Project Sketch #2 Cell Phone Usage

11th grade Algebra 2 class

After a review of writing and graphing linear equations, the Cell Phone Usage PBL will be introduced. My project idea is to have students analyze their own voice and text usage then based on their use choose the best provider and plan for them. Students will need to compare and contrast provider coverage, and three levels of plans: 450 minutes, 900 minutes, and unlimited. Throughout the compare and contrast of usage plans, students will write one linear equation per plan and use graphing calculators to graph them. Furthermore, students will use graphing calculators to find the intersections point or points of the linear equations. After students have determined the best plan for their usage needs, they will create a persuasive presentation to convince the audience that they could not get a better deal for their needs. The presentation products may vary from group to group, but a rubric will clearly define key learning outcomes and guide their work. I expect this project to last one week, two in class work days, two days and nights out of class, and the third and fourth day will be presentation days.

Framework
4. Q: Using one core concept, what real life contexts and other subjects can be incorporated?
A: Systems of Linear Equations, making consumer choices, choosing a cell phone plan and company.

5. Q: Incorporate Bloom’s Taxonomy to push past rote learning.
A: Inventory and Examine students’ own voice and text usage.
Compare and Contrast voice and text plans.
Formulate a linear equation for each plan.
Support and Argue which plan and/or provider is best for students’ own usage.

6. Q: Authentic interactions and 21st century skills
A: Students could visit a provider store to investigate and discuss which plan would best fit their usage. Use graphing calculator to graph equations and to locate intersection points. Collaboration with classmates in small groups to analyze voice and text plans.

7. Q: Students’ interests?
A: Every student has a cell phone or wants one students can use this info to show their parents better deals. May need to use cell phone during class to look up personal usage information. Students learn to compare and contrast similar service providers which has many more applications than just cell phone providers.

8. Q: Learning dispositions
A: Curiosity, cooperation, persistence, resourcefulness, motivation, self-directedness


NCTM Standards and Expectations
1. Number and Operations Standards
Compute fluently and make reasonable estimates
  • develop fluency in operations with real numbers, vectors, and matrices, using mental computation or paper-and-pencil calculations for simple cases and technology for more-complicated cases.
  • judge the reasonableness of numerical computations and their results.
2. Algebra Standards
Understand patterns, relations, and functions
  • understand relations and functions and select, convert flexibly among, and use various representations for them;
  • interpret representations of functions of two variables
Represent and analyze mathematical situations and structures using algebraic symbols
  • write equivalent forms of equations, inequalities, and systems of equations and solve them with fluency—mentally or with paper and pencil in simple cases and using technology in all cases;
  • use symbolic algebra to represent and explain mathematical relationships;
Use mathematical models to represent and understand quantitative relationships
  • identify essential quantitative relationships in a situation and determine the class or classes of functions that might model the relationships;
  • draw reasonable conclusions about a situation being modeled.
3. Process Standards
Problem Solving
Instructional programs from prekindergarten through grade 12
should enable all students to—
  • Build new mathematical knowledge through problem solving
  • Solve problems that arise in mathematics and in other contexts
  • Apply and adapt a variety of appropriate strategies to solve problems
  • Monitor and reflect on the process of mathematical problem solving
Reasoning and Proof
  • Recognize reasoning and proof as fundamental aspects of mathematics
  • Make and investigate mathematical conjectures
  • Develop and evaluate mathematical arguments and proofs
  • Select and use various types of reasoning and methods of proof
Communication
  • Organize and consolidate their mathematical thinking through communication
  • Communicate their mathematical thinking coherently and clearly to peers, teachers, and others
  • Analyze and evaluate the mathematical thinking and strategies of others;
  • Use the language of mathematics to express mathematical ideas precisely.
Connections
  • Recognize and use connections among mathematical ideas
  • Understand how mathematical ideas interconnect and build on one another to produce a coherent whole
  • Recognize and apply mathematics in contexts outside of mathematics
Representation
  • Create and use representations to organize, record, and communicate mathematical ideas
  • Select, apply, and translate among mathematical representations to solve problems
  • Use representations to model and interpret physical, social, and mathematical phenomena

iste National Education Technology Standards for Students (NETS-S)


1
Creativity and Innovation

Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:

a. apply existing knowledge to generate new ideas, products, or processes.
b. create original works as a means of personal or group expression.
c. use models and simulations to explore complex systems and issues.
d. identify trends and forecast possibilities.
2
Communication and Collaboration

Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:

a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.
b. communicate information and ideas effectively to multiple audiences using a variety of media and formats.
d.contribute to project teams to produce original works or solve problems.
3
Research and Information Fluency

Students apply digital tools to gather, evaluate, and use information. Students:

a. plan strategies to guide inquiry.
b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
d. process data and report results.
4
Critical Thinking, Problem Solving, and Decision Making

Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students:

a. identify and define authentic problems and significant questions for investigation.
b. plan and manage activities to develop a solution or complete a project.
c. collect and analyze data to identify solutions and/or make informed decisions.
d. use multiple processes and diverse perspectives to explore alternative solutions.
5
Digital Citizenship

Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students:

a. advocate and practice safe, legal, and responsible use of information and technology.
b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.
c. demonstrate personal responsibility for lifelong learning.
d. exhibit leadership for digital citizenship.
6
Technology Operations and Concepts

Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:

a. understand and use technology systems.
b. select and use applications effectively and productively.
c. troubleshoot systems and applications.
d. transfer current knowledge to learning of new technologies.


Evidence of Understanding
Students will create and present a persuasive argument. Students will need to analyze their own usage habits and investigate cell phone providers and the plans they offer to best fit their needs and be economical. Students will write a system of three linear equations and graph them. Students will use a graphing calculator to graph equations and find the interception of the lines.

Project Theme or Challenge
Find the best cell phone provider and plan for your own usage habits.

Introduction to Project
Students will be asked to bring cell phones to class. Then asked to look up their monthly text and voice usage.

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