Project Based Learning (PBL) project - Algebra (Math)

Project Based Learning (PBL) project - Algebra (Math)
Project Based Learning (PBL) project - Algebra (Math)
Project Based Learning (PBL) project - Algebra (Math)
Project Based Learning (PBL) project - Algebra (Math)
Project Based Learning (PBL) project - Algebra (Math)
Project Based Learning (PBL) project - Algebra (Math)
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Hello! 

My 7th grade Pre-Algebra students had a fantastic time working out an answer to this driving question:

What is the better way to spend or use the rewards?

With this project students work together to uncover the best way to take advantage of the Giant Eagle (Grocery Store) rewards program.

This driving question allows for many different pathways to discovering an answer, which helps to differentiate this project for all learning styles and types. The students will complete daily logs to track their progress, create a presentation to share their ideas with others, document their math thinking, and finally complete a reflection.

All of the materials I used are included in this download as well as a link to the google folder. All of these materials are editable to fit the needs to your students.

Thank you! Happy Teaching!

-Rachel

Log in to see state-specific standards (only available in the US).
Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and-if there is a flaw in an argument-explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.
Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize-to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents-and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.
Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, "Does this make sense?" They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.
Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error.
Represent proportional relationships by equations. For example, if total cost 𝘵 is proportional to the number 𝘯 of items purchased at a constant price 𝘱, the relationship between the total cost and the number of items can be expressed as 𝘵 = 𝘱𝘯.
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Rachel Davis

Rachel Davis

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