Quiz Instructions

Directions:

1. This assessment contains 45 EOC style questions.
2. The questions are aligned to the Florida B.E.S.T.

Geometry standards and are designed to help you prepare for the End of Course (EOC) Exam.

1. Complete each question to the best of your ability. Take your time and show what you know.
2. This assignment will count as a grade.
3. You will need:

• paper to show your work

I need a sheet of paper demonstrating how work for each answer. Please write answers and work demonstration.

Mathematical models are constructed for many different practical applications, and we start to build some of them in this course. This discussion begins with a simple geometric model.

For your initial post, you must do the following:

• Solve the problem in the 2-1 Discussion: Surface Area activity in Mobius.
• Include your original problem: Each student will receive a different question, and it is important to include your original problem in your post. This will allow your peers to understand your question and provide appropriate feedback.
• Use the equation editor: When presenting mathematical work, please use the equation editor provided to show all your calculations and equations clearly. This will help facilitate understanding and communication of mathematical concepts.
• Describe the process: Present your final answer by showcasing all the mathematical steps involved and provide a thorough explanation of your approach.

Canvas Assignment: Section 2.3 (6th Edition) / Section 2.4 (5th Edition) – Reasoning to compare fractions Instructions: Complete all parts of this assignment and submit your work as a PDF file. Be sure to carefully follow each step and provide clear, thoughtful, and detailed responses. Please note: Some students may have the 5th edition of the textbook, while others may have the 6th edition. This assignment includes instructions and problem numbers for both editions. Make sure to use the correct section and problems based on the edition of your textbook. Part 1: Reading Reflection Read Section 2.3 (6th Edition) / Section 2.4 (5th Edition) from the textbook thoroughly. As you read, focus on key mathematical concepts and explanations related to fractions. Take detailed notes while reading the section using the Evidence-Interpretation Notetaker format. Your notes should include important definitions, explanations, and any key mathematical ideas presented in the text. Evidence Interpretations I saw/heard/read in the text… I wondered/I made a connection/I thought… Write key points from the reading here. Write your thoughts, questions, and interpretations here. Write at least one substantive comment about your understanding after reading the section. Your comment should demonstrate evidence of critical thinking and engagement with the material. Examples of substantive comments: Posing a mathematical question about the topic. Making a connection to another topic or real-world situation. Providing an original drawing that represents your understanding differently from the text. Non-substantive comments (not acceptable): “I totally agree!” “I really like this part.” Part 2: Video Reflection Watch the “Video Supplement to Section 2.3 (6th Edition) / Section 2.4 (5th Edition).” Pay close attention to explanations, examples, and problem-solving strategies demonstrated in the video. Take detailed notes in your notebook while watching the video using the Evidence-Interpretation Notetaker format. Capture key insights, new strategies, or interesting methods shown in the video. Evidence Interpretations I saw/heard/read in the video… I wondered/I made a connection/I thought… Write key points from the video here. Write your thoughts, questions, and interpretations here. Write at least one substantive comment about the video, following the same guidelines as in Part 1. Make sure your comment demonstrates engagement with the video content. Part 3: Learning Summary Write a detailed summary of what you learned about fractions from this section. Your summary should include key concepts, explanations, and any new understandings you gained. Answer the question: Does this section help you understand fractions? Explain your reasoning in detail, providing specific examples from the text and video to support your response. Part 4: Problem-Solving Handwrite or draw your responses to the following problems: For 6th Edition (Section 2.3): Section 2.3 # 2, 4, 7, For 5th Edition (Section 2.4): Section 2.4 #2, 4, 7, Show all work clearly, including steps, explanations, and any visual representations (such as number lines or fraction models) if applicable. Ensure your responses are clear, complete, and well-organized before submission.

Predicting Swim Performance

Internal Assessment (IA)

Number of Pages: 5

IB Mathematics Applications and Interpretations

Standard Level (SL)

I was a competitive swimmer in my youth. I swam on the swim team between the ages of 6 and 14, training regularly and competing in events, while attempting to beat the best times. Swimming wasn’t merely a sport I playedit was something I loved and dedicated hours and effort towards. Even then, however, at the tender age, I would think: What contributes to making an individual faster in the water? Is it the amount you train, the height, or the strokes per swim? I wonder if all those small details mattered.

That interest led me to this project. I wanted to apply mathematical analysis through innovative systems Math AIto examine the variables affecting swimmers’ performance. Essentially, the primary goal was to explore how parameters such as rate, length, stature, and training hours could be applied to predict the swimmer’s lap time. I already swam, and I believed it was the best approach to integrate something I was passionate about with the concepts I was learning in mathematics.

I used a test dataset for 50 different swimmers. They all came from my job, as I work at the pool as a lifeguard and pool operator. I included variables such as age, height, the number of hours they trained each week, stroke rate (the number of strokes per minute), the length of each stroke, and 50-meter swim final lap time. Some I calculated from actual athletes’ statistics, and some I computed using the formula: Lap Time = Distance (Stroke Rate Stroke Length (1 60) The equation helped estimate the time the swimmer would complete the 50-meter lap based on how far the swimmer goes in each stroke and how many strokes the swimmer does in a minute. I used it to calculate plausible times for the laps and look for patterns in the data.

As I began comparing the times, I found that the faster stroking swimmers and those with longer strokes were turning in faster times for their laps. In addition to moving quicker, however, efficiency was the key. I noticed that some swimmers with slower strokes, yet longer strokes, were turning in the same or faster times than swimmers who stroked faster, just not quite as far with each stroke. It hit home with me because it reminded me of what my swim coaches would remind me in practice: “It’s not about moving faster, it’s about moving smarter.”

What I enjoyed most was how Mathematics AI made it all clear. It wasn’t merely reaffirming the things I already knew, but it also illustrated how the numbers reinforced it all. I could clearly understand how mathematics could turn something tangible, such as swimming, into patterns and projections. Something I never really concentrated on when I was young. I now realize how useful it isonce more, not just for the athletes, but for the coaches and the sport app programmers who could use Math AI to deliver answers and advice based on actual performance metrics.

This project allowed me to bridge two parts of my life that I never would have thought would intersect in any way: my sports life and my academic life. It allowed me to understand that mathematics is not just about sitting down and doing problems on paper; it can be applied in defining real-life performance. With Math AI, we can account for all the little things that make up a sport and understand how these elements interact to enable an individual to be faster, stronger, or more efficient.

In the end, however, it wasn’t about the numbers. It was about applying the things Ive been learning in math class to help me grasp something Ive enjoyed for years. Now I know that Math AI is not just for tech companies or engineersit’s something athletes like me can tap into.

Math Processes (DUE Quarter 2)

Checklist (click the boxes to check off items as you complete them) Delete this box when complete

• Explain in a way that a reader who has only taken Algebra could understand
• Simple Math Process to identify general trends from the data collection
• Define any mathematical terms as they come up
• Analyze data using mathematics learned in class
• Reflect on how identified trends relate to your research question
• Prediction or claim that you will evaluate in the further math process
• Further Math Process to investigate relationship further
• Define any mathematical terms as they come up
• Analyze data using mathematics learned in class
• Reflect on how identified trends relate to your research question

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Conclusion (DUE Quarter 2)

Checklist (click the boxes to check off items as you complete them) Delete this box when complete

• Answer your essential question: Based on my analysis, I can conclude that …
• Detail how each aspect of your Simple Math Process supports your conclusion
• Detail how each aspect of your Further Math Process supports your conclusion
• How broad of a population can you generalize your results and why? (based on sampling technique)
• What is the margin of error?

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Reflection (DUE Quarter 2)

Checklist (click the boxes to check off items as you complete them) Delete this box when complete

• How do these results affect you or something you care about?
• What would you have done differently and why?
• How could you extend this research further?

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Bibliography

Checklist (click the boxes to check off items as you complete them) Delete this box when complete

• Cite all sources (either but be consistent)
• Go back and add at least two in-text citations for each source, if you havent already

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Appendix

Checklist (click the boxes to check off items as you complete them) Delete this box when complete

• Full data set if previously presented data was summarized
• Any tools (like surveys) you used to collect the data

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PRESENTATION CHECKLIST

(click the boxes to check off items as you complete them) Delete this box when complete

• Ensure you have not included your name, your schools name, or any other identifying information on the cover page or anywhere else in the document
• All mathematical notation (symbols, equations, etc.) is equation edited correctly
• All relevant math vocabulary is present and correct
• Paper is free of grammatical and spelling errors
• Read your paper out loud to ensure it reads smoothly
• Ensure all tables, images, and diagrams are named with a caption and formatted to look professional

do allof this and chang thr first prtion up to no ai at all

this is the youtube links our teacher shared that corresponds with the section and formulas and topics used

Prompt

Understanding how to manage money is a vital life skill. This assignment requires you to apply the financial math concepts learned in this course to simulate a realistic monthly budgeting scenario. You will create a budget plan, calculate interest using financial formulas, and reflect on your decision-making process with attention to growth potential and investment risk.

Assignment Instructions:

Complete a personal finance budgeting simulation by creating a Monthly Budget Plan

First, estimate a realistic monthly income. Choose or estimate a monthly income based on a part-time job, freelance work, allowance, or another reasonable source.

Example: You might assume $1,200/month from a part-time retail job or $800/month from tutoring and a family allowance.

A realistic range for this assignment is $800-$2,000.

Next, list typical monthly expenses. Organize your expenses into two categories:

• Fixed expenses – costs that stay the same every month // Examples: Rent ($400), phone plan ($30), internet bill ($50)
• Variable expenses – costs that may change each month

Examples: Groceries ($150), transportation ($60), entertainment ($40)

Decide how much to save and/or invest. Determine what percentage or amount of your income to allocate toward savings or investments. There’s no required percentage, but your decision must be clearly explained in your reflection.

Examples: Save 10% of your income ($120), invest 15% ($180), or divide 20% between savings and investment.

Next, create a budget table. Present all income, expenses, savings, and investments in a neat, labeled table.

Make sure the total of your expenses + savings + investments does not exceed your income.

Apply Interest Formulas

• Use both simple and compound interest formulas to calculate the growth of your monthly savings or investment contributions over 1 to 3 years.

Use your actual monthly allocation (e.g. $120/month) in the formula.

Choose and state your interest rates.

• For savings, use an annual interest rate of 1-2% (e.g., a regular savings account).
• For investments, assume a return of 5-8% annually, depending on the level of risk you decide to take. // Example: You invest $180/month at 6% compound interest over 2 years.

Important Note on Compounding:

For compound interest, calculate monthly interest. Each month, interest should apply to:

• The balance carried over from previous months, including earned interest; and
• The new amount added that month.

This reflects how consistent contributions result in exponential growth.

Show all calculations step-by-step. Label your variables (e.g., P = $180, r = 0.06, t = 2 years) and write your final result clearly.

Write a 300-500 Word Reflection

Finally, reflect on the decisions you made in your financial plan. Address each of the following:

• Why did you make the budgeting decisions you did? Explain how you prioritized rent, food, savings, and entertainment.
• How did interest impact your savings or investments? Discuss how the growth over time influenced your view on financial planning for the future.
• What role did risk play in your investment decision?
• If you chose a higher return rate (e.g., 8%), reflect on what type of investment might offer that–such as stocks or cryptocurrencies.
• Discuss the potential of losing part or all of your investment, and how that risk influenced your choice.
• Were you willing to take the risk for a higher reward, or did you prefer a safer, lower-yield path?

This encourages you to evaluate your own risk tolerance and financial decision-making.

• What did you learn about managing money and setting goals? Summarize the key takeaways from this simulation that you can apply in real life.

Formatting & Sources

Please write your paper in APA format. You may refer to the course material for supporting evidence, but you must also use 2 external sources and cite them using APA format.

If you use any Study.com lessons as sources, please cite them in APA format, including the lesson title and the instructor’s name.

• Primary sources are first-hand materials such as budgeting templates, interest rate disclosures, bank account agreements, or government financial reports.
• Secondary sources must come from peer-reviewed journals (e.g., Journal of Financial Planning), academic databases like JSTOR or Google Scholar, or trusted websites ending in .gov, .edu, or .org (e.g., National Endowment for Financial Education at www.nefe.org or Investor.gov).

Please complete the following problems using the provided Excel workbook. You must show the work in the provided Excel workbook, i.e. the cells must contain the applicable calculations, formulas, and/or functions. Assignments not submitted in using the provided Excel workbook will not be accepted.

Download this Excel workbook. Complete each problem in the appropriate tab (there are THREE tabs). Once completed, save the workbook and upload it to Canvas.

• Chapter 2:
• Chapter 3:
• Chapter 4: