University of San Carlos School of Business and Economics Business Administration Department SYLLABUS Course No.

Course Title Credit Prerequisite Courses Revised Overview of the Course The course deals with quantitative techniques in decision-making designed for business applications. It utilizes workable tools and techniques suitable for the current industry. It introduces the student to various concepts, tools and techniques in decision-making. The course demonstrates these approaches and other practical applications intended for global markets, as these relate to situations particularly in the local business industries. The student must pass all pre-requisite courses and must be well versed on the following competencies: 1. 2. 3. 4. 5. 6. 7. 8. Must know how to use the normal probability distribution model. (BA 100) Identify mutually exclusive, not mutually exclusive, independent and dependent events. (BA 100) Rules and applications of marginal, joint and conditional probabilities. (BA 100) Rules of probability. (BA 100) Plot algebraic linear equations in a graphing paper. (Math 15, Math 45) Simplify any algebraic equation using either equalities or inequalities. (Math 15, Math 45) Manipulate use of fractions. (Math 15, Math 45) Formulate equations out of worded problems. (Math 15, Math 45) : : : : : BAOM 22/BA 46 Quantitative Techniques in Business 3 units (lecture) and 5 hours laboratory Math 45 & BA 100 by Engr. Pepito T. Echavez Revised sem 1: 2013 2014

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All the models covered in this course will be the basic competencies for the pre-requisite course, BA 107 AB ( Production Management II) and practicum subjects. Mastering this course will intend to continue the Universitys vision of molding you into a competent citizen with nobility of character and a sense of community. The University desires to make you seek and apply knowledge justly and honestly and be able to share them to the community. The University likewise, aspires to continue with this course, its Mission of transforming you into competent professionals and life-long learners, adept in research and appreciative of community involvement. Course Description This course is a core subject for all quantitative management courses which will provide the students to establish a logical decision approach using workable decision tools and technique. This course covers the following quantitative models: 1. Decision Theories 2. Decision Trees 3. Cost Volume Profit Analysis 4. Linear Programming (graphical and simplex method) 5. Transportation and Assignment Models 6. Linear programming Applications With Computer Analyses General Objectives 1. 2. 3. 4. 5. The following are the general objectives of the course: To understand the concepts and principles of quantitative approach to decision-making in management To recognize the different tools & techniques in decision-making in different decision environments. To apply the various tools and techniques of decision-making to specific problems with emphasis on business-related situations. To appreciate the impact of the decisions being made as a result of the model applications. To develop decision making skills thus maximizing profit/minimizing cost with optimum utilization of resources.

Classroom Management 1. Attendance is a must. Attendance in all classes is required. Being present in class means that you attend each class, and come prepared having read the chapters and the exercises or cases that are assigned for that class. There are 36 sessions/hours in this course and you may incur only seven (7) absences for MW or TTH schedules. Otherwise, you will automatically be dropped from class and receive a grade of either NC (No Credit) or a failing grade of 5.0 whichever is applicable. 2. Tardiness is discouraged. Make sure that you come on time, as it becomes a source of irritation for the members of the class and the professor when students come late. As a policy for this class, you will be considered late if you come to class after 15 minutes of the time, three instances of tardiness whether incurred consecutive or not is considered one absence. Learn to be professionals; respect for other peoples time is a principle that should be valued.

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3. Readmission. Students who incur three consecutive (3) absences will be asked by the instructor to see the Department Chair to secure permission to be re-admitted to class. A re-admission slip should be properly accomplished for this purpose. 4. Prayer. The class begins and ends with a short prayer. Students may take turns in leading the prayer. Being a non-Catholic should not be made a reason for not doing so; this is an opportunity practice ecumenism in the classroom. 5. Classroom Management. Students should assist in maintaining the orderliness and cleanliness of the classrooms. Graffiti writing is strictly prohibited. Any student found violating this rule will be punished with the appropriate sanction. Before leaving the classroom, the instructor with the help of the students, should ensure that no litter/garbage is left behind and that chairs are in their proper order. Should the class be the last schedule for the day, the instructor should arrange that the lights and air conditioning units are switched off. . 6. Eating and Drinking. Food and drinks are not allowed inside the classroom and in the corridors. It is your responsibility to properly schedule your classes so that meals and snacks can be taken at its proper time. 7. Consultation Hours. Students are encouraged to see the instructor during consultation hours for any concerns, questions and assistance with regards to the course. Instructors should ensure that they are available on these hours and at the agreed location. 8. Electronic Gadgets. Use of mobile phones inside the classroom is not allowed; switch them off before entering your class. The teacher has the right to confiscate mobile phones that ring and/or used during class hours. Confiscated units can only be claimed in the Deans office at the end of the semester. Also true to I-Pad, Nano, etc. 9. Respect. Respect is a virtue and everyone deserves it. Interactive learning is effective only if everyone behaves accordingly since unnecessary noise is very distracting. Let us give everybody the chance to be heard and to be listened to. Inappropriate behavior will be sanctioned. 10. Textbook. Have your own copy of the textbook. Most of the problems and/or exercises to be done in class are based on the prescribed textbook. There is a CD-ROM that goes with the copy of the textbook purchased. Selected databases from the CD will be assigned to students for them to apply the concepts learned. With your own textbook, you will have access to data sets/resource materials for many of the classroom activities. 11. Calculator. Provide your own calculator. Borrowing from your seatmate is not a good idea since both of you have equal need for it. You deserve to have your own tools for learning. 12. Computer Hands On. You will spend at most five hours in the computer laboratory; tentative schedule is included in this syllabus. Thus, additional charges will be further assessed; please inform your parents accordingly. 13. Cooperation. Cooperation with group mates is expected. Many of the activities in class particularly those involving problems and/or exercises will be done in pairs or in small groups. The reason is for the students to have the opportunity of sharing/discussing with each other and learning from the experience. However, no group member should take advantage of the other members by simply riding on, that is, expecting to be given a grade without exer ting a reasonable amount of effort.

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14. Special Examination. Special exams are not allowed. Preparing an examination for one or two students takes the same amount of time preparing it for the entire class. The adviser may take exceptions to this rule in case of sickness and other emergency cases provided appropriate certifications are in order. 15. Library Hours. Maximize the use of the library resources. The library hours are: Monday to Saturday 7:30 a.m. to 8:00 p.m. 16. Timely submission of requirements. There is one major report required of the students in this course and failure to submit on time would mean a substantial reduction from the corresponding score or no-score at all will be given; and 17. Enjoy. Make your stay in this class a memorable one. Let every opportunity count. Do not miss an exam or a quiz and comply with other class requirements. Learning is fun if you help make it so. How much you take from the class also depends on how much you give to it. Your creativity will certainly contribute to the learning process.

Suggested Learning Experiences 1. 2. 3. 4. 5. 6. 7. 8. 9. Lecture-Discussion Group Dynamics / Games Mini Case Analysis Internet Research Individual / Group Presentations Class Interaction Seatwork Board work Video Watching and Analysis 1. 2. 3. 4. 5. 6.

Course Requirements Regular class attendance and punctuality. Exams and Class participation Computer log-in hours. Normal and UNLI Table. Separate notebook for the course (lesson plan type). Text book and work book.

Evaluation/Grading System Evaluative Measures Grade/Weights

1. Major Exams (Pre-Midterm, Midterm, Pre-Final, Final) 50 % 2. Other classroom activities (Quizzes, class participation, board works, computer work) 40 % 3. Other class requirements (homework, reports, researches) 10 %

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For purposes of transmutation, the course will use the following grade equivalent (at 50% passing): Grade Equivalent 1.0 1.1 1.2 1.3 1.4 1.5 1.6 1.7 1.8 1.9 2.0 2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8 2.9 3.0 Grade Equivalent 3.1 3.2 3.3 3.4 3.5 3.6 3.7 3.8 3.9 4.0 4.1 4.2 4.3 4.4 4.5 4.6 4.7 4.8 4.9 5.0

Raw Score 99 100 97 98 95 96 93 94 91 92 89 90 87 88 85 86 83 84 81 82 79 80 77 78 75 76 73 74 71 72 69 70 65 68 61 64 57 60 53 56 50 52

Raw Score 45 49 41 44 37 40 33 36 29 32 27 28 25 26 23 24 21 22 19 20 17 18 15 16 13 14 11 12 9 10 7 8 5 6 3 4 1 2 0

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Specific Objectives

Contents

Mode of Delivery / Learning Activities and Resources

Assessment Scheme

Session 1: Orientation

1.5 hours Classroom protocol Opening Prayer Review of Previous Meetings Lesson Learner centered Activity Deepening (processing of activity) Synthesis Assignment Closing Prayer participation written summary question & answer learning statements recitation

Given this session, students should be able to: 1. State the learning objectives of the course 2. Evaluate the necessary pre-requisites and major competencies to proceed with the course. 3. Identify the requirements and explain the grading system for the course 4. Express their expectations from the course, the instructor and their classmates 5. Internalize the standard classroom rules and policies 6. Secure a permanent seat and plot it in the teachers seat plan 7. Start knowing their classmates and their instructor

Mission Vision of USC Environmental Policy Pre Fire Plan Evacuation Procedures 5S Library Orientation Scope of the Course Sequencing of Subjects Classroom Policies Course Requirements Evaluative Measures

group dynamics interaction leveling expectations hand-outs, notes

Session

2: Introduction Analysis

To

Quantitative 1.5 hours

Given this session, students should be able to: 1. Familiarize the instructor diction and accent by writing down the necessary requisites for a take home quiz through dictation. 2. List important words commonly used in the course and be able to define or describe this properly through library research. 3. Prepare a format for the requisites of the take home quiz. 4. Establish procedure in doing the library

Prepared 50 technical terms as to regard to knowing the subject and five questions as to knowing the institution.

Lecture, discussion, interaction

Written report, return slip of borrowed resource material and signature of librarian.

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research.

Session 3: Pre-test and or Review of Mathematical Techniques or Models Part 1

Session 4: Pre-test and or Review of Mathematical Techniques or Models Part 2

Session 5: Probability Concepts and Applications Part 1 1.5 hours During the course of the session, students should be able to: 1. State the fundamental concepts of probability. 2. Identify mutually exclusive and collectively exhaustive events. 3. Differentiate statistically independent and dependent events. 4. Solve problems having marginal, joint and conditional probabilities. Session 6: Probability Concepts and Applications Part 2 1.5 hours In this session, students should be able to: 1. Explain the difference between discreet and continuous probability distributions. 2. Calculate the values and use the normal table. 3. Use Bayes theorem to establish posterior probabilities.

Use of probability Rules of probability Probability matrix

Lecture discussion Illustrative examples Exercises/seatwork

Participation rubric

Probability distribution Normal distribution table Revision of probabilities Bayes theorem

Lecture discussion Illustrative examples Board work Problem solving

Participation rubric Internet research

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Session 7: Fundamentals of Decision Theory models Part 1 1.5 hours Given this session, students should be able to: 1. Classify the types of decision-making environments. 2. Apply the steps in decision theory. 3. Make use of the model under the environment of uncertainty. 4. Go deepening process through sensitivity analysis on the realism criterion.

The steps in decision theory Types of decision-making environments Decision making under certainty Decision making under risk Decision making under uncertainty

Illustrative examples Lecture discussions Exercises/ seatwork

Individual output

Session 8: Fundamentals of Decision Theory models Part 2 1.5 hours Through this session, students should be able to: 1. Value the expected criterion model. 2. Prepare a conditional profit and conditional loss table. 3. Use probability values to make decisions under risk. 4. Evaluate the effect of perfect information to the problem.

Expected value model Expected monetary value Expected opportunity loss Conditional profit table Conditional loss table Expected value of perfect information Expected value with perfect information

Lecture discussion Illustrative examples Exercises/seatwork

Participation rubric

Session 9: Fundamentals of Decision Theory models Part 3 1.5 hours With this session, students should be able to: 1. Apply marginal analysis model to problems with several alternatives and outcomes. 2. Establish optimum stocking level of products having single period useful life.

Marginal analysis with large number of alternatives and states of nature Normal Distribution

Student presentation Illustrative examples board work

Board work output Presentation rubric

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3. Derive the relationship of breakeven probability. 4. Apply the tree model to problems with series of decisions and outcomes. 5. Compute the expected value of sample information. Session 10: Fundamentals of Decision Theory models Part 4 1.5 hours

Decision trees Expected value of sample information How probability values are estimated by Bayesian analysis

Given this session, students should be able to: 1. Appreciate cost-volume-profit-analysis as a Cost-volume-profit-analysis model in solving decision theory problems. Normal distribution table 2. Prepare a profit and loss statement. Unit normal loss integral table 3. Show the breakeven quantity or the number of units generated having no profit and no loss. 4. Provide the expected monetary value for problems with continuous random variables. 5. Compute the evpi using the normal loss integral table. 6. Evaluate the problem which may have the probability of breakeven, profit or loss.

Lecture discussion Problem presentation illustrative examples

Participation rubric

Session 11: Fundamentals of Decision Theory models Part 5 1.5 hours In this session, students should be able to: 1. Structure complex decision tree problems by following through the steps in decision tree analysis. 2. Compute how probability values are estimated by the Bayesian analysis. 3. Appreciate the model when sequential decisions need to be made. Bayes theorem Decision trees model

Student presentation

Presentation rubric

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4. Measure the value of sample information.

Session 12:

PRE-MIDTERM EXAMINATIONS

Session 13: LP Models: Graphical and Computer Methods Part 1 1.5 hr Throughout the session, students should be able to: 1. Enumerate the basic assumptions and properties of linear programming (LP). 2. Formulate the objective functions and constraints using maximization problem. 3. Apply the steps in solving LP problems with two variables using the graphical model. 4. Plot linear equations with less than or equal to constraints. Requirements of LP LP formulations Graphical solution to LP Decision matrix Maximization problem

Power point presentation Lecture discussion Illustrative examples

Individual output

Session 14: LP Models: Graphical and Computer Methods Part 2 1.5 hr Completing the session, students should be able to: 1. Formulate the objective functions and constraints using minimization problem. 2. Plot constraints in a graph with greater than or equal to equation. 3. Realize the effect of greater than or equal to if use in a maximization problem.

LP formulation using minimization problem Graphical solution to a minimization problem Decision matrix

PowerPoint presentation Lecture discussion Illustrative examples

Group dynamics

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Session 15: LP Models: Graphical and Computer Methods Part 3 1.5 hr Through this session, students should be able to: 1. Use the computer in solving LP problems. 2. Input the objective functions and constraints using excel worksheet or other programs. 3. Practice LP programs like Solver, POM, QM for windows and etc. 4. Discover additional information that can be derived from the output generated from these computer programs. 5. Value the knowledge of using the program as this would help a lot in the solution process.

Optimization software Excel POM QM for windows

Presentation software Illustrative examples

Presentation of generated computer results

Session 16: LP Models: Graphical and Computer Methods Part 4 1.5 hr Given this session, students should be able to: 1. Realize that there are special issues in LP. 2. Enumerate what are these issues are. 3. Plot in the graph the behavior of these issues. 4. To make corrective measures on how to realign the constraints of the problem so as to generate a solution to the situation.

Infeasibility Unboundedness Redundancy Alternate optima

Illustrative examples Exercises/seatwork

Group output Presentation rubric

Session 17: DEPARTMENTAL MIDTERM EXAMINATIONS Session 18: DEPARTMENTAL MIDTERM EXAMINATIONS

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Session 19: Take Home Quiz

1.5 hours

Throughout the session, students should be able to: 1. Acquire a specific problem, in a strip of paper, designed for the student as this is drawn by lot to be solved at home using a computer. 2. To access the library system for them to locate the problem in a book as specified in the strip of paper drawn by them. 3. List the required information to be extracted from the specific source. 4. Follow the format for the final output of the take home quiz.

Strips of assorted LP gathered through the years

problems

Discussion of the mechanics of the quiz

Assignment rubric

Session 20: LP Models: The Simplex Method Part 1 1.5 hours In this session, students should be able to: 1. Define the problem in the context of the simplex approach. 2. Formulate the objective functions and constraints under the simplex model. 3. Convert inequality to equality by adding slack, surplus and artificial variables in the equations as the case may be. 4. Incorporate all the variables created in each equation. 5. Structure the first simplex tableau.

Simplex solution procedure

PowerPoint presentation Lecture/discussion

Participation rubric

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Session 21: LP Models: The Simplex Method Part 2 1.5 hours During the course of the session, students should be able to: 1. Evaluate the first simplex tableau. 2. Generate pivot columns, pivot row and pivot number. 3. Apply the formula so as to fill up the 2nd, 3rd, 4th , etc. and until optimality is attained. 4. Come up an optimum solution to the problem.

Simplex solution procedure

PowerPoint presentation Lecture/discussion

Participation rubric

Session 22: LP Models: The Simplex Method Part 3 1.5 hours During this session, students should be able to: Do the activity presented in session 20 using minimization problem. Simplex solution procedure Illustrative examples Exercises/seatwork Participation rubric

Session 23: LP Models: The Simplex Method Part 4 1.5 hours Throughout the session, students should be able to: Do the activity presented in session 21 using minimization problem as started in session 22.

Simplex solution procedure

Illustrative examples Exercises/seatwork

Participation rubric

Session 24: LP Models: The Simplex Method Part 5 1.5 hours In this session, students should be able to: Simplex solution procedure Illustrative examples Participation rubric

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Exercises/seatwork 1. Identify special cases such as infeasibility, unboundedness and degeneracy during the process of simplex iterations; 2. Resolve if this is present in a problem

Session 25: LP Models: The Simplex Method Part 6 1.5 hours Throughout the session, students should be able to: 1. Extract vital information hidden in the optimum tableau. 2. Evaluate the effects of a parameter change on the optimum solution. Session 26: LP Models: Applications Part 1 In this session, students should be able to: 1. Model a wide variety of applications of LP such as in: Marketing, Manufacturing, and Employee Scheduling. 2. Solve LP problems with QM for Windows and Excel solver software. Marketing applications. Manufacturing applications. Employee scheduling applications. Illustrative examples Exercises/seatwork Group output Sensitivity Analysis with the optimum tableau Illustrative examples Exercises/seatwork Group output

Session 27: LP Models: Applications Part 2 Following the previous session, students continue to be able to: 1. Model a wide variety of applications of LP such as in: Finance & Investments, Financial applications. Transportation applications. Illustrative examples Exercises/seatwork Group output

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transportation and ingredient blending. 2. Solve LP problems with QM for Windows and Excel solver software.

Ingredient blending applications

Session 28: Pre-Finals Examination

Session 29: LP Models Transportation and Assignment Part 1 1.5 hours Given this session, students should be able to: 1. Structure the transportation Algorithm in a matrix. 2. Use the matrix to formulate the objective functions and constraints. 3. List the five transportation models. 4. Present the transportation tableau. 5. Apply the northwest corner in a sample problem Setting up a transportation problem Developing an initial solution for: Northwest corner method (N-W-C) PowerPoint presentation Lecture discussion Participation Rubric

Session 30: LP Models Transportation and Assignment Part 2 1.5 hours

Given this session, students should be able to: 1. Use the Greedy, and VAM models to find the initial solution to the problem. 2. Apply the stepping stone method to obtain the optimum value. Developing an initial solution using greedy and vam Finding a least cost solution Stepping stone method presentation Lecture discussion Participation Rubric

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Session 31: LP Models Transportation and Assignment Part 3 1.5 hours

Given this session, students should be able to: 1. Use the MODIas another model to obtain the least cost. 2. Show appreciation of using the model as an additional tool in finding the least cost. Finding a least cost solution MODI method Illustrative examples Exercises seatwork Group output

Session 32: LP Models Transportation and Assignment Part 4 1.5 hours Given this session, students should be able to: 1. Setup the assignment problem. 2. Solve assignment problem Hungarian method. Setting up the assignment problem Approach of the assignment model Hungarian model or Floods technique. PowerPoint presentation Lecture discussion Participation rubric

with

the

Session 33: LP Models Transportation and Assignment Part 5 1.5 hours Given this session, students should be able to: 1. Solve facility location and other application problems with Transportation Models. 2. Detect unbalanced and degenerate transportation and assignment problem. 3. Provide solution for unbalanced and degenerate transportation and assignment problems. Unbalanced transpo and assignment problems Degeneracy in transportation problems Illustrative examples Exercises seatwork Group output

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Session 34: LP Models Transportation and Assignment Part 6 1.5 hours Given this session, students should be able to: 1. Use the same principles presented in sessions 29 to 33 to solve maximization transportation and assignment problems Setting up a transportation problem Developing an initial solution Finding a least cost solution Maximization of transportation and assignment problems Illustrative examples Exercises seatwork Group output

Session 35 FINAL EXAMINATIONS

Session 36 FINAL EXAMINATIONS

TOTAL = 54 HOURS

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REFERENCES A. BOOKS Textbook: 658.403R29 Render, Barry and Ralph Stair and Hanna. Quantitative Analysis for Management. 11th edition. New Jersey: Prentice Hall Inc. 2012.

References:

Agpe, Prakash G., International Financial Management 4th edition, New Delhi: McGraw-Hill, c2006 Anderson, Sweeny, Williams, Martin. Quantitative Methods For Business. 11th Ed.

658.4033 Q25 Bierman, et. al. Quantitative Analysis for Business Decisions. 8th edition. 658.4/034 Levin, Richard I., et al. Quantitative Approaches to Management. 8th edition. 658.5 ST48 Stevenson, William J. Operations Management 10th. Homewood, Illinois: Richard D. Irwin , Inc., 2010 658.4034 H25 Hillier, Frederick S. et. al. Introduction to Operation Research 8th edition. McGraw Hill Higher Education, New York, USA, 2005. 658 ST 48 Stevenson, William J., et. al. Introduction to Management Science with Spreadsheet 2007 edition. McGraw Hill Higher Education, New York, USA, 2007. 658.4033 L43 Lawrence, John A. Applied Management Science 2nd edition. John Wiley and Sons, Inc. 2002. 658.4033 LN8 Anderson, David R. et. al. Introduction to Management Science concise edition. Thomson Asia PTE LTD. 2007. Russel and Taylor. Operations Management 7th edition. John Wiley and Sons, Incorporation. 2011 B. WEBSITES http://www.usc.edu.ph click library http://wps.prenhall.com/bp_render_qam_11/

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RUBRIC

Criteria
4
Attendance / Promptness Student is always prompt and regularly attends classes.

Points
2 1
Student is late to class more than once a week and/or has poor attendance of classes. ____

3
Student is late to class once every two weeks and regularly attends classes.

Student is late to class more than once every two weeks and regularly attends classes.

Student proactively contributes to class by offering ideas and asking Level Of Engagement In Class questions more than once per class.

Student proactively contributes to class by offering ideas and asking questions once per class.

Student rarely contributes to class by offering ideas and asking questions.

Student never contributes to class by offering ideas and asking questions.

____

Listening Skills

Student listens when others talk, both in groups and in class. Student incorporates or builds off of the ideas of others. Student almost never displays disruptive behavior during class. Student is almost always prepared for class with assignments and required class materials.

Student listens when others talk, both in groups and in class.

Student does not listen when others talk, both in groups and in class.

Student does not listen when others talk, both in groups and in class. Student often interrupts when others speak. Student almost always displays disruptive behavior during class. Student is almost never prepared for class with assignments and required class materials.

____

Behavior

Student rarely displays disruptive behavior during class. Student is usually prepared for class with assignments and required class materials.

Student occasionally displays disruptive behavior during class. Student is rarely prepared for class with assignments and required class materials.

____

Preparation

____

Total---->

____

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Criteria
4 Assignment Completeness Accuracy Demonstrated Knowledge Requirements Legibility
All items attempted All items are correct.

Points
2 1
____ ____ ____ ____ ____ ____

3
9/10 of items attempted. 9/10 of items are correct.

At least 1/2 of the items attempted. Less than 1/2 of all items attempted. Between 1/2 and 9/10 of items are Less than 1/2 of all items are correct. correct.

Shows complete understanding of Shows substantial understanding of Response shows some understanding Response shows a complete lack of the questions, mathematical ideas, the problem, ideas, and processes. of the problem. understanding for the problem. and processes. Goes beyond the requirements of Meets the requirements of the Does not meet the requirements of 4 the problem. problem. the problem. Legible handwriting, typing, or Marginally legible handwriting, Writing is not legible in places. Writing is not legible. printing .. typing, or printing.

Total---->

Criteria
4 Explanation Use Of Visuals Mechanics Demonstrated Knowledge Requirements Counter Examples
A complete response with a detailed explanation. Clear diagram or sketch with some detail. No math errors. Shows complete understanding of the questions, mathematical ideas, and processes. Goes beyond the requirements of the problem. Includes counter examples.

Points
2
Explanation is unclear.

3
Good solid response with clear explanation. Clear diagram or sketch. No major math errors or serious flaws in reasoning. Shows substantial understanding of the problem, ideas, and processes. Meets the requirements of the problem.

1
Misses key points. ____ ____ ____ ____ ____ ____ ____

Inappropriate or unclear diagram. No diagram or sketch. May be some serious math errors Major math errors or serious flaws or flaws in reasoning. in reasoning. Response shows some understanding of the problem. Response shows a complete lack of understanding for the problem.

Hardly meets the requirements of Does not meet the requirements of the problem. the problem. Does not include counter yy examples.

Total---->

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