Project Overview
Goals
Over a five week period, high school algebra students will study the mathematical concepts of solving linear equations, finding equations of lines, graphing, using functions, and making predictions based on an equation or graph. The students will then apply their algebra skills to build a business plan. They will design their own business and business concept with their assigned group (known as "business partners" throughout the unit). Their business may involve selling a product or conducting a service. With the use of technology, they will evaluate expenses, revenues, cost of products, costs of running their business, calculate tax and labor costs, and forecast their growth based on models. They will co-write a business proposal which involves reasoning, mathematics, and literature. The groups will submit their business plan in a binder and, in addition, will present their business plan as a presentation while local business owners act as judges.
Driving Question
What is necessary for a successful business?
Over a five week period, high school algebra students will study the mathematical concepts of solving linear equations, finding equations of lines, graphing, using functions, and making predictions based on an equation or graph. The students will then apply their algebra skills to build a business plan. They will design their own business and business concept with their assigned group (known as "business partners" throughout the unit). Their business may involve selling a product or conducting a service. With the use of technology, they will evaluate expenses, revenues, cost of products, costs of running their business, calculate tax and labor costs, and forecast their growth based on models. They will co-write a business proposal which involves reasoning, mathematics, and literature. The groups will submit their business plan in a binder and, in addition, will present their business plan as a presentation while local business owners act as judges.
Driving Question
What is necessary for a successful business?
Project Motivation
Project-based instruction has five essential features that are illustrated in this project. First, students explore a question that is meaningful and relevant to them. Most students should be familiar with purchasing items from businesses; the driving question for this unit pertains to their lives by exploring what is necessary to establish and run a successful business of interest. More components probably exist than they are aware. Second, students engage in inquiry. This is mainly achieved through the two investigations where students investigate what is needed to start a business and investigate pricing of goods/services including tax as well as hourly wages and labor costs. Third, students collaborate to find solutions. This is accomplished by having "business partners" and also through group work during lessons. Fourth, students use technology to gather, analyze, and communicate information. Technology is used many times during this unit. The students use Excel to collect, organize, and analyze data, use computers to conduct research, and also use PowerPoint to create a presentation. Finally, students create artifacts to demonstrate what they have learned. The business plan is the final artifact that the students create with their "business partners." The business plan incorporates the mathematics content, use of technology, creativity, and logical reasoning.
One important component of project-based instruction is that it incorporates real-world scenarios. Many students are not given the opportunity to relate mathematics to their own lives and see why mathematics is important to learn. Many teachers solely teach out of a textbook which can cause students to not make real-world connections and to focus on memorizing the procedures. All students should be familiar with at least some type of business and have an idea of the underlying principles of business; therefore, this project will allow students to see real-world problems and to learn new concepts in a way that is more interesting and meaningful to them.
One important component of project-based instruction is that it incorporates real-world scenarios. Many students are not given the opportunity to relate mathematics to their own lives and see why mathematics is important to learn. Many teachers solely teach out of a textbook which can cause students to not make real-world connections and to focus on memorizing the procedures. All students should be familiar with at least some type of business and have an idea of the underlying principles of business; therefore, this project will allow students to see real-world problems and to learn new concepts in a way that is more interesting and meaningful to them.
Research to Support Project-Based Instruction
Project-based Instruction (PBI) is an instructional approach that focuses on students engaging in inquiry to learn concepts and techniques (Krajcik et al., 1999). It relates the concepts to student lives to emphasis the importance and meaningfulness to them. PBI focuses on the students and their interests and is sensitive to students with diverse needs. Also, a well-designed PBI unit allows students to struggle with the content, to make sense of the material on their own, and promotes argumentation. The first step of a PBI unit is developing a driving question; this question is investigated over a long period of time and should be nontrivial. According to Krajcik et al. (1999), the driving question should be feasible so students can perform investigations that answer the question, and it should contain rich content that can be broken down into smaller parts. The other features of PBI follow: students engage in inquiry, collaboration, use of technology, and the creation of artifacts. Students are assessed individually, although a majority of the work is done within a group. Each member of the group should be held accountable to make equal contributions to the final artifact.
There are several benefits of using project-based instruction in the classroom. Research shows that the use of PBI promotes long-term learning (Railsback, 2002). It can be used among a variety of diverse learners, including students with different abilities, various cultures and backgrounds, and English language learners. This is beneficial to students and teachers because all classrooms consist of students with individual needs and perhaps all different backgrounds. During PBI, students are exposed to a wide range of skills and competencies that are needed to prepare them for the workplace. Students are exposed to working with others, time management, project planning, and decision-making. Students use higher order thinking rather than just memorizing facts. Students are given the opportunity to connect what they are learning in the classroom to the real-world while increasing social and problem-solving skills. PBI also enables students to make connections across multiple disciplines. For instance, mathematics, science, and language arts are often intertwined during PBI units. Additionally, many times there is a call to the community to contribute and bring another exciting element to the classroom.
Since learning is not an individual process, project-based instruction also encourages a social learning environment. Almost all aspects of a PBI unit use some sort of partner or group work. This promotes students to share their ideas with one another. Discussion is a good way to encourage understanding through a social context, although some teachers struggle with the "challenge of facilitating meaningful discussions in an inquiry- or project-based setting" (Shwartz et al., 2009, p. 44). Teachers should guide the discussion rather than providing the facts and repeating a sequence of initiation questions and evaluation of student responses. Once the authority is shifted from the teacher to the students, discussion can assist the students in making their own discoveries and building knowledge as a whole class (Shwartz et al., 2009).
There are several benefits of using project-based instruction in the classroom. Research shows that the use of PBI promotes long-term learning (Railsback, 2002). It can be used among a variety of diverse learners, including students with different abilities, various cultures and backgrounds, and English language learners. This is beneficial to students and teachers because all classrooms consist of students with individual needs and perhaps all different backgrounds. During PBI, students are exposed to a wide range of skills and competencies that are needed to prepare them for the workplace. Students are exposed to working with others, time management, project planning, and decision-making. Students use higher order thinking rather than just memorizing facts. Students are given the opportunity to connect what they are learning in the classroom to the real-world while increasing social and problem-solving skills. PBI also enables students to make connections across multiple disciplines. For instance, mathematics, science, and language arts are often intertwined during PBI units. Additionally, many times there is a call to the community to contribute and bring another exciting element to the classroom.
Since learning is not an individual process, project-based instruction also encourages a social learning environment. Almost all aspects of a PBI unit use some sort of partner or group work. This promotes students to share their ideas with one another. Discussion is a good way to encourage understanding through a social context, although some teachers struggle with the "challenge of facilitating meaningful discussions in an inquiry- or project-based setting" (Shwartz et al., 2009, p. 44). Teachers should guide the discussion rather than providing the facts and repeating a sequence of initiation questions and evaluation of student responses. Once the authority is shifted from the teacher to the students, discussion can assist the students in making their own discoveries and building knowledge as a whole class (Shwartz et al., 2009).
Krajcik, J., C. Czerniak, & C. Berger. (1999). Teaching Children Science: A project-based approach. McGraw-Hill.
Railsback, J. (2002). Project-Based Instruction: Creating excitement for learning. Portland, OR: Northwest Regional Educational Laboratory.
Shwartz, Y., A. Weizman, D. Fortus, L. Sutherland, J. Merrit, & J. Krajcik. (2009). Talking Science: Classroom discussions and their role in inquiry-based learning environments. The Science Teacher, 76(5), 44-47.