AMDM Advanced Mathematical Decision Making

Report
AMDM
Advanced Mathematical Decision Making
Alpharetta High School
Mrs. Davis
Room 4316
davisda@fultonschools.org
DID YOU KNOW…
There is a ratio that measures beauty?
Changing the size of your tire makes
your speedometer read incorrectly?
UPC codes have a check digit to make
sure they are entered correctly?
COURSE EXPECTATIONS
Work collaboratively to learn
HOW the math works
Students take personal
responsibility for gaining
knowledge
It’s the process not the answer!
EXPECTATIONS FOR STUDENTS
All students will actively participate in class.
All students will present work to class.
All students will present work that reflects
their best abilities.
All students will be responsible to complete
any outside work.
All students will be challenged.
All students will experience successful
problem solving.
WHAT PARENTS CAN EXPECT
Frustrated Students
MAJOR Projects
Fewer Tests
Students Prepared for College Level Work!
Grading
Major Assessments
40%
Minor Assessments
20%
Classwork
25%
Final Exam
15%
Extra Help
• Wednesdays and Thursdays 3:45 to 4:30
• Any other day before or after school by
appointment
Academic Study (RISE)
• Mandatory for students below a 75
• One session per week until grade
improves
• With teacher or during lunch in
5104
Sample Task
Analyzing Numerical Data: Estimating Large Numbers
I.A Student Activity Sheet 2: Filling Your Classroom with Tennis Balls
Activity Sheet 2
1. Consider the situation of determining the number of tennis balls needed to fill your
classroom. With a partner or small group, take 5 minutes and make an estimate of
thenumber of tennis balls required to fill the room.
Do you think your estimate is too small or too large? Why?
2. Using the materials provided, make a third estimate. This time, find a lower bound and
upper bound for the number of tennis balls you think it would take to fill your
classroom. Draw sketches as needed.
3. REFLECTION: In determining your group’s estimate, what mathematical model of a
tennis ball did you use? What model of the classroom did you use? Did you make other
simplifications or assumptions (for example, assuming there are no desks in the room)?
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