concepts relate and build upon one another. You will be graded on your
mathematical knowledge rather than technical writing skills, but examples of
your knowledge and definitions should be weaved in carefully and in your
own words.
b.) Complete the chapter study guide and write 2-3 sentences to sum up the
“point” of each section.
c.) Write questions for next year’s AAT jeopardy!—you should have a jeopardy
round, a double jeopardy round, and a final jeopardy question. See me for the
template.

50 points:

a.) Come up with an experiment, gather at least 10 points of data, and write an
algebraic model to describe what happens in real life. Be sure to explain
whether your data is best described by a linear equation or not. Use formulas
if necessary and create a graph of the data.
b.) Explain each step of the order of operations and demonstrate what happens
in problems when the order of operations is not followed. Then, create
poster of phrases that mean “add” “subtract” “multiply” “divide” and “group”
c.) Take a practice ACT exam (get it from me) and highlight the questions that
cover topics from algebra 1 and chapter 1 of our book. Then create a worked-
out solution set that explains why each incorrect answer doesn’t work and
why the correct answer is the best choice. Write it in student-friendly
language, not in “math-geek speak,” and turn it in with the completed test.
d.) Create a 20-minute “mini lesson” and 5-10 practice problems for your peers
to complete on one of the sections in unit 1. You may choose to create a
powerpoint or write out a script of how it should be explained and come up
with a list of questions that your peers may have and answers to those
questions. These questions may be shared with the next class for their
quarter review.

25 points:

a.) Look at question 76 on page 55. Get the height of 10 people in inches and use
the conversion factor (1in=2.54cm) to find their height in centimeters. Then
set up an absolute value inequality to describe how long their femur is likely
to be. Solve to find how long each person’s femur is.
b.) Look at question 50 on page 46. Explain how the inequality changes when
the entrance fee and food costs rise and fall. Write an inequality for each of
the following situations: entrance fees of \$20 and \$30, food costs of \$10 and
\$20. Graph the inequalities.
c.) Set up the problem and write an explanation of your problem-solving model
for question 22 on page 38. Your explanation should be approximately 1
paragraph in length and should use appropriate mathematical terminology.
d.) Rewrite the common formulas found on page 28 to solve for alternate
variables. Then write one paragraph explaining why this skill is necessary.
e.) Use the formula given to explain and solve problems 43 and 44 on page 23.
Write a paragraph to explain your answers. (1 paragraph can cover both
problems)
f.) Create a chart to model the population of Hawaii from 1980 until 2010. Then
check this with current population data. Is the model still accurate? Why or
why not?
g.) Complete problems 64 or 65 on page 9. Write a paragraph explaining how
you have solved your problems. (1 paragraph can solve both problems).

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