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Integrated Math 1 Performance Task Goal: To choose the best paid job for spring break. Then create a PowerPoint to convince your parents which is the best job and why. Role: To be a successful barista and use different mathematical representations to make your decision. You must use equations, graphs and tables to justify your decision. Audience: The student, Parents. Situation: You are offered a 30-day trial period at your dream job. However, the owner of the company is a little unusual, so the pay options are non-traditional. They offer you three different pay options for the 30 days. 1. StarBucks: $60,000 a day 2. Lav Azza: You make one penny the first day, two pennies the second day, four pennies the third day, eight pennies the fourth day, etc. (One penny = $0.01) 3. Gloria Jeans Coffee: On your first day of work, you get $1. On your second day of work, you get $4. On your third day of work, you get $9. On your fourth day of work, you get $16. It continues this way for 30 days and then once you've completed the 30 days you receive a completion bonus of $500,000. Product: Create a visual representation of your findings using equations, tables and graphs. You can use a PowerPoint/ Word Document or a Poster, to present your findings to your parents in order to justify your decision. In your presentation explain what motivated your decision and how this can contribute to you being more independent. Standards: A-CED.2: Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales. F-LE.1: Distinguish between situations that can be modelled with linear functions and with exponential functions. F-LE.3: Observe using graphs and tables that a quantity increasing exponentially eventually exceeds a quantity increasing linearly, quadratically, or (more generally) as a polynomial function.Assessment Criteria: Criteria B - Investigating Patterns ii. describe patterns as relationships and/or general rules consistent with findings. ili. verify and justify relationships and/or general rules Achievement Level Level Descriptor The student does not reach a standard described by any of the descriptors below. 1-2 ii. State predictions consistent with patterns. iii. do not mention a relationship. 3-4 ii. suggest relationships and/or general rules consistent with findings. iii. say there is a relationship but no verification ii. describes patterns as relationships and/or general rules consistent with 5-6 findings. iii. verify these relationships and/or general rules ii. describes patterns as relationships and/or general rules consistent with 7-8 correct findings. iii. verify and justify these relationships and/or general rules. Criteria C- Communication i. use appropriate forms of mathematical representation to present information. ili. move between different forms of mathematical representation. Achievement Level | Level Descriptor The student does not reach a standard described by any of the descriptors below. 1-2 ii. use limited forms of mathematical representation to present information iii. communicate through lines of reasoning that are difficult to interpret. ii. use appropriate for of mathematical representation to present information 3-4 adequately. iii. communicate through lines of reasoning that are able to be understood, although these are not always clear. ii. usually use appropriate forms of mathematical representation to present 5-6 information correctly. iii. move between different forms of mathematical representation with some success. ii. use appropriate forms of mathematical representation to consistently 7-8 present information correctly. iii. move effectively between different forms of mathematical representation