Criterion A: Introduction

2 The student produces a title, a clear statement of the task and a clear description of the
plan.
- Don't make a dumb title. Make it relate to your investigation. I should be able to read your
title and know 3 things. Both of your variables and your guess on if they are related or not
(gives drama to a math IA sort of...on a nerdy level).
- Your statement. It should be explicit. It should be clear. It should outline what you are going
to do with the 200 numbers you a likely to collect. I should now know 4 things. Both of your
variables, a small prediction, and the math you plan to do to it.
- Now to make the grader happy (happy grader=happier grading, yes it's bias but you might as
well use it for your advantage
). Make an introduction. Make it like a story. Maybe there is
a reason you chose these variables? Are you interested in something about them? If they are
related to sports for example, did you pick them because you love that sport? Explain these
things. Also you can give a brief explanation of WHY you think they should be related. You're
testing this after all, always fun to start with a guess and be proved wrong
Criterion B: Information/measurement
3 The relevant information collected, or set of measurements generated by the student, is
organized in a form appropriate for analysis and is sufficient in both quality and quantity.
- Alright, quantity. It's vague I know. Let me say this. Chi Squared test=100 data points. Just
go get 100 sets of data and you're set.
- Put it in a chart for the love of god. A nice columned chart (if you are doing Pearson's/Linear
Line of Regression you may also include the xy, x2, y2 and the averages/totals you will need
later)
- Relevant information...if you stated your variable was flight distance, don't collect how far
the car traveled...
Criterion C: Mathematical Processes
5 The student accurately carries out a number of relevant sophisticated processes.
- Simple and EASY 5 points. Do at least 2 calculations, do 3 even! Chi-Squared, Pearson's,
Linear Regression Line. If you know how to do those 3 and do them correctly, perfectly, you
just got yourself a free 5 points! DO IT
Criterion
Interpretation of results
3 The student produces a comprehensive discussion of interpretations and conclusions that
are consistent with the mathematical processes used.
- Don't be dumb. If your Chi-Squared value was way under your critical value, don't say your
original hypothesis was right...because it wasn't.
- Draw conclusions using ALL the calculations you did. Maybe your chi-squared value says
they have no relationship but just barely (just slightly below your critical value, very slightly)
but your Pearson's value says there is absolutely no correlation between the points (this is a
value between -0.3 and 0.3)
- Explain your interpretation. Some people may think that a correlation coefficient of 0.6 is
pretty good but other's might think it's terrible. Relate the value to what you collected (this is
why it says discuss), are there reasons that your value could be lower than what it should be?
You can discuss (if this happens, I don't know if it's even possible) why your correlation

coefficient suggests a decent relationship but your chi-squared test says there is none. Which
one do you trust more? Etc...
- This is where math meets practicality. Be practical. Take the conclusion out of the number
world and into the real world.
Criterion E: Validity
2 The student has made a serious attempt to comment on both the mathematical processes
used and the interpretations/conclusions made.
- Why you used the math you did. How valid are the results from the math? did you do it by
hand? Did you do it by a calculator? Did you do both to double check your work? Explain what
you did to ensure that your math is perfect.
Criterion F: Structure and Communication
3 The student has produced a project that is well structured and communicated in a coherent
manner.
- STORY. This needs to flow. I know it sounds weird, stories in a math class, but you can
make a coherent IA. You did it for your group4 IA after all
- This is grading you on how you connected the math to the real world and how you
communicated the numbers but as words and sentences.
Criterion G: Commitment
2 The student showed full commitment.
- How do you get these 2 points? Make an IA that LOOKS like it took more than 2 hours to
make (you could BS data and do this in 2 hours, but you didn't, did you?). Things that show
this are the collecting of 100 data points. Taking the time to make the story flow. Adding in
background information in the introduction. Spell/grammar check the dang thing. If there are
errors you obviously weren't committed enough to proofread...