Criterion C&D: School Research and Data Project

Task:
IICS has hired you be the new statistician for the school. They want you to get some
information about our students and to provide better services for the student body.
You may choose any service that you need to get information on, but you will need to
make a brief paper displaying and analyzing your information in a proper and logical
way. You may use the 4 stages listed below to help you.
Planning
During the planning phase you need to discuss the following.
1) What will your research question be? Explain why you want to know.
2) What type of variables will you have? Explain.
3) Will you do a census or sample? If sample how do you know it is unbiased?
Explain.
4) How will you collect your information? Describe the process.
5) What type of table/graph will you use? Explain why you chose this type of
information.
Data Collection
During the collection you must follow your plan and obtain the information needed in
a timely manner
Conclusion and Analysis
After you receive your data you must display it, analyze it, and draw conclusions
about it.
6) How did you find the center of your data? Explain how and why.
7) Is the data skewed at all? Explain what distribution your data has.
8) Are there any outliers? If so, why would they be there?
9) How will you present your information to your peers and the administration?
10)
What did you find out with your data? Were there any patterns or
interesting information?
Evaluation
After you finish you need to comment possible problems, biases, outliers, etc.
11)
What are possible problems with your data?
12)
What else could you do with you data?
13)
Anything else you want to research after this investigation?
Assessment
You will be assessed on Criterion C and D.
Consider the following in your work.
Content:
Crit C: Communication: Crit D: Real World
Knowledge of the following Showing the following:
Show the following:
Categorical,
Show solutions,
How you researched
Quantitative
numbers,
(or obtained) your
Variables
operations properly
data?
Sampling and
Showing more than
Is it Bias?
Census
one form, table,
Comment on reliability
chart,
data,
etc
Biased and Unbiased
of the information.
Logical order and
Questions
Comment on if it
explanation of
Tables and Graphs
makes sense
process
Measures of Center
Clear and complete
(mean, median,

mode)
Analyzing Data
Math Vocabulary and
Symbols

solution
Proper presentation mode
for administration and
students

Criterion C: Communication in Math

Achievement
Level
0
Unsatisfactor
y
1-2
Partially
Proficient

3-4
Nearing
Proficiency

IB Level Descriptor

Decoder

The student does not reach a standard

described by any of the descriptors below.

Not enough evidence to give a mark

for the assignment.

The student is able to:

i.
Use limited mathematical
language
ii.
Use limited forms of mathematical
representation to present
information
iii.
Communicate through lines of
reasoning that are difficult to
interpret.
The student is able to:
i.
usesomeappropriatemathematical
language
ii.
useappropriateformsofmathematical
representationtopresentinformation
adequately
iii.
communicatethroughlinesofreasoning
thatarecomplete
iv.
adequatelyorganizeinformationusinga
logicalstructure.

i.
ii.

iii.

i.
ii.

iii.
iv.

5-6
Proficient

Thestudentisableto:
i.
usuallyuseappropriatemathematical
language
ii.
usuallyuseappropriateformsof
mathematicalrepresentationtopresent
informationcorrectly
iii.
usuallymovebetweendifferentformsof
mathematicalrepresentation
iv.
communicatethroughlinesofreasoning
thatarecompleteandcoherent
v.
presentworkthatisusuallyorganized
usingalogicalstructure.

i.
ii.

iii.
iv.
v.

7-8
Advanced

Thestudentisableto:
i.
consistently

useappropriatemathematical
language
ii.
useappropriateformsofmathematical
representationtoconsistentlypresent
informationcorrectly
iii.
moveeffectivelybetweendifferentformsof
mathematicalrepresentation
iv.
communicatethroughlinesofreasoning

i.
ii.

iii.

Rarely uses the correct

math language all the time.
Rarely uses the proper
charts, graphs, equations,
and symbols, formulae and
other representations
mostly correct.
Attempts to state
reasoning.
Sometimes uses the
correct math language all
the time.
Generally use the proper
charts, graphs, equations,
and symbols, formulae and
other representations
mostly correct.
Describe reasoning
completely.
Generally organizes
information in a logical
order.
Use the correct math
language all the time.
Use the proper charts,
graphs, equations, and
symbols, formulae and
other representations
correctly.
Move between different
representations listed
above.
Explain and express
reasoning clearly,
completely, and concisely.
Usually organizes
information in a logical and
clear order.
Use the correct math
language all the time.
Use the proper charts,
graphs, equations, and
symbols, formulae and
other representations
correctly.
Move between different
representations listed

v.

thatarecomplete,coherentandconcise
presentworkthatisconsistentlyorganized
usingalogicalstructure.

above.
Explain and expresses
reasoning clearly,
completely, and concisely.
Always organizes
information in a logical and
clear order.

iv.
v.

Communitate- Express oneself in such a way that one is readily and clearly
understood
Use- Apply knowledge or rules to put theory into practice

Criterion D: Applying Math in Real life Contexts

Achievement
Level
0
Unsatisfactor
y
1-2
Partially
Proficient

3-4
Nearing
Proficiency

5-6
Proficient

7-8

IB Level Descriptor

Decoder

The student does not reach a standard

described by any of the descriptors below.

Not enough evidence to give a mark

for the assignment.

The student is able to:

i.
identify some elements of the
authentic real-life situation
ii.
apply mathematical strategies to
find a solution to the authentic
real-life problem, with limited
success.
The student is able to:
i.
identify the relevant elements of
the authentic real-life situation
ii.
select, with some success,
mathematical strategies to model
the authentic real-life situation
iii.
apply mathematical strategies to
reach a solution to the authentic
real-life problem
iv.
describe whether the solution
makes sense in the context of the
authentic real-life situation
The student is able to:
i.
identify the relevant elements of
the authentic real-life situation
ii.
select adequate mathematical
strategies to model the authentic
real-life situation
iii.
apply the selected mathematical
strategies to reach a valid solution
to the authentic real-life problem
iv.
describe the degree of accuracy
of the solution
v.
discuss whether the solution
makes sense in the context of the
authentic real-life situation
The student is able to:

i.
ii.
iii.

iv.
v.
vi.
vii.

i.
ii.
iii.
iv.
v.

Choose the correct type

variables and analysis of
his/her problem.
Selected appropriate data
collection strategies
Select appropriate analysis of
data and a correct display of
data
Choose the correct type
variables and analysis of
his/her problem.
Selected appropriate data
collection strategies
Select appropriate analysis of
data and a correct display of
data
Reflects on whether the
solution makes sense and if it
answered the question
appropriately.
Choose the correct type
variables and analysis of
his/her problem.
Selected appropriate data
collection strategies
Select appropriate analysis of
data and a correct display of
data
Gives a detailed account about
the accuracy (correctness)
Reflects on whether the
solution makes sense and if it
answered the question
appropriately, both with for
and against it.

Advanced

i.
ii.
iii.
iv.
v.

identify the relevant elements of

the authentic real-life situation
select adequate mathematical
strategies to model the authentic
real-life situation
apply the selected mathematical
strategies to reach a correct
solution
explain the degree of accuracy of
the solution
explain whether the solution
makes sense in the context of the
authentic real-life situation

i.
ii.
iii.
iv.
v.

Choose the correct type

variables and analysis of
his/her problem.
Selected appropriate data
collection strategies
Select appropriate analysis of
data and a correct display of
data
Gives a detailed account with
reasoning and causes about
the accuracy (correctness)
Reflects on whether the
solution makes sense and if it
answered the question
appropriately both for and
against.

Apply- Use knowledge and understanding in response to a given situation or real

circumstance. Use an idea, equation, principle, theory or law in relation to a given
problem or issue.
Discuss- Offer a balanced review that includes a range of arguments, factors.
Conclusions should be presented clearly supported by appropriate evidence.
Describe- give a detailed account or picture of a situation, event, pattern, or process.
(how)
Explain- give a detailed account including reasons and causes. (How and why)
Select- Choose from a list of options