Resource


http://pbl-online.org/CoLab/PBLCL-External.ViewCompleteProject.php?projectId=747

Summary


Students must create a family budget and determine whether to buy generic or name brand products. This determination will be based on experiments and research done by students of various products and will require a series of mathematical operations for graphing differences in a final presentation.


CCSS Alignment for Grades 6-9


  • 6.RP.3. Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations. Students will use ratio reasoning to express the difference between their observed name brand and generic products.

  • 7.RP.3. Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. Students will use ratios to determine highest percent increase in savings when purchasing either name brand, generic, or a mixture of both products.

  • 8.SP.4. Understand that patterns of association can also be seen in bivariate categorical data by displaying frequencies and relative frequencies in a two-way table. Construct and interpret a two-way table summarizing data on two categorical variables collected from the same subjects. Use relative frequencies calculated for rows or columns to describe possible association between the two variables. Students will use generic and name brand product to display frequencies and relative frequencies in a two-way table.

  • S-ID.3. Interpret differences in shape, center, and spread in the context of the data sets, accounting for possible effects of extreme data points (outliers). Students will interpret differences between name brand and generic products according to shape, center, and spread in the context of each data set.