Graph Quest: Design the Ultimate Challenge

Learning Goals & Products

Learning Goals

Students will be able to investigate firsthand stakeholder evidence to synthesize an evidence-based definition of a school or neighborhood need.

Students will be able to define variables, units, domains, and ranges for linear, quadratic, and exponential models that represent quantities in a local issue.

Students will be able to graph linear, quadratic, and exponential functions by hand and with technology to identify and interpret key features in context.

Students will be able to compare and validate multiple function models using data fit, calculations, graph features, real-world benchmarks, and practical constraints.

Students will be able to ideate and prototype multiple solution paths that translate user needs and function-based predictions into a feasible response.

Students will be able to test, refine, and justify a selected solution by documenting how peer, teacher, and NY Edge feedback changes the mathematical model, prototype, and public pitch.

Products

individual

User Research and Function-Modeling Design Portfolio

Each student compiles firsthand user-research notes, an evidence-based need statement, hand-drawn and technology-generated function graphs, model comparisons, calculations, an individual concept prototype, and a feedback revision log. Templates for interviews, affinity mapping, decision matrices, and testing protocols support a complete record of individual mathematical mastery and design reasoning.

team

NY Edge Community Solution Prototype and Public Demonstration

Each team uses members’ research and concept prototypes to create a shared problem statement, a higher-fidelity solution prototype, and a concise stakeholder demonstration explaining how multiple function graphs and user feedback support the final choice. After a rehearsal scored by the teacher and reviewed by peers and NY Edge, the team documents and completes one final revision.

Student choices

Evidence-Based Poster Model — A large-format visual prototype combining the proposed solution, specifications, hand-drawn and digital graphs, user evidence, and a concise public pitch.

Interactive Digital Mock-Up — A slide-based, interface-based, or animated prototype showing how the solution would work, supported by labeled function graphs, user evidence, and testing results.

Physical Scale Model — A safe physical model with labeled dimensions or operating features, accompanied by graph evidence, user findings, practical constraints, and testing results.

Rubric

Competency Progression Rubric Competency-first rubric

Category	Learning Goal	Emerging	Developing	Proficient	Applying
Problem Solving	Strategic planning	I can recognize when a strategy I’m considering didn’t work in a similar situation in the past. Project-specific: I can recognize when a strategy I used for a similar graphing or problem-solving task did not work well, and I can name what part of my plan needs to change I can point to an example from my work or team process to show what I learned from that experience.	I can identify and describe the connections and similarities between past and current events to find trends and cycles. Project-specific: I can identify and describe connections between past and current data patterns, graphs, or project decisions, and I can explain similarities that may help me plan a better solution I can use observations from previous function graphs to notice trends or cycles that affect my choice.	I analyze and describe how past trends and cycles are or are not related to my strategies and thinking. Project-specific: I can analyze how past trends, cycles, and graph features are or are not connected to the strategy I am using now, and I can explain why some choices fit the problem better than others I can use evidence from hand-drawn and technology-generated graphs to support how my thinking is changing.	I produce a proactive strategic plan for future success by adjusting my strategies and thinking to account for past trends and cycles. Project-specific: I can create a proactive strategic plan for a future solution by using past trends, cycles, and graph evidence to adjust my thinking and improve my prototype I can explain how my plan for modeling the problem, choosing a function, and revising my product is designed to increase success for the school or community issue.
Problem Solving	Creating solutions	I can describe a strategy to create a solution to a given problem. Project-specific: I can describe a basic strategy for creating a solution to a school or neighborhood problem by using one graph or model to show how it might work I can name a key feature of the function and explain how it helps my idea fit the problem.	I can describe a number of potential options to create a solution to a given problem. Project-specific: I can describe multiple possible solutions for a problem by comparing different function graphs, showing key features by hand or with technology, and explaining how each option could address the need I can use compare, predict, and justify language to tell why one option may work better than another.	I assess options and plan actions to create solutions by looking at evidence, the outcomes of past attempts to solve analogous problems, and the reasoned potential for impact. Project-specific: I can assess several solution options and plan next steps by using graph evidence, results from earlier attempts, and what I learned from similar problems to decide which model has the strongest potential impact I can explain how the key features of each function support my choice and revise my plan based on what the evidence suggests.	I assess options and plan actions to create solutions by evaluating evidence that indicates the potential for impact, previous approaches and varied perspectives, and potential consequences, both intended and unintended. Project-specific: I can evaluate multiple solution options by weighing graph evidence, previous approaches, and different perspectives, including feedback from peers, my teacher, and community partners, to plan a solution with the best chance of helping I can explain possible intended and unintended consequences of my choice, show key features of the functions by hand and with technology, and justify final revisions using clear evidence.