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” to help your classmates better decrypt the ACT. 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. Use the resources in the library to help you. 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).