My idea is to have students interview the director of their major to learn the cost to produce a show for their major. Students will create an inequality where one side is the expenses and the other is the income from ticket sales. Once students solve for the number of tickets that need to be sold, they will write a letter to their director or invite them to a presentation where students will explain how much it costs to produce the show and how many tickets need to be sold to regain or surpass the costs. Their presentations will vary depending on interest. Groups might use PowerPoint, Prezi, Keynote, Glogster, or Vuvox. A rubric will explicate key learning outcomes. I expect this project to last one week. Students will work on it three times in class and outside of class. The following one of two days will be presentation days.

Framework
4. Q: Using one core concept, what real life contexts and other subjects can be incorporated?
A: linear inequalities, production of a show

5. Q: Incorporate Bloom’s Taxonomy to push past rote learning.
A: Examine the cost to produce one show for your major.
Combine the expenses and income of a show in a linear inequality.
Theorize ways to keep cost down and produce more income.

6. Q: Authentic interactions and 21st century skills
A: Collaboration within team. Interview the director of the show. Create a presentation with PowerPoint, Prezi, Keynote, Glogster, or Vuvox.

7. Q: Students’ interests?
A: Relates to their artist major. Every major has shows and wants to make money.

NCTM Standards 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 12should 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.

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 a linear inequality to represent costs and income of a show. Students will make a graph to represent ticket sales. Students will write a letter or give presentation to director of department to share findings and ideas.

Project Theme or Challenge
Ticket sales for a school show.

Introduction to Project
Slide show of school performances.

Project Sketch #3 Ticket Sales11th grade Algebra 2 class

My idea is to have students interview the director of their major to learn the cost to produce a show for their major. Students will create an inequality where one side is the expenses and the other is the income from ticket sales. Once students solve for the number of tickets that need to be sold, they will write a letter to their director or invite them to a presentation where students will explain how much it costs to produce the show and how many tickets need to be sold to regain or surpass the costs. Their presentations will vary depending on interest. Groups might use PowerPoint, Prezi, Keynote, Glogster, or Vuvox. A rubric will explicate key learning outcomes. I expect this project to last one week. Students will work on it three times in class and outside of class. The following one of two days will be presentation days.

Framework4. Q: Using one core concept, what real life contexts and other subjects can be incorporated?

A: linear inequalities, production of a show

5. Q: Incorporate Bloom’s Taxonomy to push past rote learning.

A: Examine the cost to produce one show for your major.

Combine the expenses and income of a show in a linear inequality.

Theorize ways to keep cost down and produce more income.

6. Q: Authentic interactions and 21st century skills

A: Collaboration within team. Interview the director of the show. Create a presentation with PowerPoint, Prezi, Keynote, Glogster, or Vuvox.

7. Q: Students’ interests?

A: Relates to their artist major. Every major has shows and wants to make money.

8. Q: Learning dispositions

A: Cooperation, persistence, stewardship, self-directedness, ambition, motivation

NCTM Standards1. Number and Operations StandardsCompute fluently and make reasonable estimates2. Algebra StandardsUnderstand patterns, relations, and functionsRepresent and analyze mathematical situations and structures using algebraic symbolsUse mathematical models to represent and understand quantitative relationships3. Process StandardsProblem SolvingInstructional programs from prekindergarten through grade 12should enable all students to—Reasoning and ProofCommunicationConnectionsRepresentationiste National Education Technology Standards for Students (NETS-S)1Creativity and Innovation2Communication and Collaborationb. 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.

3Research and Information Fluencyb. 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.

4Critical Thinking, Problem Solving, and Decision Makingb. 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.

5Digital Citizenshipb. 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.

6Technology Operations and Conceptsb. select and use applications effectively and productively.

c. troubleshoot systems and applications.

d. transfer current knowledge to learning of new technologies.

Evidence of UnderstandingStudents will create a linear inequality to represent costs and income of a show. Students will make a graph to represent ticket sales. Students will write a letter or give presentation to director of department to share findings and ideas.

Project Theme or ChallengeTicket sales for a school show.

Introduction to ProjectSlide show of school performances.

Slide show