Ticket Sales Lesson Plan

Class: Algebra II

Topic: Linear Inequalities

Teacher: Ms. Hill

Objectives
The student will be able to formulate a linear inequality for the show by writing the equation in standard form.

The student will be able to locate the solution of the graph of an inequality by labeling the shaded region.

The student will be able to operate a graphing calculator to graph the equations by using the graphing tool.

The student will be able to estimate needed ticket sales by writing a recommendation letter.

The student will be able to assess the expense and income of a show by writing a informational letter.

Anticipatory Set
Keynote slide show posing the problem will be shown.

Guided Practice
As a class the brainstorming session will take place first. The format for brainstorming will be mind mapping. The whole class will brainstorm expenses, sources of income, problems. This mind map will be compiled on the SmartBoard for groups to reference throughout the project.

Independent Practice
Students will work in groups to investigate the problems the class brainstormed (problem-solving step 2) and possibly come up with new problems they need to solve. Students will then research solutions to the problems using their each other, their artistic teachers, or other experts in the school (problem-solving step 3). During independent group work time the teacher will circulate the each group to answer questions and to ask questions to guide inquiry and encourage deep thinking by having students explain why they need to answer the problems and why they solved it they way they did.

Check for Understanding
The class will reconvene and selected groups will share their progress so far. Groups will be selected by the teacher. At least one group will have a very clear understanding of what problems need to be solved and how to solve them. One group will be on track but have questions on how to complete one part or another. And one group may have many problems to solve without clear understanding of how to solve them. All students can learn from these groups successes or failures. Through these preliminary presentations, off track students can gain insight to a direction to solve the problems, and students who are on track may find a problem they have not thought of. Although groups are presenting, this is a time for students to ask questions, think aloud, and talk through their understanding.

Independent Practice
Students will continue in their groups to solve the problems identified earlier during brainstorming and anything they learned from the preliminary presentations.

Guided Practice
Class will come together one more time to brainstorm what information needs to be included in the recommendation letter or presentation. This brainstorming session will be a whole class session where the class may make a mind map or a numbered list of items that need to be included. Examples: itemized expenses, ticket prices, ideas to increase sales and decrease costs

Independent Practice
Students will continue in groups to create their letter or presentation (problem-solving step 4). Groups will complete a letter or presentation.

Closure
Students will share their recommendations with their artistic directors through a presentation or written letter (problem-solving step 5). Students will also act as critics, helping me choose which group gave the most complete, accurate, persuasive, and interesting presentation (problem-solving step 6).

Materials

Intro slideshow, computers connected to internet, Wikispace, presentation tools (PowerPoint, Vuvox, Prezi, Keynote), SmartBoard, graphing calculators

Duration
5 days
Day 1: Intro to problem, class brainstorming, group work time to generate possible solutions
Day 2: Informal presentations of progress so far, groups create presentation
Day 3: Groups finalize presentations
Day 4: Presentation day
Day 5: Presentation day

Teacher Notes: Research Info
General Question:
What are the observed behaviors and reported experiences of 11th grade Algebra II students when implementing problem-based learning?
Specific Questions:
  • What are the effects of problem-based learning on students' ability to think for themselves?
  • What are the effects of problem-based learning on students' understanding math's purpose?
  • What are the effects of problem-based learning on students' written communication skills?

This project relates directly to students’ everyday life at the performing arts school. Without profiting performances, artistic departments find it difficult to produce the next show in their season. This project will teach students about an aspect of their art they may not have experience with, production costs and ticket income. Students will need to create questions to ask their directors on their own in groups. Writing a letter to artistic directors requires students to articulate their mathematical process in a way that people outside of our class can understand their methods clearly.