21st Century Teaching and Learning: Project-based Unit Snapshot of Unit Content and Student Expectations
Title of Unit: Is It Worth It? Unit Designers:
Sharon Bridges – Loudoun John Moore – Spotsylvania Elsie Parrilla - Loudoun Context of the
Project:
You are thinking about starting up a restaurant after you graduate from high school. You have heard restaurants can make a lot of money – but you also know you will first have to invest money to get the restaurant business started. Like any business-smart person, you want to know: how long will it take before the money made by the restaurant business recovers all the start-up investment money and starts making a profit? Number of Class
Hours: 10.5 hours Unit Design: Project-based Unit
Other Subject Areas/ Disciplines Addressed in the Unit:
Business and Finance:investment, profit, cost Research
Driving Question: How long will it take to recover the start-up investment and make a profit if you start your own restaurant business? Mathematics Content
Addressed:
Systems of equations, Graphing linear equations, Rate of change (slope), Mean (average ), Data collection, Percentages
Mathematical Process
Goals Addressed _x_Problem Solving _x_Communication __Reasoning _x_Connections _x_Representations Assumption of Prior
Knowledge:
Graphing Linear Equations, Mean(average), Rate of Change (Slope), Solving Systems of Linear Equations, Excel software
Courses for Which the Unit is
Appropriate
College and Career Readiness/21st Century Skills BIE Page 35-37
T for skills to be taught and expected to use during the unit
E for skills student are expected to know and be able to use during this unit A for skills that will be assessed during this unit
_E,A_Collaboration _E,A_Research E, A_Communication (Oral and/or Written) _E_Technology _E, A_Critical Thinking/Decision Making
__Other: (Describe) Major Student
Products and/or Performances:
Group: Daily Progress Reports, Presentation of Research, Process and Analysis
Presentation Audience: X Class
School Individual: Journal, Self and Group Assessment
Expert Community Other: Engage the students
interest and inquiry:
Invite a restaurant business owner as a speaker about the aspects and benefits of owning a restaurant business. OR
Show one of the following video clip:
http://www.youtube.com/watch?v=wyDrYOGkBG0&list=PL1BB0B5F8F9BB7CB2 A video engaging students’ interest in the restaurant business in America.
Evaluation: Formative Assessments (During the Unit)
Interview Practice Presentations
Mathematician’s Journal X Notes X
Preliminary
Plans/Outlines/Prototypes Checklists
Rough Drafts Concept maps
Field Tests Progress Reports X
Summative Assessment
(End of Project) Written Products, with a rubric X Peer Evaluation, witha rubric X Oral Presentation with a rubric X Self Evaluation, with
a rubric X
Other Product(s) or
Resources Needed: On-site people,
facilities: Any staff member who…Restaurant business owner (as guest speaker) Equipment/Technology: Computer with access to presentation software, graphing calculator Materials: Paper, pencil, graph paper, markers, rulers, poster paper
Community Resources: Restaurant business owner (as guest speaker), County Office of Small Business Personnel Reflection Methods: Individual, Group,
and/or Whole Class
Mathematician’s Journal X Small/Focus Groups Whole Class Discussions X Fishbowl Discussions
Survey X Other:
Material Adapted From:
Quick Snapshot for the Sequence of Unit Activities
UNIT TITLE: Is It Worth It? MINUTES PER CLASS: 90
D a y 1 D a y 2 D a y 3 D a y 4 D a y 5
P R O J E C T W E E K O N E Notes:
Introduce the project
including video and/or guest speaker.
Journal prompt
Lesson – Handouts for review of the following topics:
Find slope of a line (HO#1) Find the function rule for a given table or situation
(HO#2)
Solve systems of linear equations
(HO#3)
Homework: Formative Assessment
Individual Assessment (HO#4)
Announce graded entrance check on these topics next class.
Checkpoint: Mini-quiz on topics reviewed the previous day. (HO#6) Like the mini Quiz
Introduction of Project: Assign project teams Think/pair/share to come
up with roles for team members or use the suggested roles Students assign roles
within their group
HO#7: Explain context of project
HO#8: Explain grading rubric
Exit task: Math Journal prompt: “What I understand we need to do for this project is…”
Distribute Handout #9 (HO#9)
Have restaurant owner guest speaker, AND/OR show videos about the restaurant business.
Individual teams prepare know/ need-to-know list
Class discussion of know/ need to know lists
Individual teams prepare their action plans
Checkpoint: teacher checks each Mathematician’s Journal for completion of know/ need to know list and action plan, and makes edit comments if necessary.
Team Work Time: Research day at computer lab or library.
(*Alternate research for teachers lacking computer resources: use restaurant data included as HO#12)
Checkpoint: Teacher checks each Mathematician’s Journal for completion of list of information sources that includes one-sentence description of each source, and makes edit comments if necessary.
Team Work Time –
Students work in classroom to figure out solution to project.
D a y 6 D a y 7 D a y 8 D a y 9 D a y 1 0 P R O J E C T W E E K T W O
Notes
Team Work Time – Students prepare
presentation poster and oral presentation outline.
Students practice presentation.
Checkpoint: Teacher checks for completion of poster and checks Mathematician’s Journal for presentation outline, making edit comments if necessary.
Presentation Day – each team presents their project solution to the class.
Exit ticket:
Students perform self– evaluation and team evaluation.
Exit task: Math Journal prompts: “Two things I learned from working on this project are…” and “One thing I would like to learn more about is…”
Overview of Student Knowledge and Skills
Analyze each major task and the final project for the unit for the knowledge and skills necessary to produce a high-quality product.
What do students need to know and be able to do to complete the unit successfully? How and when will students assess their own necessary prior knowledge and skills?
How will they remediate their own gaps or weaknesses in expected prior knowledge and skills? Project: Students are told they are going to invest in opening up their own restaurant. Students must research and find out: how long will it take to recover from the restaurant investment and start making a profit for the business?
KNOWLEDGE AND SKILLS NEEDED Assumed
already learned
Will be learned during unit but students will self-assess
Will be assessed during the unit
1. Read and plot points on a graph X
2. Rate of change (slope) X
3. Write the linear function/equation that
describes a given table of values. X X
4. Solve a system of linear equations. X X
5. Mean (average) X
6. Percentages X
7. Research information on the internet X
8. Business finance: investment, profit, cost,
salary, simple accounting X
9. Create a mathematical model of a
real-world scenario. X X
What project tools will students use to monitor their progress through the unit and especially the project?
Student know/need to know list
Student daily goal sheet
Student Mathematician’s Journals
Student developed Task lists
Student developed Plan of Action
Teacher developed Rubrics
Other:
□ ________________________________ □ ________________________________ □ ________________________________ □ ________________________________ □ ________________________________
21st Century Teaching and Learning Inquiry Learning Project-based Learning Unit
Detailed Instructions for Teacher and Student Handouts Unit Title: Is It Worth It?
Driving Question: How long will it take for a restaurant business to recover its start-up investment money and start making a profit?
Project Description: You are thinking about starting up a restaurant after you graduate from high school. You have heard restaurants can make a lot of money – but you also know you will first have to invest money to get the restaurant business started. Like any business-smart person, you want to know: how long will it take before the money made by the restaurant business recovers all the start-up investment money and starts making a profit?
ENGAGE
Number of hours: 15 minutes
For this phase of the project, teacher will need a computer with screen projector and internet access. Optionally, teacher may invite a school business partner and have this person available as a speaking resource for this section.
Teacher begins the lesson with the following statement:
“After high school you have several options: Get a job working for someone else, 2) go to college which takes at least 4 years for a Bachelor’s degree, and 2 more for a Master’s degree, then you begin a career making “good” money; but working for someone else, or 3) start your own business; be your own boss. Do any of you see yourselves owning your own business in the future? Being your own boss?” (Wait for students to mention business they would like to own).
Seriously considering the third option, you wonder “Is it financially worth it to start your own business?” So I ask you “Is it best to know how to be successful and make good money with your very first business right from the start, or do you think it is OK to open up your business without much planning and learn how to run it as you go?” (Wait for students to conclude it would be better to know how to be successful from the start).
Teacher tells students: “I want you all to be very successful in your businesses from the start, so you will be getting right here in class the experience you need start your first business successfully. One of the most popular businesses young entrepreneurs open is a restaurant, so let’s start our business learning with a look into the restaurant business.”
Show this 2:13 minute media clip on starting a restaurant in America:
http://www.youtube.com/watch?v=wyDrYOGkBG0&list=PL1BB0B5F8F9BB7CB2
Alternately, have the school business partner come in to speak to the class about their business and take student questions. (Although this may make the project more “real” for the students, it will extend the estimated time
required for this phase of the project.)
After the video, teacher asks the question: “If you were to invest in starting a restaurant, how long do you think it would take to recover your
investment and start making a profit?” Teacher has students enter their
Mathematician Journal
Prompts:
If you were to start a
restaurant, how long do you think it would take to make a profit?
response and their reasoning in their journal and share their response with the class.
Teacher tells students they will be working on a project that will give them better insight on how to answer the question they just wrote about in their journal, and after the project is done it will be interesting to compare their project answer to what they just wrote in their journal.
Teacher tells students they will first be reviewing several math concepts they have already learned but which are important to have fresh in their minds and available as tools to help them figure out how to analyze business investments, costs, and profit.
EXPLORE Teacher provides guidance for the explorations to prepare students with the knowledge and skills to engage in the task. Students will self-assess the prior knowledge and skills assumed for the unit
Number of hours: 1.25
A. Description of Activity
With a partner the students will review previously learned concepts. After each activity allow the students to share their answers and how they derived their answers. This is to provide a different perspective to how.
Introduce each activity as a skill they need to complete the project. The teacher will circulate and monitor student methods of getting the answer and call on pairs to show their methods.
Activity#1 ( HO#1)
Students review calculating the slope of a line.
Slope formula, “the change in y over the change in x”, or “rise over run” should be demonstrated in some form
Activity #2 (HO#2)
Students review writing linear functions for data in a table or on a graph. The students should recognize the need for the slope and y-intercept Activity #3 (HO#3)
Students solve a system of linear equations.
The students should solve linear equations both algebraically and graphically.
B. Student self-assessment Activity 4 Homework (HO#4)
Students individually demonstrate their understanding of slope and writing function rules with a word problem and solving a system of linear equations.
Here the teacher makes sure students really know the concepts covered.
If students need more remediation use the Algebra 1 textbook or the following websites:
Slope:
http://www.wtamu.edu/academic/anns/mps/math/mathlab/beg_algebra/beg_alg_tut23 _slope.htm
Writing Function Rules:
http://www.phschool.com/atschool/academy123/english/academy123_content/wl-book-demo/ph-077s.html
Solving Systems of Linear Equations:
http://www.wtamu.edu/academic/anns/mps/math/mathlab/int_algebra/int_alg_tut19_
Mathematician Journal Prompts
systwo.htm
Mini-Quiz (HO#5) Summative Assessment
Answer Key to handouts 1 – 5 (HO#6)
EXPLAIN Teacher introduces the project and prepares students to work
independently in small groups
Number of Hours:_3__
A. Student Preparation
Teacher tells students: “You are thinking about starting up a restaurant after you graduate from high school. You have heard restaurants can make a lot of money – but you also know you will first have to invest money to get the restaurant business started. Like any business-smart person, you want to know: how long will it take before the money made by the restaurant business recovers all the start-up investment money and starts making a profit?”
Teacher tells students they are now ready to start working on their business project, and assigns students into teams to work on the project.
A. Teacher assigns project teams in groups of three, and has teams sit together as a group.
B. Teacher writes the team roles below on the board and states students have 3 minutes to assign these roles among the team members.
Team Leader – guides the team to make sure the group stays on task
and meets deadlines.
Team Recorder – in charge of recording in a document the different
sources all team members find for the information used in their project.
Team Moderator – in charge of making sure that each team member
gives input on each part or aspect of the project.
ALL team members – All must also perform the following duties:
research, contribute ideas, be optimistic, help prepare the final presentation product, and ensure interaction among team members is respectful.
(Alternately, Teacher may give each team 5-10 minutes to decide on team
roles, document them in their journal along with a description of each
role, and assign roles for each team member.)
C. Introduce the Project
Teacher distributes HO#7, “Capstone Project: Is It Worth It?” to students, and asks students to read HO#7 silently in their groups. Then, teacher gives students two minutes to discuss in their group what they understand they have to do for this project, including the final products (poster and oral presentation) they are expected to provide.
Teacher distributes the project grading rubric (HO#8), “Evaluation Rubric for Capstone Project” and asks students to read the rubric.
Mathematician Journal Prompts
Exit Task: “What I understand we need to do for this project is…”
Students must individually have a journal with all data and findings
Teacher Daily Journal Checks:
know/ need to know list
action plan to complete the task
Write a one-sentence description of each piece of information source used
calculations leading to project solution
After, teacher holds a class discussion taking suggestions from students on what they would need to do for each entry of the rubric if they want to do very well on that entry.
Teacher distributes HO#9, “Daily Goal Sheet”, and tells students that handout is to help pace them on what should be accomplished at the end of each work day. Teacher stresses that handout is necessary since they are working now as independent consultants and are expected to manage their time and work progress themselves. Teacher highlights this day is Day#1 of the Daily Goal Sheet.
Teacher tells students they will be watching a video to help them get started, and shows the following video clip: http://www.youtube.com/ watch?v=yXocTYQyIto or refers students to the following website: http://smallbusiness.chron.com/list-expenses-starting-restaurant-scratch-4580.html. Allow students time to collaborate with their group then hold a whole class discussion. If available, guest speaker validates and expands on ideas in the video.
Teacher explains what a know/need to know list is and has students work 10 minutes on this list for their project, which they should document in their journal. After, teacher leads class discussion where students talk about their different entries on the know/need to know list.
Teacher explains that an action plan is a list or outline that summarizes in detail the steps that need to be taken from beginning to start in order to finalize a project. Teacher stresses the action plan requires thinking to anticipate all that you will need to do. After, teacher asks student to work on their team’s action plan for this project and document it in their journal.
Teacher explains that in next class they will have time to conduct internet research for any information they need in order to get their project done. (*Alternate research for teachers lacking computer resources: use restaurant data included as HO#12)
ELABORATE The student groups are working independently with teacher consultations.
Number of Hours __3__
Teacher follows the progression of the project detailed in HO#9, and checks for project milestones as outlined in HO#9.
Questions teacher may use to push or redirect student thinking: What would you need to think about before opening up a restaurant? Is there more than one way to represent the data you have collected for this
project?
(Once students realize that for some things, they must consider their costs per time unit) Do you think it is important to be consistent on the units being used?
(If student mentions costs or investment for start-up) Have you thought about all the items for which you will require investment money and for which you will need to keep paying costs after opening?
Mathematician Journal Prompts
(If student mentions salaries as part of their costs or investment for start-up) Have you thought about all the people that will be requiring a salary? (If students have a table of costs and/or profits) Is there a sequence or
pattern in your table?
(If students have graph of costs and/or profits) What does your graph represent? What do you notice?
Items teacher will look for when circulating among students:
Listen for key words such as investment, expenses, profit, costs, salary, inventory, and equipment.
Check the representations students use: graphs, tables, words, symbols, and pictures.
Check if students are making a connection between expenses and profits. Check if students have found a way to project expenses and profits into the
future.
Check if students realize they must project costs and profit into the future until reaching the point where they can see profits exceed expenses. Check if students realize some costs are one-time costs, while others are
ongoing, and if their idea representation (table, function rule, graph, etc.) reflects this by having the fixed cost as the y-intercept and the ongoing costs as the rate of change based on time.
Check if, when students are making their projections, they are being consistent on the units of time being used.
Check if students are referring to the rubric (HO#8) often to make sure they are in compliance with the grade they are trying to achieve.
Checks journals daily looking for the specific information, detailed in HO#9 that is due for completion in the journal at the end of every project day.
Once on poster phase, check for clarity, representations, and logic sequence included in poster.
Students who complete each phase of the project early may move on to start working on the next day’s phase of the project.
Students who fall behind on the project phases due that day may be allowed to finish up at the start of the next day, but they must be made aware they are still expected to deliver their final products (poster and presentation) on the same presentation day. Teacher may suggest students work some outside of class time to catch up.
EVALUATE Working groups submit products or make
Teacher must make sure each team’s poster and oral presentation clearly answers the three questions in the handout HO#7 they received at the beginning of the project. Information expected in the student products are: Poster and oral presentation together clearly answering the three questions
in handout HO#7 explaining the project, including mathematical evidence, data, and representations supporting the answer to the driving question.
Mathematician Journal Prompts
“Two things I learned from working on this
presentations
Number of Hours__1.5_
Actual numbers on costs and profits were used for the project. Summary
Teacher uses the “Evaluation Rubric for Capstone Project: ‘Is It Worth It?’ ” (see HO#8) to assign point values for this project. Students formally introduce their project solutions to the class via an oral presentation which should include a poster. The teacher grades both the presentation and the poster using the rubric in HO#8. In addition, students have prepared an action plan, research and documentation of sources, and a summary of the mathematical process/logic used. Teacher uses the same rubric to grade these as well. Since each team member must include all required Math Journal entries in their individual journal, and every team member must present during the project presentation, teacher uses this same rubric to evaluate the group as a whole and each individual team member. The only exception is the project poster, which teacher grades only as a team effort.
Teacher can conduct interviews of individual team members during the closing “Project Debriefing” stage if additional input from any particular student is needed for individual grading.
Students perform a self-assessment and assessment of teammates using HO#10, “Evaluation of Self and Project Teammates”, to provide additional insight on each student’s participation, input and overall performance during the project.
Teacher may invite other teachers as additional audience and additional feedback (for students) on student performance during their presentation, using HO#11, “Guest Evaluation of Presentation”.
project are…”
and
“One thing I would like to learn more about is…”
HO # 1
Algebra 1 Review Name________________________
Slope – Classwork Date_________________________
With a partner, calculate the slope. One partner does 1 through 6 and the other does A through F. Then pair the matching slopes, write the answers below.
1. 2.
3. (5, -11) and (-2, -6) 4.
5. 6.
A. B.
C. (9, 1) and (3, 7) D. (-10, 7) and (-4, 5)
E. F.
Answers: _________ _________ _________ _________ _________ _________ – 5 –4 –3 –2
5.5 4.5 3.5 2.5
22 28 34 40
HO # 2
Algebra 1 Review Name________________________
Function Rules – Classwork Date_________________________
Find the function rule for each table or graph
1. 2.
3. 4.
5. 6.
–2 –1 0 1 2
4 1 –2 –5 –8
–2 –1 0 1 2
7 8 9 10 11
–4 –2 0 2 4
9 6 3 0 –3
2 4 6 8 10
HO # 3
Algebra 1 Review Name________________________
Systems of Equations - Classwork Date______________________
Solve the systems of equations below by graphing.
1. 2.
Solution: Solution:
_____________ ______________
Solve the systems of equations below by substitution.
3.
Solve the systems of equations below by linear combination (elimination).
4. 5.
HO # 4
Algebra 1 Review Name________________________
Homework: Formative Assessment Date_________________________
1. Jessica wants to save money to buy a car. She already has $380 in the bank. Jessica has tracked her savings in the following table:
a. How much money is Jessica putting in her savings each week?
b. Write a function that relates time, in weeks, to the amount of money Jessica will have saved.
c. How long will it take for Jessica to save enough money to buy a $2,200 car?
2. The Fine Arts Department has been invited to participate in the National Fine Arts
Competition. However, there is not enough money in the budget. They need to raise $8550 for all participants to go to competition. The drama and music departments have decided to have a Musical as their fundraiser. They decide to have a VIP section which would be $25 and comes with a program and preferred seating. The rest of the seating will be general admission, $10 a seat. How many seats must be in each section if the VIP section is one-fifth the amount of general seats?
Number
of weeks 3 5 8 10 12 20
Amount
HO # 5
Algebra 1 Review: Name________________________
Function Rules, Slope, Systems of Equations Date_________________________ MINI – QUIZ
Calculate the slope, , of the line presented in problems 1 and 2 below. 1. Line through points: 2.
Slope: _______________ Slope: _______________
3. Find the function rule for the table below.
4. Pallavi has been offered a new job. To convince her to take the new job, her new employers offered to give her a $1,000 bonus the day she starts, plus a pay of $2,550 per month.
(a) Write a function that relates time, in months, to the money Pallavi will earn at her new job.
(b) How much money will Pallavi have earned after working two years and a half at her new job?
5. Justin bought four burgers and two sodas at Joe’s Place for $14.00. Mayra spent $20.00 at the same place for five burgers and five sodas. How much does each burger and soda cost at Joe’s Place?
–7 –11 –15 –19 –23
HO # 6
Answer Key to handouts 1-4 and 6
Handout #1:
1) E 2) C 3) B 4) F 5) D 6) A
Handout #2:
1. 2.
3. 4.
5. 6.
Handout #3: 1. (2, –3) 2. (–2, –1) 3. (3, 2) 4. (–5, 0) 5. (2, 1)
6. Oranges: $0.26, apples: $0.32
Handout #4: 1. $35 a week 2.
3. 52 weeks
4. General = 570 seats, VIP = 114 seats
Handout #5 (Quiz): 1. –1
2.
3. 4. a)
b) $77, 500 5. burgers = $3.00
HO # 7
Capstone Project: Is It Worth It?
A friend has approached you with a serious offer: she wants to team up with you after you graduate from high school to open up a restaurant. Your friend says that according to what she’s heard so far, restaurants can gross anywhere from $200,000 to $800,000 a year and she thinks it could be a great business for both of you to invest in together. You do not know much about the restaurant business, but the money numbers your friend mentions sound pretty good to you.
You are business-smart so of course you are not going to jump into this restaurant business without first checking out if the investment in a restaurant will be worth it:
(1) What kind of restaurant would it be?
(2) How much money will you need to invest in it?
(3) Most importantly, how long will it take before the money made by the restaurant business recovers all the investment money and starts making a profit?
Here is What You Need to Do:
Your job for this project is to figure out the answers to the three questions above. You may use any information resource you choose, as long as you record each source of information you use.
You will have five class blocks to complete this project, starting today.
The project has five distinct phases, and you will have one class block to complete each phase: (a) Come up with a plan of action – due by end of first class block.(b) Research necessary information – due by end of second class block. (c) Perform necessary calculations – due by end of third class block.
(d) Prepare project presentation, which should include a poster and an oral summary in front of class – due by end of fourth class block.
(e) Presentation of conclusion – all groups will present on the fifth class block.
At the end of the first four class blocks, you will need to submit a one-paragraph report describing your team’s progress on the project phase due that day.
On the fifth class block, all teams will be present their poster summarizing their project along with an oral explanation of how you arrived at your conclusion.
After project completion, everyone will fill out an evaluation form where they are to rate themselves and their other team members on their performance and contribution towards completion of this project.HO # 8
Evaluation Rubric for Capstone Project: “Is It Worth It?”
Dimension/Task Inadequate (1 pt.) Developing (2 pts.) Standard (3 pts.) Mastered (4 pts.) 1. Action Plan Plan is mostly or
completely unclear, and fails to include a start-to-end sequence of actions for the project.
Does not clearly address any aspects of the project.
Parts of plan are unclear, and fails to include more than one important step between start and end of project.
Addresses only some aspects of the project.
Is clear, but fails to include one
important step between start and end of project.
Addresses most (but not all) aspects of the project.
Is clear, complete from start to end of project, and follows logical sequence.
Fully addresses all aspects of the project.
2. Project
Research collected is mostly Information irrelevant to the project.
Sources of
information used are not documented.
Information collected divides halfway between relevant to the project and irrelevant information.
Many sources of information lack documentation.
Mostly information relevant to the project is collected, along with some irrelevant information.
Most sources of information are clearly documented.
All information collected is relevant to the project.
All sources of information are clearly documented.
3. Mathematical Model
Case being modeled is unclear; does not support conclusion.
Mathematically incorrect model.
Represents only part of the case being modeled; conclusion not solid.
Partially flawed mathematical model.
Supports
conclusion but has one minor oversight in case
representation.
Generally mathematically correct.
Accurate case representation and support of
conclusion.
Mathematically correct.
4. Execution of Solution
No clear math logic / sequence used towards solution.
Choices and solution are not justified.
Math logic / sequence used towards solution has several flaws.
Choices and solution are only loosely justified.
Math logic / sequence used towards solution has one flaw.
Justifies choices and solution.
Follows correct math logic and sequence towards solution.
Justifies choices and solution. 5. Project Poster Most or all parts of
the poster are unclear, no title or team names.
Addresses little or no aspects of project.
Ideas presented only in one way.
Completed more than 1 day late.
Only some parts of the poster are clear, no title.
Addresses some aspects of project, or aspects are addressed incompletely.
Ideas presented only in one way.
Completed 1day
Mostly organized and clear, with title and team names
Addresses most aspects of project.
Ideas presented mostly in one way; limited use of second representation mode.
Completed on
Organized and clear throughout, with title and team names.
Fully addresses all aspects of project, including
more than one way.
Completed on time. 6. Oral
Presentation
Presentation is not organized or clear.
Demonstrates little or no knowledge of aspects of project.
Uncomfortable answering any type of audience question.
Presentation is organized and clear about half the time.
Demonstrates partial knowledge of aspects of project.
Can only respond to basic audience questions.
Presentation is mostly (but not all) organized and clear.
Demonstrates knowledge of most aspects of project.
Answers all audience questions, but without
elaborating.
Presentation is organized and clear throughout.
Demonstrates full knowledge of all aspects of project.
Explains and elaborates on audience questions. 7. Comprehension
of Project Goal
Shows limited or no understanding of math concepts used to complete project.
Product addresses none of the project components and requirements.
Shows
understanding of some of the math concepts used to complete project.
Product addresses some of the project components and requirements.
Shows
understanding of most (but not all) math concepts used to complete project.
Product addresses most (but not all) project components and requirements.
Shows complete understanding of all math concepts used to complete project.
Product addresses all project
components and requirements.
HO # 9
DAILY GOAL SHEET Students:
Please check this goal sheet at the beginning of each project work day so that you know what you are supposed complete that day. Always check this goal sheet together with the PROJECT RUBRIC so that you know exactly how you should complete each task below.
Day 1: _______________________
By the end of today you must finish the following:
Have a know/need to know list in your Mathematician’s Journal: write down all the information you already know which could help you solve this project, and all the information you still need to find out in order to solve this project.
Prepare a written action plan ready in your Mathematician’s Journal. The action plan must detail the steps your team must follow in order to get this project done.
The know/need to know list and written action plan will both count as your progress report for today, and will be graded.Day 2: _______________________
By the end of today you must finish the following:
Using the internet or library, research information on the items in the “need to know” section of your list from Day 1.
In your Mathematician’s Journal, write a list of all the sources of information you will use for this project. The list should include each source and a one-sentence description next to each source describing the kind of information you will be using from that source.
Your list of sources will count as your progress report for today, and will be graded.Day 3: _______________________
By the end of today you must finish the following:
Perform all necessary calculations to obtain your project solution.
Write your calculations on a clean page in your Mathematician’s Journal – neatly organized so that anyone reading them can follow the logic you used to solve this project.
Your organized calculations will count as your progress report for today, and will be graded.Day 4: _______________________
By the end of today you must finish the following:
Prepare the poster you will use to present your project to the class.
Prepare an outline for your oral presentation of the project in your Mathematician’s Journal.
Your poster and outline will count as your progress report for today, and will be graded.Day 5: _______________________
By the end of today you must finish the following:
HO # 10
EVALUATION OF SELF AND PROJECT TEAMMATES
Please read each statement in the column to the left of the table below.
Think carefully and honestly about how you would rate yourself and each of your teammates for each of the statement.
Then, write your rating for each person using the following rating system:1 = Strongly Disagree
2 = Disagree 3 = Neutral 4 = Agree
5 = Strongly Agree.
SELF:
_______________
TEAMMATE #1: _______________
TEAMMATE #2: _______________
Maintained friendly, helpful, and respectful interactions between team members
Contributed positively towards completion of project
Accepted assigned tasks and worked on them responsibly
Helped maintain the team, focused on the project and moving along at required pace
Did the calculations necessary for project solution correctly
Overall was a valuable member of the team
HO # 11
GUEST EVALUATION of PRESENTATION
Please read each statement in the column to the left of the table below.
Then, place a check under your rating for each category:TEAM MEMBERS: ___________________________ __________________________
___________________________
Inadequate Needs
Improvement Very Good Excellent
Clarity and organization of oral presentation
Clarity and organization of presentation poster
Team member’s knowledge of project dimensions:
Member #1: ____________________ Member #2: ____________________ Member #3: ____________________
Overall quality of presentation
Additional Comments:
___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________
HO # 12
Angie’s Family Diner
This is a small restaurant with capacity for 20 dine-in customers, plus a take-out counter. They operate their restaurant only during breakfast and lunch hours (6:00 am – 4 pm), providing dining service primarily to people who work in the area. This diner does not have its own parking area (customers walk to diner or depend on street parking), and interior decor and environment is very simple (for example, staff does not wear uniforms, their ambient music is provided by an iPod system with speakers, etc). Their menu is attached, and a summary of their expenses and income is below.
EXPENSE ITEM Cost
Start-Up Items
Secure rental lease $ 5,100
Kitchen Equipment $ 30,000
Dining Room Furniture and Decor $ 3,000
Legal Services (permit, incorporation, etc.) $ 2,000
Utility Deposits $ 650
Menu / Menu Boards $ 400
Insurance Deposits $ 3,000
Hourly Worker’s Training Salary $ 7.50 / hr /employee
Management and Chef Training Salary $ 13.00 / hr /employee
Cash Register $ 250
Startup Office Supplies $ 500
Startup Marketing / Advertisements $ 500
Startup Food and Drink Inventory $ 1,500
Monthly Ongoing Items
Building Rent $ 2,100
Hourly Staff Salary $ 7.50 / hr /employee
Management and Chef Salary $ 13.00 / hr /employee
Insurance (property, casual, liability) $ 400
Utilities $ 1,400
Food and Drink Inventory $ 5,000
Business Taxes $ 650
Employee Benefits $ 75 / employee
Refresh office supplies $ 80
Ongoing Marketing / Advertisements $ 150
INCOME ITEM Gross Profit
Start-Up
No income $ 0.00
Breakfast Menu
Scrambled Eggs Small $3.50 Large $4.75 All served with two flour tortillas or two pieces of toast.
Big Man – Fresh scrambled eggs with bacon, sausage, cheddar cheese, grilled onions, mushrooms, and vine-ripe tomatoes.
Garden Fresh – Fresh scrambled eggs with grilled onions, green peppers, mushrooms, black olives, and vine-ripe tomatoes.
The Works – Fresh scrambled eggs with cheddar cheese, sausage, potatoes, grilled onions, and green peppers.
Breakfast Sandwiches Small $3.75 Large $5.00 All served with fruit garnish.
Breakfast Panini – Delicious Panini roll stuffed with hickory smoked ham, cheddar cheese, and scrambled eggs.
Bacon, Egg and Cheese Croissant – Fresh scrambled eggs topped with bacon and cheddar cheese on a warm, buttery croissant.
Other Items
Gourmet Oatmeal – Small $1.75 Medium $2.50 Large $3.25
Choose from Banana Nut, Brown Sugar and Maple, Berry Burst, or Delicious Original.
Yogurt & Granola $ 3.99
Scrambled Eggs (2) with Toast $ 2.50
Breakfast Muffin (Banana Nut or Blueberry) $ 1.50 Breakfast Beverages
Coffee 12 oz $1.50 16 oz $2.00 Refills $0.99
Assorted Fruit Juices $ 1.99
Lunch Menu
Soups and Salads
Soup – Choose from minestrone, chicken noodle, or cheddar-broccoli. Cup $ 2.50 Bowl $ 4.50 Chef Salad – Crisp romaine lettuce topped with grated cheddar cheese, tomatoes, cucumbers, carrots, sliced ham, and hard-boiled egg. Served with croutons and your choice of salad dressing. $ 6.50 House Salad – Crisp spring greens topped with sun-dried tomatoes, black olives, fresh strawberries, caramelized pecans, and feta cheese. Served with croutons and your choice of salad dressing. $ 7.50 Soup and Half Salad – A cup of your choice soup and half of your choice salad. $ 8.00
Soup and Half Sandwich – A cup of your choice soup and half of your choice sandwich. $ 8.00. Sandwiches
All served with lettuce, tomato, onions, pickle, and potato chips (substitute French Fries for $1.00 extra). Tuna Melt – Tuna salad on toasted bread topped with melted cheese. $ 7.50
Philly Cheese Steak – Sliced beef sautéed with onions, peppers, and melted cheese. $ 7.50 Roasted Turkey Wrap – With grated cheese and cranberry mayonnaise. $ 7.00
Chicken Sandwich – Savory grilled chicken breast with light mayonnaise on Kaiser Roll. $ 7.50 Grilled Cheese – Melted American or Cheddar cheese on buttery Panini bread. $ 5.50
Burgers
All 1/3 lb of beef, served with lettuce, tomato, onions, pickle, and potato chips. (Substitute French Fries for $1.00 extra.)
Classic Hamburger $ 4 . 5 0
Classic Cheeseburger $ 4 . 7 5
Bacon Cheeseburger – Add savory bacon to the classic cheeseburger. $ 5 . 5 0 Veggie Burger – The delicious, meatless burger alternative. $ 5 . 5 0 Beverages
Fountain Soda $ 1 . 9 9
Assorted Fruit Juices $ 1 . 9 9
Hot Chocolate or Chocolate Milk $ 1 . 9 9
M i l k s h a k e $ 3 . 0 0
Desserts $ 3 . 0 0
HO # 13
Sample Project Product for Teacher Reference
Oral Presentation:
Our team decided we wanted to go with a small restaurant in a commercial district, where clients will mostly be business people coming in from the surrounding offices and business places to have
breakfast before they start work, or to have lunch.
Based on our research of sources that are documented in our Mathematician’s Journal, we found that the start-up cost for opening up the type of restaurant we are going with is about $ 43,000.
We also found that the costs to operate the restaurant once it’s opened will be about $15, 300 each month.
We decided to make a function rule representing the costs of opening up this restaurant, and we came up with the equation:
Where represents the total cost in dollars, and represents the time that has passed, in months. Also, we found that these types of restaurants typically make about $700 in sales every weekday and about $300 in sales on weekend days. Because we wanted to be able to compare these profits to our costs, we decided we had to change these profits from daily amounts to monthly amounts. Because of that, we added these profit numbers together in the following way to obtain a monthly amount:
We also made a function representing the profits we would be making with the restaurant each month:
Where represents the total profit in dollars, and represents the time that has passed, in months. We graphed both of these functions using our graphing calculator, and then plotted the graphs on the graph you see in our poster. Because both costs and profits are money units, we could represent both of these on the same y-axis, which represented just money.
As you can see, the graph of costs started up way above the profit graph, but because the profit line had a steeper slope, it eventually caught up with the cost line and continued above it. We concluded that the point where the profit line crosses over the cost line, in other words where these two lines intersect, is the time when the investment was recovered and the restaurant itself started to make a profit. Looking at the coordinates of that intersection point, we can see the x-value, which represents time, would be 17.2 months, or a little over year and five months.
We thought this would be a great investment, if we can recover from all the costs so quickly.
Poster:
The poster students present should have a title, the names of the students that worked on it, a summary in words of the logic the students followed, and also present the equations, tables, graphs, and/or pictures used to reach their conclusion. The poster should be such that anyone not familiar with the project understand the nature of the project and how the conclusion was reached by just
