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Title: Code Breakers Project Idea: You are an agent of the National Security Agency (NSA). Your job is to crack coded messages that are intercepted. Your unit just received a message from a well-known terrorist group. The message is thought to reveal the exact location of the next terrorist attack on the United States. Your elite “Code Breaker” unit needs to crack the code, find the coordinates, and send a coded message to your supervisor who will send it to the President, FBI, Pentagon, and the Response Unit of Homeland Security.

Entry Event: A member of National Security Agency or a similar person will come and talk about terrorism, jobs related to the fight against terrorism, and launch the project idea.

West Virginia College- and Career Readiness Standards:Objectives Directly Taught or Learned Through

Inquiry/DiscoveryEvidence of Student Mastery of Content

Habits of Mind1. Make sense of problems and persevere in solving

them. 2. Reason abstractly and quantitatively.3. Construct viable arguments and critique the

reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure.8. Look for and express regularity in repeated

reasoning Look for and express regularity in repeated reasoning

Proficient students clarify the meaning of real world problems and identify entry points to their solution. They choose appropriate tools and make sense of quantities and relationships in problem situations. Students use assumptions and previously-established results to construct arguments and explore them. They justify conclusions, communicate using clear definitions, and respond to arguments, deciding if the arguments make sense. They ask clarifying questions. Students reflect on solutions to decide if outcomes make sense. They discern a pattern or structure and notice if calculations are repeated, while looking for both general methods and shortcuts. As they monitor and evaluate their progress, they will change course if necessary.

M.4HSTP.10 Use matrices to represent and manipulate data (e.g., to represent payoffs or incidence relationships in a network).

Agent Notebook Entry 1 Rubric

Teacher Choice Assessment 1

https://www.sascurriculumpathways.com/portal/Launch?id=293

M.4HSTP.11 Multiply matrices by scalars to produce new matrices (e.g., as when all of the payoffs in a game are doubled).



Crack the Code RubricM.4HSTP.12 Add, subtract and multiply matrices of appropriate dimensions.


Teacher Choice Assessment 1M.4HSTP.13 Understand that, unlike multiplication of numbers, matrix multiplication for square matrices is not a commutative operation, but still satisfies the associative and distributive properties. Instructional Note: This is an opportunity to view the algebraic field properties in a more generic context, particularly noting that matrix multiplication is not commutative.



M.4HSTP.14 Understand that the zero and identity matrices play a role in matrix addition and multiplication similar to the role of 0 and 1 in the real




numbers. The determinant of a square matrix is nonzero if and only if the matrix has a multiplicative inverse.M.4HSTP.18 Find the inverse of a matrix if it exists and use it to solve systems of linear equations (using technology for matrices of dimension 3 × 3 or greater). Instructional Note: Students have earlier solved two linear equations in two variables by algebraic methods.


Performance Objectives:Know

The student will know the definition of matrices The student will know the parts of a matrix

DoThe student will add, subtract, and multiply matricesThe student will write and solve matrices given equationsThe student will determine whether a matrix has an inverseThe student will find the determinant of second- and third-order determinantsThe student will determine whether a pair of matrices is inversesThe student will write and solve matrices given a system of equations

Driving Question:How can matrices contribute to the fight against terrorism?

Assessment Plan:Major Group Products National Security Agency Document 1

National Security Agency Document 2

Crack the CodeMajor Individual Projects https://www.sascurriculumpathways.com/

portal/Launch?id=293

Agent Notebook Entry 1



Tech or No Tech?

Student Reflection

Assessment and Reflection:Rubric(s) I will use: (Check all that apply.)

Collaboration Written CommunicationTech or No Tech?

Critical Thinking & Problem Solving

Content KnowledgeNational Security Agency Document 1 Rubric

National Security Agency Document 2 Rubric

Oral Communication OtherOther classroom assessments for learning:

Quizzes/ tests Practice presentationsSelf-evaluation Notes





(Check all that apply) National Security Agency Unit Reflection



Agent Notebook Entry 3 RubricPeer evaluation Checklists/observations

ChecklistOnline tests and exams Concept maps

Reflections: (Check all that apply)

Survey Focus GroupDiscussion Task Management ChartJournal Writing/ Learning Log

OtherStudent Reflection

Teacher Reflection

Map the Product: Map the Project Flowchart

Product: Crack the CodeKnowledge and Skills Needed Already Have

LearnedTaught Before

the ProjectTaught During

the Project1.Find cities on a map X2.Find the coordinates of a point on a coordinate plane

X

3.Write an equation of a line given two points X4.Add, subtract, and multiply matrices X5.Evaluate a second-order determinant X6.Evaluate a third-order determinant X7.Find the inverse and identity of a matrix X8.Write a system of equations in matrix form X9.Solve a system of equation using matrices X

Resources:School-based Individuals:Technology Integration Specialist (TIS)Technology:Graphing calculatorsComputer Lab to utilize the websites for the Agent Notebook EntriesCommunity:Member of National Security Agency (or similar individual)Materials:Large manila envelopes (one for each National Security Unit)Regular envelopes (one for each National Security Unit)Transparency of 1 centimeter coordinate grid – one per NSA UnitWebsites:See descriptions of NSA Websites.

Manage the Process:See Managing the Process Tasks.

Project Evaluation:Student ReflectionNational Security Agency Unit EvaluationTeacher Reflection

Key Words: slope, parallel lines, perpendicular lines, matrix, matrices, inverse of a matrix, system of equations, arrayThe teacher should use an interactive approach to target the key words: slope, parallel lines, perpendicular lines, matrix, matrices, inverse of a matrix, system of equations, and array (Strategy Bank at http://wvde.state.wv.us/strategybank/vocabulary.html). Assess student knowledge using a method consistent with the approach used.

http://wvde.state.wv.us/strategybank/vocabulary.html

NSA Websites

Wikipedia Matrix - http://en.wikipedia.org/wiki/Matrix_(mathematics)Intro to matrix multiplication video - https://www.khanacademy.org/math/precalculus/precalc-matrices/multiplying-matrices-by-matrices/v/matrix-multiplication-introSOS Math http://www.sosmath.com/matrix/matrix0/matrix0.html OnLine Math Learning http://www.onlinemathlearning.com/matrices-lessons.html Interactive Mathematics - http://www.intmath.com/Matrices-determinants/1_Determinants.php PurpleMath Determinants2X2 - http://www.purplemath.com/modules/determs.htmPurpleMath Determinants3X3 - http://www.purplemath.com/modules/determs2.htmPurpleMath DeterminantsMinors - http://www.purplemath.com/modules/minors.htmPurpleMath Types of Matrices - http://www.purplemath.com/modules/matrices2.htmPurple Math Invers of Matrices - http://www.purplemath.com/modules/mtrxinvr.htmMathWorld Matrix Inverse - http://mathworld.wolfram.com/MatrixInverse.htmlCryptography and Matrices - https://www.sascurriculumpathways.com/portal/Launch?id=293WVDE Strategy Bank - http://wvde.state.wv.us/strategybank/vocabulary.html

http://wvde.state.wv.us/strategybank/vocabulary.html


http://mathworld.wolfram.com/MatrixInverse.html

http://www.purplemath.com/modules/mtrxinvr.htm

http://www.purplemath.com/modules/matrices2.htm

http://www.purplemath.com/modules/minors.htm

http://www.purplemath.com/modules/determs2.htm

http://www.purplemath.com/modules/determs.htm

http://www.intmath.com/Matrices-determinants/1_Determinants.php

http://www.onlinemathlearning.com/matrices-lessons.html

http://www.sosmath.com/matrix/matrix0/matrix0.html

https://www.khanacademy.org/math/precalculus/precalc-matrices/multiplying-matrices-by-matrices/v/matrix-multiplication-intro


http://en.wikipedia.org/wiki/Matrix_(mathematics)

Map the Project Flowchart

Task 1Homeland Security agent or similar person launches project

Task 2Computer Lab


Task 3Teacher Choice Assessment 1

Task 4Computer Lab



Task 6Computer Lab



Task 8Computer Lab

Cryptography and Matrices - SAS Curriculum Pathways

Task 9Crack the Code

Task 10Evaluation and Reflection

Managing the Process Tasks

See Map the Project Flowchart.Before you start this project, ensure the computer lab is reserved for the necessary lab days. Contact the National Security Agency person about the date the project will be launched. Gather the necessary materials to make the packets (see materials list above). When you copy the cover letter, place your name under “Sincerely” because you are the liaison. You know your students and how they interact with one another. Place your students into National Security Agency Units. These units should be in groups of three and no more than four students each. Make certain that the units have diversified members according to tiering and other collaboration criteria that the teacher chooses. The Agent Notebook Entries have 2 versions. One copy is for students that are capable of taking notes off a website and the other copy is for students who need the extra help/support to guide them throughout the note taking process. Keep this in consideration while making the copies to place in the packets. On each Homeland Security Packet (use a large manila envelope), write down the unit agents names on the outside. Inside the packet, you will need to place 1 Cover Letter, 1 Map of United States, 1 coordinate grid transparency, Agent Notebook Entry 1 (one for each agent), Agent Notebook Entry 2 (one for each agent), Agent Notebook Entry 3 (one for each agent), 1 National Security Agency Document 1, 1 National Security Agency Document 2, Tech or No Tech? (one for each agent) and regular envelope. For the coordinate grid transparency, use a 1 centimeter coordinate grid paper.The cover letter will explain the culminating project and the steps that the unit will have to take to ensure national security. (At this point make sure you have read the cover letter. The teacher will be the supervisor that will act as the liaison between the NSA Unit and other agencies.)Task 1: Launch the ProjectTo launch the project, introduce the National Security Agency individual who will talk with the students about NSA, the fight against terrorism, and the jobs that are available in this field. At the end, he/she should pass out the Crack the Code packets to each unit. Have each unit read the cover letter. Hand out the Checklist. The teacher will explain how they should use it to keep themselves and their NSA Units on task and to meet all deadlines which the teacher will announce to them throughout the project. Task 2: Computer Lab and Agent Notebook Entry 1Students will learn about matrices, parts of matrices, and how to perform operations with them in Agent Notebook Entry 1. Students will go to the computer lab and visit the specified web-sites that are on their entry sheet. If a computer lab is not available, project the web-sites. This can be done as an individual assignment or depending on the student’s ability may work with another student. Circulate throughout the room to answer questions and keep students on task. When all the students in each individual unit are finished filling out their Agent Notebook entry, pull them together and have them compare and discuss the answers. When they feel they are ready, give the unit their next task. Depending upon your overall class ability level, you may want to spend one day on adding, subtracting, and scalar multiplication then go on to the Teacher Choice Assessment. After they master those concepts, go back to the websites and do the multiplication of matrices and finish up Teacher Choice Assessment 1.Task 3: Teacher Choice Assessment 1Students will find various specified cities on a map; find their ordered pair using the coordinate grid, then determines the slope between the cities and Washington, D.C. in the National Security Agency Document 1. Have the students place the coordinate grid over their map like you would stack two sheets of paper together. The NSA Units will fill out the National Security Agency Document 1. Have each agent work the slope problems on a separate sheet of notebook paper. Transfer the slope answers that they agree upon on to National Security Agency Document 1. By working in their units, cooperative learning can take place. It is very important that the answers are correct so they can write equations in National Security Agency Document 2.The students learned about matrices and how to add, subtract, and multiply them during Agent Notebook Entry 1. The teacher may want to break down this task into adding, subtracting, and scalar multiplication of matrices as one assignment and multiplying matrices as another. If you break it down, you may need more than one assessment. Use any assessment of your discretion to evaluate their knowledge. This assessment could be a worksheet, problems from the textbook, etc. Grade according to whatever criteria you choose. Task 4: Computer Lab and Agent Notebook Entry 2Students will learn about determinants in Agent Notebook Entry 2. Students will go to the computer lab and visit the specified web-sites that are on their entry sheet. If a computer lab is not available, project the

web-sites. This can be done as an individual assignment or depending on the student’s ability may work with another student. Circulate throughout the room to answer questions and keep students on task. When all the students in each individual unit are finished filling out their Agent Notebook entry, pull them together and have them compare and discuss the answers. When they feel they are ready, give the unit their next task. Task 5: Teacher Choice Assessment 2Students learned about determinants in Agent Notebook Entry 2. Use any assessment of your discretion to evaluate their knowledge. This assessment could be a worksheet, problems from the textbook, etc. Grade according to whatever criteria you choose. Task 6: Computer Lab and Agent Notebook Entry 3Students will learn about identity and inverse matrices in Agent Notebook Entry 3. Students will go to the computer lab and visit the specified web-sites that are on their entry sheet. If a computer lab is not available, project the web-sites. This can be done as an individual assignment or depending on the student’s ability may work with another student. Circulate throughout the room to answer questions and keep students on task. When all the students in each individual unit are finished filling out their Agent Notebook entry, pull them together and have them compare and discuss the answers. When they feel they are ready, give the unit their next task. Task 7: Teacher Choice Assessment 3Students learned about identity and inverse matrices in Agent Notebook Entry 3. Use any assessment of your discretion to evaluate their knowledge. This assessment could be a worksheet, problems from the textbook, etc. Grade according to whatever criteria you choose. Task 8: Cryptography and Matriceshttps://www.sascurriculumpathways.com/portal/Launch?id=293 - Students explore a real-world use of matrices and their inverses. They encrypt and decrypt messages using alphabet assignments and 2x2 and 3x3 matrices, as well as, research and document another real-world use of matrices.Task 9: Crack the CodeCollect Tech or No Tech? writing assignment for assessment.Each NSA Unit will write a different code that another unit will break. After each unit has written their message which includes the targeted city, have them place it in an envelope. Each unit will pick a different envelope. Once they “crack the code”, they will write the answer in a different code that the first group will decipher. They will need the information from their National Security Agency Document 2 to help them crack the code and write their return code. Task 10: Evaluation and ReflectionEach student will fill out a Student Reflection and each NSA Unit will fill out a National Security Agency Unit Evaluation. The teacher will fill out a Teacher Reflection.


Dear National Security Agency Unit,

Your elite “Code Breaker” unit was chosen to break an intercepted code that is believed to include the coordinates of the next city targeted by a well-known terrorist group. The FBI has managed to place one of its operatives in the group which has reported back with very reliable intel. The terrorist group does not believe in technology because of their religious beliefs so the group is using mathematical matrices to write its codes.

Your unit is to learn about matrices so that it can crack the code. Give your supervisor the coordinates to send to the FBI, the Pentagon, and the White House. They will pass it on to the Response Unit.

Thank you in advance for your patriotism and helping keep our great country safe.

Sincerely,

Map of United States

Copy the map (using landscape format) from the following link:

http://www.alabamamaps.ua.edu/contemporarymaps/usa/basemaps/mjcityzm.jpg

http://www.alabamamaps.ua.edu/contemporarymaps/usa/basemaps/mjcityzm.jpg

Crack the Code

You are an agent of the National Security Agency (NSA) whose job is to intercept and crack coded messages. Your unit just received a message intercepted from a well-known terrorist group. The message is thought to reveal the exact location of the next terrorist attack on the United States. Your elite “Code Breaker” unit needs to crack the code, find the coordinates, and send a coded message to your supervisor who will send it to the President, FBI, Pentagon, and the Response Unit of Homeland Security.

For the first part of this task, your unit will play the “terrorist” part and write a secret message that contains the targeted city that another unit will decode. Your message needs to reveal the equation of the “targeted city” that YOUR UNIT chooses. Use the equations your unit wrote in the National Security Agency Document 2. After another group decodes your message, they will write a new coded message that your unit will translate to check their answer of the city they think is the target.

To write your coded message, make up a problem that has a value between 1 and 26. That value will be where you will start your alphabet order. The problem can be any type of problem you have studied in this project. For instance, determinants or operations of matrices.

For example:Find the determinant.

8 10 = 88 – 70 = 18

7 11

So A will start at position 18.

1 2 3 4 5 6 7 8 9 10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

25

26

J K L M N O P Q R S T U V W X Y Z A B C D E F G H I

Your message should include the equation of the city your unit chose. When you write the code, there is to be one space between each number and 2 spaces between words. Place numbers that are in the equation in parentheses.

For example:

26 18 4 (12) 16 22 18 9 10 6 3 21.I A M 12 Y E A R S O L D .

Crack the Code RubricNSA Unit Member Name: ___________________________

_____ (out of 15 points) My NSA Unit and I develop a problem to guide our secret code._____ (out of 15 points) My NSA Unit and I write the “terrorist” code._____ (out of 15 points) My “terrorist code” includes the equation of the targeted city._____ (out of 15 points) My NSA Unit and I crack the code of another group’s message._____ (out of 15 points) My NSA Unit and I write the answer message using a different code._____ (out of 15 points) My NSA Unit and I check the answer message to see that they found the

targeted city. _____ (out of 10 points) My NSA Unit and I write our supervisor to inform them of the targeted

city._____ (out of 100 points)









Crack the Code Checklist

Place a checkmark beside each task as it is accomplished. Write in the deadline for each task as they become available.

_____ Learning Log Entry 1 Due: _____________________________

_____ Teacher Choice Assessment 1 Due: _____________________________





_____ Cryptography and Matrices Due: _____________________________

_____ Crack the Code Due: _____________________________

_____ Tech or No Tech? Due: _____________________________

_____ NSA Unit Evaluation Due: _____________________________

_____ Student Evaluation Due: _____________________________

Agent NotebookEntry 1

As you visit the following web-sites, take notes on essential information that you will need to know about matrices and its operations.http://en.wikipedia.org/wiki/Matrix_(mathematics)https://www.khanacademy.org/math/precalculus/precalc-matrices/multiplying-matrices-by-matrices/v/matrix-multiplication-introhttp://www.sosmath.com/matrix/matrix0/matrix0.html http://www.onlinemathlearning.com/matrices-lessons.html







As you visit the following web-sites, answer the following questions. Take extra notes that you think you may need to know.http://en.wikipedia.org/wiki/Matrix_(mathematics)https://www.khanacademy.org/math/precalculus/precalc-matrices/multiplying-matrices-by-matrices/v/matrix-multiplication-intro http://www.sosmath.com/matrix/matrix0/matrix0.html http://www.onlinemathlearning.com/matrices-lessons.html

What is a matrix?

What is the plural of matrix?

How do you find the dimensions of a matrix? How are the dimensions arranged?

Why is it important to be able to find the dimensions of a matrix?

What are the numbers of a matrix called?

How are these arranged?

Why is it important to know the address of each number?

How do you determine whether matrices can be added or subtracted?

Describe how to add or subtract matrices.

What is a scalar?

How do you perform scalar multiplication?

How do you determine whether matrices can be multiplied?

Describe how you multiply matrices.







Agent’s Name: _____________________________

_____ (out of 10 points) I visited the appropriate websites and found the needed information.

_____ (out of 10 points) I wrote a correct working definition of a matrix.

_____ (out of 10 points) I explained how to find the dimensions of a matrix.

_____ (out of 10 points) I identified the parts of a matrix.

_____ (out of 20 points) I provided a detailed explanation on how to add and subtract matrices.

_____ (out of 20 points) I provided a detailed explanation on how to perform scalar multiplication.

_____ (out of 20 points) I provided a detailed explanation on how to multiply two matrices.

_______ Total (out of 100 points)


Agent’s Name: _____________________________

_____ (out of 10 points) I visited the appropriate websites and found the needed information.

_____ (out of 10 points) I wrote a correct working definition of a matrix.

_____ (out of 10 points) I explained how to find the dimensions of a matrix.

_____ (out of 10 points) I identified the parts of a matrix.

_____ (out of 20 points) I provided a detailed explanation on how to add and subtract matrices.

_____ (out of 20 points) I provided a detailed explanation on how to perform scalar multiplication.

_____ (out of 20 points) I provided a detailed explanation on how to multiply two matrices.



As you visit the following web-site(s), take notes on essential information that you will need to know about determinants.http://www.intmath.com/Matrices-determinants/1_Determinants.php http://www.purplemath.com/modules/determs.htmhttp://www.purplemath.com/modules/determs2.htmhttp://www.purplemath.com/modules/minors.htm






As you visit the following web-sites, answer the following questions. Take extra notes that you think you may need to know.http://www.intmath.com/Matrices-determinants/1_Determinants.php http://www.purplemath.com/modules/determs.htmhttp://www.purplemath.com/modules/determs2.htmhttp://www.purplemath.com/modules/minors.htm

What is a determinant?

What is a second-order determinant? a third-order determinant?

What are determinants used for?

How do you evaluate a second-order determinant?

How do you evaluate a third order determinant by columns?

How do you evaluate a third-order determinant by expansion of minors?

Explain how you could use a determinant to find the area of a triangle and of a square.






Agent’s Name: _______________________

_____ (out of 5 points) I visited the appropriate website(s) and found the needed information.

_____ (out of 10 points) I wrote a correct working definition of a determinant.

_____ (out of 5 points) I identified the 2 common determinants.

_____ (out of 20 points) I provided a detailed explanation on how to evaluate a second-order determinant.

_____ (out of 20 points) I provided a detailed explanation on how to evaluate a third-orderdeterminant by columns.

_____ (out of 20 points) I provided a detailed explanation on how to evaluate a third-orderdeterminant by expansion on minors.

_____ (out of 20 points) I provided a detailed explanation on how to find the area of a square or a triangle using determinants.



Agent’s Name: _______________________


_____ (out of 10 points) I wrote a correct working definition of a determinant.

_____ (out of 5 points) I identified the 2 common determinants.

_____ (out of 20 points) I provided a detailed explanation on how to evaluate a second-order determinant.

_____ (out of 20 points) I provided a detailed explanation on how to evaluate a third-orderdeterminant by columns.

_____ (out of 20 points) I provided a detailed explanation on how to evaluate a third-orderdeterminant by expansion on minors.

_____ (out of 20 points) I provided a detailed explanation on how to find the area of a square or a triangle using determinants.



As you visit the following web-sites, take notes on essential information that you will need to know about identity and inverse matrices.http://www.purplemath.com/modules/matrices2.htmhttp://www.purplemath.com/modules/mtrxinvr.htmhttp://mathworld.wolfram.com/MatrixInverse.html





As you visit the following web-sites, answer the following questions. Take extra notes that you think you may need to know.http://www.purplemath.com/modules/matrices2.htmhttp://www.purplemath.com/modules/mtrxinvr.htmhttp://mathworld.wolfram.com/MatrixInverse.html

What is an identity matrix?

What is the identity matrix of a 2X2? a 3X3?

What is an inverse matrix?

Does every matrix have an inverse? Why or why not?

Why do you need to know how to find a determinant before you find an inverse?

Explain the steps to finding the inverse of a matrix.





Agent’s Name: _____________________________


_____ (out of 10 points) I wrote a correct working definition of an identity matrix.

_____ (out of 10 points) I identified the 2X2 and 3X3 identity matrices.

_____ (out of 10 points) I wrote a correct working definition of an inverse matrix.

_____ (out of 30 points) I provided a detailed explanation on how to determine whether twomatrices can be inverses.

_____ (out of 30 points) I provided a detailed explanation on how to find the inverse of a matrix.



Agent’s Name: _____________________________


_____ (out of 10 points) I wrote a correct working definition of an identity matrix.

_____ (out of 10 points) I identified the 2X2 and 3X3 identity matrices.

_____ (out of 10 points) I wrote a correct working definition of an inverse matrix.

_____ (out of 30 points) I provided a detailed explanation on how to determine whether twomatrices can be inverses.

_____ (out of 30 points) I provided a detailed explanation on how to find the inverse of a matrix.


Tech or No Tech?

Evaluate current trends in information technology, with consideration given to the potential social, ethical, political, and economic impact of these technologies, and analyze the advantages and disadvantages of widespread use and reliance on technology in the workplace and society. Include in your explanation the role Crack the Code and the National Security Agency play regarding this topic.

Tech or No Tech Rubric NSA Unit Member Name: ____________________________Exemplary 20….......18

Effective 17………..15

Adequate 14……….12

Limited 11…………9

Minimal 8………….0

ORGANIZATION Clear and logical thinking. Sophisticated transition among sentences and paragraphs.

Clear and logical thinking. Purposeful transition among sentences and paragraphs.

Some clear and logical thinking. Appropriate use of transition among sentences and paragraphs.

Limited evidence of a logical thinking. Limited supporting paragraphs Repetitive use of transitions.

Lacks evidence of a logical progression of ideas Lacks or has ineffective or overused transition.

DEVELOPMENT Sophisticated development of the topic for narrative and descriptive writing. Sophisticated development of informative and persuasive writing. Well executed progression of ideas. Strong use of examples, evidence or relevant details. Strong use of analogies, illustrations or anecdotes.

Appropriate development of the topic for narrative and descriptive writing. Appropriate development of informative and persuasive writing. Clear progression of ideas. Clear use of examples, evidence or relevant details. Clear use of analogies, illustrations or anecdotes.

Sufficient development of the topic for narrative and descriptive writing. Sufficient development of informative and persuasive writing. Progression of ideas. Sufficient use of examples, evidence or relevant details. Use of analogies, illustrations, examples or anecdotes.

Limited development of the topic for narrative and descriptive writing. Limited development of informative and persuasive writing. Limited progression of ideas. Limited use of examples, evidence or relevant details. Limited use of analogies, illustrations or anecdotes.

Minimal development of the topic for narrative and descriptive writing. Minimal development of informative and persuasive writing. Lacks a logical progression of ideas. Minimal use of examples, evidence or relevant details. Limited use of analogies, illustrations or anecdotes.

SENTENCE STRUCTURE

Sophisticated and well controlled sentences. Sentence variation -simple, compound, complex, and compound-complex.

Complete and correct sentences. Sentence variation - simple, compound, complex, and compound-complex.

Complete and correct sentences with some sentence variation - simple, compound, complex, compound-complex (errors in structure do not detract).

Minor errors in sentence structure Limited sentence variation - simple, compound, complex, and compound-complex (errors in structure begin to detract).

Contains fragments and/or run-ons Minimal sentence variation - simple, compound, complex, and compound-complex (errors in sentence structure detract).

WORD CHOICE/GRAMMAR USAGE

Vivid, precise, relevant, concise, connotative. Consistent grammar usage. Subject/verb agreement, Singular/plural nouns. Verb (tense and usage), Pronoun usage, Adjective/Adverb.

Concise, precise/ appropriate and clear meaning, connotative. Mostly consistent grammar usage. Subject/verb agreement. Singular/plural nouns, verb (tense and usage), pronoun usage, adjective/adverb.

Appropriate, specific, somewhat simplistic, connotative. Somewhat consistent grammar usage. Subject/verb agreement. Singular/plural nouns, verb (tense and usage), pronoun usage, adjective/adverb.

Vague, redundant, simplistic. Several inconsistencies in grammar usage. Subject/verb agreement. Singular/plural nouns, verb (tense and usage), pronoun usage, adjective/adverb.

Inadequate, imprecise, repetitive. Frequent inconsistencies in grammar usage. Subject/verb agreement. Singular/plural nouns, verb (tense and usage), pronoun usage, adjective/adverb.

MECHANICS May have minor errors in punctuation, capitalization, spelling, needs little or no editing

Few errors in punctuation, capitalization, spelling, needs some editing.

Some errors in punctuation, capitalization, spelling. Needs editing but doesn’t impede readability.

Frequent errors in punctuation, capitalization, spelling, begins to impede readability.

Consistent errors in punctuation, capitalization, spelling, impedes readability.

National Security AgencyDocument 1

Using the map of the United States and the coordinate grid transparency, work in your National Security Agency Unit to find the ordered pairs of the following cities. Place the transparency over the map. Estimate the ordered pairs to the nearest half unit.

City State Ordered PairWashington DCNew York City New YorkPortland MaineBuffalo New YorkPittsburg PennsylvaniaColumbus OhioLouisville KentuckyOrlando FloridaAtlanta GeorgiaNew Orleans LouisianaDes Moines IowaHelena MontanaDallas TexasSanta Fe New MexicoLos Angeles CaliforniaSeattle WashingtonLas Vegas NevadaChicago IllinoisSt. Louis MissouriBoise IdahoNashville Tennessee

Find the slope between each of cities and Washington DC.Washington , D.C. to Slope

1. New York City, New York

2. Portland, Maine

3. Buffalo, New York

4. Pittsburgh, Pennsylvania

5. Columbus, Ohio

6. Louisville, Kentucky

7. Orlando, Florida

8. Atlanta, Georgia

9. New Orleans, Louisiana

10. Des Moines, Iowa

11. Helena, Montana

12. Dallas, Texas

13. Santa Fe, New Mexico

14. Los Angeles, California

15. Seattle, Washington

16. Las Vegas, Nevada

17. Chicago, Illinios

18. St. Louis, Missouri

19. Boise, Idaho

20. Nashville, Tennessee

National Security Agency Document 1 RubricNSA Unit Member Name: __________________________________

_____ ( out of 21 points) I write the ordered pair for each city correctly. (I point per city)

_____ (out of 60 points) I determine the slope between each of the two cities correctly. (3 points each)

_____(out of 19 points) I contribute to the group and check the calculations for correctness.

_____ ( out of 100 points)
















National Security AgencyDocument 2

Using National Security Agency Document 1, write an equation in point-slope form, slope-intercept form and standard form from each of the cities to Washington, DC.

Washington, DC to Point-Slope Form Slope-Intercept Form Standard FormNew York City,

New YorkPortland,

MaineBuffalo,

New YorkPittsburgh,

PennsylvaniaColumbus,

OhioLouisville,KentuckyOrlando,FloridaAtlanta,Georgia

New OrleansLouisiana

Des Moines,Iowa

Helena,MontanaDallas,Texas

Santa Fe,New MexicoLos Angeles,

CaliforniaSeattle,

WashingtonLas Vegas,

NevadaChicago,

IllinoisSt. Louis,MissouriBoise,Idaho

Nashville,Tennessee

National Security Agency Document 2 RubricNSA Unit Member Name: ________________________________

_____ (out of 20 points) I write the point-slope form of each equation correctly.(1 point each equation)

_____ (out of 20 points) I write the slope-intercept form of each equation correctly.(1 point each equation)

_____ (out of 20 points) I write the standard form of each equation correctly.(1 point each equation)

_____ (out of 20 points) I contribute to my NSA Unit.

_____ (out of 20 points) I stay on task in my NSA Unit.

_____ (out of 100 points)















Student ReflectionCrack the Code

1. I liked the following . . .

2. I did NOT like the following . . .

3. What would I change about what I wrote in #2?

4. Did I actively participate in all aspects within my National Security Agency Unit?

5. Do I think I learned a little, just as much, or more during Crack the Code than I would have learning it the lecture/homework way? Why?

6. What would I tell next year’s class about Crack the Code?

National Security Agency Unit Reflection

Unit Member Name: _____________________________

Individually rate yourself in the rubric on the topics listed.4 3 2 1

I do my fair share of the group’s work.

I do some of the group’s work (or more than my share and don’t value other’s work)

I do very little of the group’s work.

I do not do any of the group’s work.

I do not argue with my NSA Unit members.

I argue a little with my NSA Unit members.

I argue a lot with my NSA Unit members.

I usually argue with my NSA Unit members.

I talk and listen equally in my NSA Unit.

I listen to my NSA Unit members but sometimes talk too much.

I talk a lot more than I listen to my NSA Unit members.

I talk most of the time and listen very little to my NSA Unit members.

I make important contributions to my NSA Unit.

I contribute some to my NSA Unit.

I contribute very little to my NSA Unit.

I do not contribute to my NSA Unit.

I help the group make fair decisions.

I consider all points of view before I decide what I think the NSA Unit should do.

I “take sides” when our NSA Unit makes decisions.

I make the NSA Unit do things my way.

I stay on task and help the NSA Unit stay on task.

I stay on task, but do not care what the rest of the NSA Unit does.

I am not on task. I do not stay on task and keep others from staying on task.

Group:Rank your NSA Unit on a scale of 1 – 4

1 – never 2 – sometimes 3 – usually 4 – always

_____ Our NSA Unit works well together.

_____ Our NSA Unit gets our work done.

_____ Our NSA Unit stays on task.

_____ Our NSA Unit makes decisions fairly.

Teacher ReflectionCrack the Code

1. Were there too many materials to get ready in regards to the overall concept? What can be done to change it if it was?

2. Was it hard to secure the computer lab for all the days it was needed?

3. Would I change any of the groupings of the students? How?

4. What part(s) would I change? Why and how?

5. What part(s) would I keep? Why?

6. In preparation for the next time I use this unit, I need to make sure I . . .

Documents

wvde.us file · Web viewwvde.us