BUSINESS MATH

KITCHEN-DESIGN ON A DIME

PROJECT BASED LEARNING

Mary Buddenhagen

Saint Johnsville Central School

[email protected] Description of Business Math Project

“Kitchen-Design on a Dime” is the project that will be used with my blended Business Math Class. This project will be the redesign of a kitchen that the student will have when they are on- their-own. We will use the Home and Careers classroom for the model. Student will use the math skills that they will learn online, and in the classroom as a foundation for their hands on team assignment. Students will measure, go on-line and “shop” for cabinets, appliances, and flooring, and then design the kitchen with a design software package. This project will encompass measuring, creating spreadsheets, pricing and extending the pricing to the quantity they need, comparing appliances and costs, comparing flooring and computer aided design.  Students will be grouped according to grade level for this project. Four-five members to a group.

 Each group will have a name, each member will have a position; example-project lead, timekeeper, note taker, etc.

 Each member will be responsible to record their activities each day in a journal. They will also be required to set the next day’s activity so that when they come in they know the direction of the group.

 Assessing the group’s outcome will consist of a portfolio and a presentation to local contractors.

 Students will also have a debriefing with other students after the presentation. P R O J E C T O V E R V I E W Name of Project: Kitchen - Design on a Dime Duration: 6 weeks

Subject/Course: Business Math Teacher: Mrs. Buddenhagen Grade Level: 10 - 12

Other subject areas to Computer Software Applications, Technology be included, if any:

Project Idea You have just moved into a new apartment and all the rooms have been redone except the kitchen. You Summary of the issue, plan on staying in your apartment for a while. You like to cook and entertain but it is a very old kitchen challenge, investigation, and not conducive to either. You talked to the landlord and he said he will pay for you to remodel the scenario, or problem: kitchen if you present to him your plans and he approves it. He also said you can include labor costs. Your landlord has set a budget which you have to stick to. Now it is up to you to design the kitchen and create a presentation for the landlord.

Driving Question How can I use my math and computer skills to design my apartment’s new kitchen and stay within my budget?

Content and Skills Objectives Directly Taught or Identified Learning Objective Evidence of Success in Achieving Standards to be Learned Through Discovery Identified Learning Objectives addressed: CDOS Standard 3a Students will be able to read, Successful completion of Universal Foundation Skills write, add, subtract, multiply, Problem Solving with Whole divide and round whole numbers Numbers Test 1. Basic skills include the ability to read, write, listen Students will be able to read, Successful completion of and speak as well as write, add subtract, multiply, Problem Solving with perform arithmetical and divide and round decimals. Decimals Test mathematical functions. Students will be able to identify Successful completion of 2. Thinking skills lead to types of fractions, change a Problem Solving with problem solving, fraction to an equivalent fraction, Fractions Test experimenting, and add, subtract, multiply and focused observation and divide mixed numbers and write Successful completion of application of knowledge a decimal as a fraction or a Problem Solving with to new and unfamiliar fraction as a decimal. Percents Test situations Students will be able to write Successful completion of whole numbers, fractions, or http://www.rickyspears.com/rulergam decimal as a percent, write a e/ percent as a whole number, fraction, or decimal, use the Successful completion of Team percentage formula to find the Measurement Recording percentage, base, rate, and Sheet percentage proportion to solve a problem.

Students will be able to use read an English Ruler

CDOS Standard 3a Students will arrive to class and Universal Foundation Skills complete assignments on time

3. Personal qualities Students will demonstrate the Students will be able to provide generally include personal qualities that lead to examples of members acting competence in self- responsible behavior. responsibly or irresponsibly while management and the working in a team environment. ability to plan, organize, and take independent Students will demonstrate action positive behaviors through interactions in class while sharing 4. Positive interpersonal Students will relate to people of resources and helping qualities lead to teamwork different ages and from diverse classmates. and cooperation in large backgrounds. and small groups in Students will work cooperatively family, social, and work with peers to accomplish a task situations. Students will display skills needed to resolve conflicts within a team environment.

Students will be able to explain the importance of getting along with people in a work environment. CDOS Standard 3a  Students will be given an Universal Foundation Skills Students will describe the need amount to which they need to 6. Information management for data and obtain data to make gear their project to focuses on the ability to decisions.  Students will be able to access and use search for loan percentages information obtained from and know the criteria needed other people, community to apply for a loan resources, and computer Students will demonstrate an  Students will be able to apply networks. awareness of the knowledge, for a loan at the local bank skills, abilities, and resources  Students will be able to set up 7. Using resources includes needed to complete a task. and complete a budget form the application of financial in Excel and stay within their and human factors, and budget for their project the elements of time and  Students will be able to materials to successfully search for criteria for quality carry out a planned products they will use activity.  Students will be able to go online and search for costs of 8. Systems skills include the Students will demonstrate products they will need for understanding of and understanding of how a system their kitchen project ability to work within operates and identify where to natural and constructed obtain information and resources  Students will be able to stay systems. within the system within budget

CDOS Standard 3b-Career  Students will understand Majors terms related to business and Business/Information Systems Students will demonstrate an marketing 1. Basic Business understanding of business,  Students will be able to Understanding marketing, and multinational measure with 100% accuracy economic concepts, perform  Students will take their business-related mathematical kitchen measurements and computations, and will be able to order analyze/interpret business- merchandise that they will related numerical information. need to complete their kitchen and stay within budget 2. Business-Related Technology  Students will be able to Students will select, apply, and understand the Excel program troubleshoot hardware and and use formulas to compile software used in the processing information needed for their of business transactions. kitchen.

 Students will be able to prepare and maintain 3. Information Management/ Students will prepare, maintain, budgets. Communication interpret/analyze, and transmit/ distribute information in a variety  Students will be able to create of formats while demonstrating a presentation of their the oral, nonverbal, and written findings. Interpret the budget communication skills essential and costing to an audience. for working in today’s international service- information-/technological-based  Students will convey the economy. relationship between their 4. Business Systems budget, their decisions on Students will demonstrate an purchases and how it will understanding of the relate to their own personal interrelatedness of business, income and budget if they go social, and economic over budget given systems/subsystem

5. Resource Management Students will identify, organize,  Students will assign roles plan, and allocate resources within their groups (e.g.,financial, materials/  Students will keep records facilities, human, time) in each day of their progress demonstrating the ability to  Students will keep time manage their lives as sheets learners, contributing family members, globally  Students will compile a competitive workers, and self- presentation that will sufficient individuals include all the information they obtained and present it to a group T+A E T+A E

21st Century Skills Collaboration Other: to be explicitly taught and  assessed (T+A) or that will be encouraged (E) by Presentation project work, but not  taught or assessed: Critical Thinking: 

Presentation Audience: Group: Team Tracking Sheet  Culminating Team Observation Checklist Class: Products and Team Presentation Rubric Performances Team Budget and Graph Rubric School: Team Presentation Checklist Team Portfolio Checklist  Community:

Individual: Individual Presentation Rubric Experts: Section Tests Web: Individual Project Checklist Individual Peer Evaluation Other: P R O J E C T O V E R V I E W Entry event to launch inquiry, engage students: Assessments Quizzes/Tests  Practice Presentations  Formative Assessments Journal/Learning Log  Notes  (During Project) Preliminary Plans/Outlines/Designs  Checklists  Rough Drafts  Rubric  Online Tests/Exams  Written budget, with rubric:  Other Product(s) or Performance(s), with rubric: Summative ______Assessments (End of Project) Oral Presentation, with rubric  Peer Evaluation   Presentation to Landlord Short Answer Tests  Self-Evaluation  Essay Test Other:

. Resources On-site people, facilities: Needed Equipment: Tape measures (one for each team), computer

Materials: Handouts for each section

Community resources: Speakers: Construction; Bank

Reflection Journal/Learning Log  Focus Group Methods (Individual, Group, and/or Whole-Class Discussion  Fishbowl Discussion Whole Class) Survey  Other: P R O J E C T T E A C H I N G A N D L E A R N I N G G U I D E Project: Kitchen Design on a Dime Course/Semester: Business Math

Knowledge and Skills Needed by Students Scaffolding / Materials / Lessons to be Provided to successfully complete culminating products and by Mrs. Buddenhagen, other teachers, experts, performances, and do well on summative assessments mentors, community members

Students must be able to work in teams.  Students must be able to present at a team meeting. Lesson #1

Students must be able to understand leadership roles.

Students must be able to read, write, round, add, subtract multiply and divide whole numbers  Lesson #2

Students must be able to read, write, round add, subtract multiply and divide decimals  Lesson #3

Students must be able to verify that two fractions form a proportion.

Students must be able to find a missing term in a proportion.  Lesson #4

Students must be able to use proportions in changing units of measure.

Students must be able to identify types of fractions, change fractions to an equivalent fraction, add, subtract, multiply fractions and mixed numbers.  Lesson #5 Students must be able to write decimals as fractions and write fractions as decimals.

Students must be able to write whole numbers, fractions or decimals as a percent.

Students must be able to write a percent as a whole number, fraction or decimal.

Students must be able to use the percentage formula to find  Lesson #6 percentages.

P R O J E C T C A L E N D A R Project: “Kitchen - Design on a Dime” Start Date: September Students must be able to read an English ruler. M O N D A Y T U E S D A Y W E D N E S D A Y T H U R S D A Y F R I D A Y Students must be able to use an English ruler to measure.  Lesson #9 P R O J E C T W E E K O N E Students must be able to use measurement and applyFirst dayit to of school:  Announce teams  Business Math real life situations. Information session.  Discuss team pretest  Describe the project contract, roles, tasks  Handout Team Students must be able to do web searches and find Give out information  Have a team building Notebooks with all information. sheet explaining the activity Lesson #10 handouts project  Team meeting to go  Explanation of  Discuss teamwork over contract, notebook, forms, Students must be able to plan, create, and present including team individual roles and daily assessment information. responsibilities tasks and rubrics  Teams will handLesson in #11  Visit to the H/C Students must be able to use a digital camera and download Team Roles and room to check out to a computer to use in a presentation. Tasks handout. kitchen  Team meeting

P R O J E C T W E E K T W O Present outcome of Lesson Two: Post Test Show students Speaker: Contractor pretest and lessons that  fractions Lesson Three: handouts of pamphlets  (Get contractor to will be given to increase  measuring  Presentations from Lowes. talk about basic skills  Students will be importance of Lesson One: instructed in using the Play video of kitchen measurement. Have  whole numbers camera and flip video makeover. him show students  decimals to document their how to measure) work. Plan of Action:  Also talk about how  Go over the  Team will meet and to decide what to Presentation Planning discuss their plan of charge for labor Guide , Project action Storyboard,  Teams will hand in If time: team meeting Presentation Day their draft outline Checklist, and Project for their plan of Presentation Audience action Feedback Forms P R O J E C T W E E K T H R E E Lab time: Lesson Four: Lesson Five:  Students will update Computer time:  Students will  Instruction on Excel  Setting up a their Excel  Students will watch measure cabinets,  Students will set up budget-Include spreadsheet a video on buying counter tops, their measurements statistics  Students will hand cabinets and

BUSINESS MATH HANDOUTS FOR PROJECT

 Rules for High Performance Collaboration within Teams – teams (one for each student)  Project Group Contract – teams (one per team) to hand in to teacher  Project Management Log: Group Tasks – teams (one per team)  Two-Week Time Management Summary – (one per student/every 2 weeks) to hand in to teacher  PowerPoint Presentation Planning Guide – teams (one per team)  Presentation Storyboard – teams (one per team)  Presentation Day Checklist – team (one per team)  Project Presentation Audience Feedback – audience (one per person)  Presentation Rubric – teacher (one per team)

 Peer Collaboration and Teamwork Rubric – student (one per student for each team member) to hand in to teacher  Project Debrief – student (one per student)  Individual Student Team Grading Rubric – teacher (one per student)  Final Project Rubric – teacher (one for each student) BUSINESS MATH PROJECT RULES FOR HIGH PERFORMANCE COLLABORATION WITHIN TEAMS

1. Each person in the team is responsible for his or her own behavior and learning.

2. Each member of the team should be willing to help any other team member who asks for help.

3. You can only ask the teacher for help when all members of the team have the same question.

4. It is critical to work, think about, and engage in the work that you are asked to do. Any time that you think your team is done with the task you were asked to do, immediately find me wherever I am in the classroom and send a member of your team over to tell me that you think you are done with the task. I will come over and confirm that you have completed it.

5. You will often be asked to work quietly by yourself on a problem in preparation for working with your team. This is so that you can develop confidence in your abilities to tackle problems alone. Whenever possible, this will be followed by an opportunity to share your work with your teammates and to get help from them where you need it.

Words we can use to make sure everyone on our team feel s valued and involved:  “Can we make a plan so everybody has something to do?”

 “______has a good idea.”

 “What do you think, ______?”

 “Does everybody agree with that?”

 “______, we need your help.”

 “I don’t think we heard ______’s idea.”

General Hint: How you try to say something is every bit important as what you say. Did you say it with a smile? BUSINESS MATH PROJECT GROUP CONTRACT

Our Contract

o We all promise to listen to each other’s ideas with respect.

o We all promise to do our assigned work to the best of our ability.

o We all promise to turn in our work on or before due dates.

o We all promise to ask for help if we need it.

o We all promise to share responsibility for our success and for our mistakes.

o We all promise to turn in work that is our own.

If someone in our group breaks one or more of our rules, the group has the right to call a meeting and ask the person to follow the rules. If the person still breaks one or more of our rules, we have the right to vote to fire that person and he/she must complete the total project alone.

Group member signatures:

______

______

______

______

Date: BUSINESS MATH PROJECT MANAGEMENT LOG: GROUP TASKS

Project Name: Kitchen on a Dime

Members of the Group:

Task Who Is Due Status Done Responsibl D e at e Business Math Two-week Time Management Log Summary

Dates:______Name:______

At the end of every two week period, you must complete the Two-Week Summary to receive an additional 20 points. Use the data from your daily logs to complete this form – DO NOT GUESS.

Questions Responses How many times were you tardy? How many times were you absent? How many times did you leave the classroom on school-related business? How many times did you leave the classroom on non-school-related business? Did you update your dalily log every day? How many times did you socialize with friends in class? On a scale from 1-5, with 5 being the most, how would you rate your performance within your group? How many times were you asked by a teacher to get back on task? If you were to give yourself a grade (A-F) for your time management during this two-week period, what would it be? Did you show overall improvement from the last time period? Did you accomplish your group assignments during this period? Business Math PowerPoint Presentation Planning Guide Directions: Fill this form out in preparation for your presentation and turn it to your teacher the Friday before final presentations.

Members of our group: Title of our presentation: The most important idea we want our audience to get from our presentation is …: Which group member will provide an overview/preview of our presentation during slide 1 or 2: An attention grabber we will use at the beginning of our presentation is: Which group member will provide a recap/review of our presentation during the last slide: We will have succeeded in our presentation if our audience ….: Who is responsible for bringing the final version of our presentation? Where is it stored? Who else has a copy of the final?

Which group member will talk during slide number: 1 11 2 12 3 13 4 14 5 15 6 16 7 17 8 18 9 19 10 20 BUSINESS MATH - PROJECT STORYBOARD

Modify this format as needed regardless of the platform you use: Web site, PowerPoint, Flash or Video. Place a thumbnail or a hand-drawn image in the space provided. Place a description or sample of the text/quote/chart in the space provided.

Assessment and Due Date: This is due the week before the presentations. Every member of your group will lose 10 of the 20 points this is worth if it is turned in a day late.

Slide/screen/page 1 Slide/screen/page 2 Slide/screen/page 3 Slide/screen/page 4

Text/Quote/Chart Text/Quote/Chart Text/Quote/Chart Text/Quote/Chart Slide/screen/page 5 Slide/screen/page 6 Slide/screen/page 7 Slide/screen/page 8

Text/Quote/Chart Text/Quote/Chart Text/Quote/Chart Text/Quote/Chart Slide/screen/page 9 Slide/screen/page 10 Slide/screen/page 11 Slide/screen/page 12

Text/Quote/Chart Text/Quote/Chart Text/Quote/Chart Text/Quote/Chart Slide/screen/page 13 Slide/screen/page 14 Slide/screen/page 15 Slide/screen/page 16 Text/Quote/ChartDone BUSINESSText/Quote/Chart MATH PRESENTATIONText/Quote/Chart DAY CHECKLISTText/Quote/Chart

Schedule of presentations set

Guests/audience know when/where to attend

Guest/audience materials duplicated

Room arranged for presenters and audience

Equipment tested (and tech support on stand-by)

Teacher’s materials in place-Copy of Presentation

Audience role explained

Timekeeping device ready BUSINESS MATH PROJECT PRESENTATION AUDIENCE FEEDBACK

Group:

Project Name: Date:

Thank you for attending the Business Math project presentation and taking the time to write thoughtful answers to the following question:

1. What did you learn from this presentation, or what did it make you think about?

2. What were the strengths of this group’s presentation?

3. How might this presentation be improved?

4. Any other comments about this presentation? Business Math Presentation Rubric

Criteria for Presentation 1 2 3 4 Total Audience cannot Information is presented Information is presented understand in a logical sequence in a logical, interesting Audience has presentation which audience can sequence which audience difficulty following because there is no follow. Presentation is can follow. Presentation presentation because sequence of slightly short in length uses allotted time to the Organization presentation jumps information. (ten min. or less). fullest. around. Presentation is Presentation is short in length (ten- significantly less twelve minutes short) than allotted minutes. Team does not have Team is Team is at ease with Team demonstrates full grasp of uncomfortable with expected answers to all knowledge (more than Subject information; information and is questions, but fails to required) by answering Knowledge students cannot able to answer only elaborate. all questions with answer questions rudimentary questions. explanations and about subject. elaboration. Technology is used Team uses no Some technology to aid Technology is an integral Technology but does not aid in technology in presentation. part of the presentation. presentation Presentation has Presentation has three Presentation has no more Presentation has no four or more misspellings and/or than two misspellings misspellings or spelling errors grammatical errors. and/or grammatical grammatical errors. Mechanics and/or grammatical errors. errors. Team reads all of Team occasionally Team maintains eye Team maintains eye report with no eye uses eye contact, but contact most of the time contact with audience, Eye Contact contact. still reads most of but frequently returns to seldom returning to report. notes. notes.

Team mumbles, Team’s voice is low. Team’s voice is clear. Team uses a clear voice incorrectly Incorrectly Pronounces most words and correct, precise pronounces terms, pronounces terms. correctly. Most audience pronunciation of terms so Elocution and speaks too Audience members members can hear that all audience quietly for students have difficulty hearing presentation. members can hear in the back of class presentation. presentation. to hear. The audience has no The audience has Audience involvement is Audience is actively Involvement involvement limited involvement. evident but activities are involved with activities ‘busywork’. that support the topic. No teamwork evident. Poor teamwork. Some teamwork. Excellent teamwork Collaboration Presentation done by one Presentation balance not evident. team member only. shared equally. Points: Multiplied by ___ TOTAL

For this Business Math presentation, the total points will be multiplied by the number of students who participate in the presentation. BUSINESS MATH PEER COLLABORATION AND TEAMWORK RUBRIC

CRITERIA WEIGHT UNSATISFACTORY PROFICIENT ADVANCED

Group member played a passive role, Group member played an active role in generating new In addition to the “Acceptable” qualities, the group LEADERSHIP AND 25% ideas, took initiative in getting tasks organized and member provided leadership to the group by INITIATIVE generating few new ideas; tended to only do completed and sought help when needed. thoughtfully organizing and dividing the work, what they were told to do by others, or did not checking on progress, or providing focus and direction seek help when needed. for the project. 0 ------5 ------15 17 ------19 ------21 23 ------24 ------25 EXAMPLE:

Group member seemed unable or unwilling to Group member demonstrated willingness to help other In addition to the “Acceptable” qualities, the group FACILITATION 25% help others, made non-constructive criticisms group members when asked, actively listened to the member would actively checked with others to AND SUPPORT toward the project or other group members or ideas of others, and helped create a positive work understand how each member was progressing and how was distracted other members. environment. he or she may be of help. 0 ------5 ------15 17 ------19 ------21 23 ------24 ------25 EXAMPLE:

Group member was often off task, did not Group member was prepared to work each day, met In addition to the “Acceptable” qualities, the group CONTRIBUTIONS 50% complete assignments or duties, or had due dates by completing assignments/duties, and member made up for work left undone by other group AND WORK ETHIC attendance problems that significantly impeded worked hard on the project a most of the time. If members, demonstrated willingness to spend significant progress on project. May have worked hard absent, other group members knew the reason and time outside of class/school to complete the project. but on relatively unimportant parts of the progress was not significantly impeded. project. 0 ------15 ------30 34 ------38 ------42 44 ------46 ------50 EXAMPLE:

PROJECT NAME: Kitchen on a Dime ADDITIONAL COMMENTS: COURSE: Business Math EVALUATOR: DATE: Business Math Project Debrief Spend a few minutes to analyze your performance on group and individual tasks.

Name:

Project Name: Kitchen-Design on a Dime What is the most important thing you learned during this project?

What do you wish the class had spent more time on?

What do you wish the class had spent less time on?

Where there any assignments (or parts of assignments) you didn’t understand? Provide details? Was there a part of the project you didn’t enjoy? Why?

Which part of the project should be dropped? Why?

What could be added to make this a better project?

Was there any part of the project that was graded unfairly or worth too few or too many points? Explain.

Note: You will receive full points (work ethic) for completing this assignment in a thoughtful manner. Points will be given for both critical and positive comments ONLY when they are supported by details/specifics. Individual Student Team Grading Rubric Student Contributes to Team Meetings Helps the team move Offers alternative solutions Offers new suggestions to Shares ideas but does not forward by articulating the or courses of action that advance the work of the advance the work of the group. merits of alternative ideas or build on the ideas of others. group. proposals.

Facilitates the Contributions of Team Engages team members in Engages team members in Engages team members in Engages team members by Members ways that facilitate their ways that facilitate their ways that facilitate their taking turns and listening to contributions to meetings by contributions to meetings by contributions to meetings by others without interrupting. both constructively building constructively building upon restating the views of other upon or synthesizing the or synthesizing the team members and/or asking contributions of others as contributions of others. questions for clarification. well as noticing when someone is not participating and inviting them to engage.

Individual Contributions Outside of Completes all assigned tasks Completes all assigned tasks Completes all assigned tasks Completes all assigned tasks Team Meetings by deadline; by deadline; by deadline; by deadline. Work accomplished is Work accomplished is Work accomplished advances thorough, comprehensive, thorough, comprehensive, the project. and advances the project. and advances the project. Proactively helps other team members complete their assigned tasks to a similar level of excellence.

Fosters Constructive Team Climate Supports a constructive Supports a constructive Supports a constructive team Supports a constructive team team climate by doing all of team climate by doing any climate by doing any two of climate by doing any one of the following: three of the following: the following: the following:

• Treats team members • Treats team members • Treats team members • Treats team members respectfully by being polite respectfully by being polite respectfully by being polite respectfully by being polite and constructive in and constructive in and constructive in and constructive in communication. communication. communication. communication.

• Uses positive vocal or • Uses positive vocal or • Uses positive vocal or • Uses positive vocal or written written tone, facial written tone, facial written tone, facial tone, facial expressions, and/or expressions, and/or body expressions, and/or body expressions, and/or body body language to convey a language to convey a language to convey a language to convey a positive positive attitude about the team positive attitude about the positive attitude about the attitude about the team and its and its work. team and its work. team and its work. work. • Motivates teammates by • Motivates teammates by • Motivates teammates by • Motivates teammates by expressing confidence about expressing confidence about expressing confidence about expressing confidence about the importance of the task and the importance of the task the importance of the task the importance of the task and the team's ability to and the team's ability to and the team's ability to the team's ability to accomplish it. accomplish it. accomplish it. accomplish it. • Provides assistance and/or • Provides assistance and/or • Provides assistance and/or • Provides assistance and/or encouragement to team encouragement to team encouragement to team encouragement to team members. members. members. members.

Responds to Conflict Addresses destructive Identifies and acknowledges Redirecting focus toward Passively accepts alternate conflict directly and conflict and stays engaged common ground, toward task viewpoints/ideas/opinions. constructively, helping to with it. at hand (away from conflict). manage/resolve it in a way that strengthens overall team cohesiveness and future effectiveness. Business Math Complete Project Rubric

Partially CATEGORY Exemplary Proficient Unsatisfactory POINTS Proficient Focus on the 3 points 2 points 1 point 0 points ___/3 Task and Participation Consistently stays focused on the task and what needs to be Focuses on the Focuses on the Rarely focuses done. Very self-directed. task and what task and what on the task and needs to be done needs to be what needs to be most of the done some of done. Lets others time. Other the time. Other do the work. . group members group members can count on must sometimes this person. remind this person to keep on task. A true team member who contributes a lot of effort, and A strong group Sometimes a Sometimes encourages and supports the efforts of others in the group. member who satisfactory chooses not to tries hard! group member participate and who does what does not is required complete assigned tasks. Dependability 3 points 2 points 1 point 0 points ___/3 and Shared Responsibility Consistently punctual for group meetings, turns in all work on Usually Sometimes late Late for all or time. punctual for for group most group group meetings, meetings, meetings, misses turns in most frequently turns all deadlines for work on time. in work after the turning in work. deadline. Follows through on assigned tasks and does not depend on others Follows through Does not follow Seldom or never to do the work, responsibility for tasks is shared evenly. on most through on most follows through assigned tasks. assigned tasks on assigned and sometimes tasks. Depends depends on on others to do others to do the all of the work. work. Listening, 3 points 2 points 1 point 0 points ___/3 Questioning and Discussing Respectfully listens, interacts, discusses and poses questions to Respectfully Has some Has great all members of the team during discussions and helps direct the listens, interacts, difficulty difficulty group in reaching consensus. discusses and respectfully listening, argues poses questions listening and with teammates, to others during discussing, and and is unwilling discussions. tends to to consider other dominate opinions. discussions. Impedes group from reaching consensus. Research and 3 points 2 points 1 point 0 points ___/3 Information- Sharing Routinely gathers research and shares useful ideas when Usually Sometimes Rarely provides participating in the group discussion. Defends/ rethinks ideas provides useful provides useful useful research or relating to the group’s project goals. research and research and ideas when ideas when ideas when participating in participating in participating in the group the group the group discussion. discussion. discussion. Problem- 3 points 2 points 1 point 0 points ___/3 Solving Actively looks for and suggests solutions to problems. Refines Does not Does not try to solutions suggest or refine solve problems suggested by solutions, but is or help others others. willing to try solve problems. out solutions suggested by others Group/Partner 3 points 2 points 1 point 0 points ___/3 Teamwork Consistently makes necessary compromises to accomplish a Usually makes Occasionally Rarely makes common goal. necessary makes compromises to compromises to compromises to accomplish a accomplish a accomplish a common goal common goal. common goal, and has difficulty and sometimes getting along helps keep the with other group group working members. well together. Always has a positive attitude about the task(s) and the work of Usually has a Occasionally is Is often negative others. positive attitude publicly critical and publicly about the task(s) of the task(s) or critical of the and the work of the work of task(s) or the others. other members work of other of the group. members of the group. All team members contributed equally to the finished project. Assisted Finished Contributed little group/partner in individual task to the group the finished but did not effort during the project. assist project. group/partner during the project. Performed all duties of assigned team role and contributed Performed Performed a few Did not perform knowledge, opinions, and skills to share with the team. Always nearly all duties duties of any duties of did the assigned work. of assigned assigned team assigned team team role and role and role and did not contributed contributed a contribute knowledge, small amount of knowledge, opinions, and knowledge, opinions or skills skills to share opinions, and to share with the with the team. skills to share team. Relied on Completed most with the team. others to do the of the assigned Completed work. work. some of the assigned work. TOTAL POINTS ___/18

Teacher Comments: