1.  Students will explore the probability of survival rate for their class with Holocaust statistics.

3. Students will use knowledge of percentages to calculate figures.

1. Of 9,000,000 European Jews 6,000,000 were killed.  What is the percentage of those killed?
2. Students should then create a database with a list of fifteen family members including the following: name, gender, age, and relationship to student
3. Enter each family member as a separate record with fields for the information listed above.  Each cooperative group should then merge their collective data into one database.
4. Using the groups’ database information, create a query to determine the number of males, females, and children (anyone under age 21) in the database.
5. Taking the total number of entries for their group and using the percentage found in #1, calculate the number of people that would be annihilated from their database.
6.  Determine the number of days the Holocaust will last, and using that number figure the number of people who will be killed each day.  This must be a number greater than one.
7. Using the following percentages figure the breakdown of the people that will be killed from the following groups : males (40%), females (40%), and children (20%)
8. What is the probability that the group members will be annihilated?

1. Students will use Access to create database
2. Students will use Power Point to include information on class presentation

1. Compilation of fifteen family members (30 Points)
2. All calculations completed (35 Points)
3. Complete database information compilation correctly (20 points)
4. Posting of database and completion of figures daily (15 Points)

I. Number and Numeration Systems

E. Select and use appropriate methods for computing from among mental arithmetic, paper and pencil, calculator, or computer methods.

• The student will determine, use, and justify the best strategy for solving a variety of real-world mathematics problems.

F. Use mental computation, estimation, and calculators to solve problems, predict results, and evaluate reasonableness of results.

III. Patterns, Relationships, and Functions

C. Use models and technology to analyze functional relationships to explain how a change in one quantity results in a change in another quantity.

• The student will describe and represent relations using tables, graphs, and rules.
• The student will construct tables.
• The student will graph functions.
• The student will write rules.

E. Connect patterns, relationships, and functions with other aspects of mathematics and with other disciplines.

• The student will create and solve problems using proportions, formulas, and functions.
• The student will solve multistep equations in one variable.
• The student will recognize examples of exponential growth and decay.
• The student will use given function tables to graph absolute values of linear functions, step functions, and quadratic functions in a rectangular coordinate system.

VI. Probability and Statistics

A. Model situations by carrying out experiments or simulations or by constructing a sample space to determine probabilities, using technology whenever appropriate.

B. Make inferences and convincing arguments based on an analysis of theoretical or experimental probability.

C. Collect, organize, analyze, describe, and make predictions with data, using technology whenever appropriate.

• The student will identify and calculate the mean, median, mode, and range of a set of data.
• The student will analyze theoretical or experimental data.
• The student will use appropriate tables, graphs, and charts.
• The student will make predictions and/or inferences from data.

D. Construct, read, and interpret tables, graphs, charts, and other forms of displayed data.

• The student will use information displayed in line, bar, circle, and picture graphs, scatter plots, and histograms to make comparisons, predictions, and inferences.
• The student will use a matrix to organize and describe data.
• The student will display data using appropriate representations including histograms, back-to-back stem-and-leaf plots, and scatter plots with lines of best fit.
• The student will construct, read, and/or interpret tables and charts for sets of data.
• Evaluate arguments that are based on data analysis.
• The student will analyze problem situations, such as games of chance, board games, or grading scales, and make predictions, using knowledge of probability
• The student will analyze inferences, predictions, and statements.
• The student will determine and discuss the appropriate use or misuse of probability and statistical analysis in the everyday world

F. Connect probability and statistics with other aspects of mathematics and with other disciplines.

• The student will apply the concepts of probability and statistics in problem-solving situations.
• The student will use appropriate technology.

VII. Computer/Technology Standards

A. Communicate through application software.

• The student will compose and edit a multi-page document at the keyboard, using word processing skills and the writing process steps.
•  The student will communicate with spreadsheets by entering data and setting up formulas, analyzing data, and creating graphs or charts to visually represent data.
• The student will communicate with databases by defining fields and entering data, sorting, and producing reports in various forms.
• The student will use advanced publishing software, graphics programs, and scanners to produce page layouts. The student will integrate databases, graphics, and spreadsheets into word-processed documents.

C. Have a basic understanding of computer processing, storing, retrieval and transmission technologies, and a practical appreciation of the relevant advantages and disadvantages of various processing, storage, retrieval, and transmission technologies.

1. Exhibit legal and ethical behaviors when using information and technology, and discuss consequences of misuse. (2)
   
2. Use content-specific tools, software, and simulations (e.g., environmental probes, graphing calculators, exploratory environments, Web tools) to support learning and research. (3, 5)
   
3. Apply productivity/multimedia tools and peripherals to support personal productivity, group collaboration, and learning throughout the curriculum. (3, 6)
   
4. Design, develop, publish, and present products (e.g., Web pages, videotapes) using technology resources that demonstrate and communicate curriculum concepts to audiences inside and outside the classroom. (4, 5, 6)

8. Select and use appropriate tools and technology resources to accomplish a variety of tasks and solve problems. (5, 6)
   
9. Demonstrate an understanding of concepts underlying hardware, software, and connectivity, and of practical applications to learning and problem solving. (1, 6)

9. Research and evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources concerning real-world problems. (2, 5)

©2002 Winthrop University. All rights reserved. 
Last updated on February 15, 2002.
Contact Lisa Harris with comments.