EDG 554 Performance Task 3
Katrina Bech
❖ Background Information
For this investigation, students will research a trend of interest to them. This trend could be
at a local, state, national, or international level. Examples include COVID-19 cases, global
temperature, sea levels, city populations and/or demographics, political views, etc. Students will
model the trend in a graph using appropriate graphing tools and determine if it is an exponential
or linear model. Students will analyze the model and make predictions for about future
consequences, positive or negative. Students will explain why understanding if a trend is
exponential or linear is important and how that impacts the future outcomes. Students will
compare how the trend they researched would be different if it could be modeled with the other
growth pattern. Does that make the trend more concerning, more important, more exciting or
not? Students will understand how the trend they researched is growing and what impact that
will have on their own lives, their community, the nation, and/or the world and consider what
actions they can take to promote the trend, continue the trend, or reduce the trend. Prior to this
investigation, students will study arithmetic and geometric sequences and explored how
changing the common ratio/common difference impacts the outcome. Students also will study
and compare linear and exponential functions in multiple representations including as graphs,
table of values, and equations. Students will share their findings on our class Teams page as well
as in the 9th grade newsletter by submitting a PowerPoint, picture of a poster, or video of their
results.
This investigation is appropriate for advanced students because they will be studying topics
of personal interest and communicating their findings in ways that work best for them. Students
have the choice of topic, research, and final product.
CCSS learning targets
✓ Make sense of problems and persevere in solving them
o CCSS.MATH.PRACTICE.MP1
✓ Construct viable arguments and critique the reasoning of others.
o CCSS.MATH.PRACTICE.MP3
✓ Model with mathematics.
o CCSS.MATH.PRACTICE.MP4
✓ Use appropriate tools strategically.
o CCSS.MATH.PRACTICE.MP5
✓ Attend to precision.
o CCSS.MATH.PRACTICE.MP6
✓ Construct and compare linear, quadratic, and exponential models and solve problems
o CCSS.MATH.CONTENT.HSF.LE.A.1
Distinguish between situations that can be modeled with linear functions and with
exponential functions.
▪ CCSS.MATH.CONTENT.HSF.LE.A.1.A
Prove that linear functions grow by equal differences over equal intervals, and
that exponential functions grow by equal factors over equal intervals.
▪ CCSS.MATH.CONTENT.HSF.LE.A.1.B
Recognize situations in which one quantity changes at a constant rate per unit
interval relative to another.
▪ CCSS.MATH.CONTENT.HSF.LE.A.1.C
Recognize situations in which a quantity grows or decays by a constant
percent rate per unit interval relative to another.
o CCSS.MATH.CONTENT.HSF.LE.A.2
Construct linear and exponential functions, including arithmetic and geometric
sequences, given a graph, a description of a relationship, or two input-output pairs
(include reading these from a table).
o CCSS.MATH.CONTENT.HSF.LE.A.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.
✓ Interpret expressions for functions in terms of the situation they model.
o CCSS.MATH.CONTENT.HSF.LE.B.5
Interpret the parameters in a linear or exponential function in terms of a context.
(from Common Core State Standards Initiative, 2020)
❖ Steps to be taken to carry out the study
1. Focus on an interesting or important current trend.
2. Plan a timeline for completing each portion of the project with the end date and product
as the goal.
3. Locate resources and data to determine the pattern of the trend and how it is changing
over time.
a. Identify what is being measured.
b. Collect specific data points that can be used together to make a model of the
trend. Ensure that the data points chosen are all using the same metrics.
c. Create a table of values of relevant points.
4. Use graphing software to create a graph of the trend. Label axis appropriately.
a. Is this an exponential or a linear growth? Why is that differentiation important for
the trend? What are the consequences of an exponential growth model or a linear
growth model? How does that impact the future outcomes of the trend?
b. Write an exponential or linear equation to model this trend. What characteristics
are similar between exponential and linear models? What aspects are different?
5. Verbalize what the graph is communicating about the trend.
a. How will this trend impact the community, nation, world and/or you personally?
6. Identify action steps to take to promote, maintain, or reduce this trend.
a. Why is it important to take these steps? What will happen if you do? What will
happen if you don’t?
❖ Set of methodologies or skills that students may have to be taught
Students will need to be taught how to identify reliable sources of information and where to
locate them. They will also need to discern which information is relevant to their topic and how
to synthesize data from different sources. Students will also need to know how to articulate their
findings in a persuasive manner including using graphing programs to generate professional
looking graphs.
❖ Template to guide the investigative process
Verifying the Accuracy of Information
Name: _______________________________________ Date: __________________
Research Topic: _______________________________ Source: _______________________
Key Information: _______________________________________________________________
Evaluating the Source:
1. Who sponsors, promotes, publishes, or provides this information?
2. What indications are there that this is a reputable source?
3. What is the professional affiliation or reputation of this source?
4. What qualifications and requirements had to be met for this resource to provide this
information?
Evaluating Information Accuracy:
1. What possible conflicts of interest or a potential for bias exist?
2. Is the information current? __Yes __No
3. Does the information align with what I already __Yes __Somewhat __No
know to be true about this topic?
4. Is this a reputable source? __Yes __No
5. Does the information contain errors? __Yes __No
6. Can I find the same information in at least three places?
a. Verification 1: _____________________________________________________
b. Verification 2: _____________________________________________________
c. Verification 3: _____________________________________________________
(from Brown & Seymour, 2015, p. 392)
❖ Assessing student investigations
I will use a rubric that I will share with students at the outset of the investigation to assess
their demonstration of understanding. Students will also complete progress checks and
reflections throughout the process and a self-assessment at the conclusion of the project.
Sample checklist:
_____ Identify a current trend that is relevant to you. It can be a new trend or a historic trend.
Ideas could include the population and/or demographics of Spokane, Washington state, or
the United States; cases of COVID; global temperatures; sea levels; political affiliations;
biodiversity; economic growth/recession.
_____ Locate resources about your trend. Evaluate the resources for accuracy and relevancy.
Use the provided evaluation worksheet to evaluate your resources.
_____ Record data points that you will use to model your trend as a table of values. Be sure to
reference where you found this information and what the points mean/represent.
_____ Make a model of your trend using graphing software. Be sure the label you axis and that
your graph is readable and communicates relevant and important information about the
trend. You may need to change the scale to accomplish this.
_____ Write a linear or exponential function to represent your trend. Identify the common
difference or common ratio and define what it means for the trend. What characteristics
are similar between exponential and linear models? What aspects are different?
_____ Answer the following questions as a part of your final product/presentation: Is this an
exponential or a linear growth? How do you know? Why is the differentiation between
exponential and linear growth important for the trend? What are the consequences of an
exponential growth model or a linear growth model? How does that impact the future
outcomes of the trend?
_____ Identify action steps to take to promote, maintain, or reduce this trend. How will this
trend impact the community, nation, world and/or you personally? Why is it important to
take these steps? What will happen if you do? What will happen if you don’t?
❖ References:
Brown, K. & Seymour, D. (2015). Developing research skills in gifted learners. In F.A.
Karnes & S. M. Bean (Eds.), Methods and materials for teaching the gifted (4th ed., pp.
379-412). Prufrock Press.
Common Core State Standards Initiative. (2020). Retrieved from
http://www.corestandards.org/Math/Content/HSG/CO/
