Gemma Holdman 04/19/2013 MAE5332 Grant Proposal

Title Page Name: Address: Phone Number: Who is the grant for? Program Name: Total Project Cost: Gemma Holdman 5510 NW 27th Avenue, Gainesville, FL 32606 (321) 501-8647 Math for College Readiness students Buchholz High School Mathematics Department $200

Project Needs and Goals: This project needs funding to cover the costs of the field trip in order to facilitate and support the projects goals. This project aims towards helping students learn methods to solve systems of linear equations by applying the concepts to a real-world situation. Students will work in teams and are pretending to be employees of a large cell phone provider. They must research and analyze current cell phone plans and use that data to create their own. Each group is required to present their findings, analysis, and case to a group of board members using a PowerPoint presentation. This two-week project connects mathematics, business, computer skills, teamwork, and interpersonal skills, all in a real-world setting. Statement of Problem

Gemma Holdman 04/19/2013 MAE5332 Grant Proposal

Most high school students today do not use or utilize mathematics outside of their mathematics classrooms. Additionally, many students believe that mathematics courses are a waste of time and ask questions like when are we ever going to use this?. That being said, it is crucial to provide students with engaging, creative, and meaningful mathematics lessons related to real-world situations. The more connections students can make between mathematical concepts and practical uses, the more likely they will remember the skills and procedures. This project contains a variety of lessons aligned with helping students make lasting connections between the mathematical concepts and the business world. A variety of teaching styles, formative assessments, and learning strategies are implemented to appeal to the diverse group of students. This program will benefit three Math for College Readiness classes at Buchholz High School, totaling 64 students.

Goals & Vision The goals of this project are to help students understand the various methods available to solve systems of equations, identify what method is the most appropriate to use in given situations, and apply the mathematical concepts to a real-world situation. I envision my students making deep connections between mathematical ideas and applying these concepts to a real-world situation, all within a group project format. This project contains 6 benchmark lessons covering the following topics: graphing method, substitution method, addition method, special systems of equations, matrices, and break-even analysis. The remaining 4 days of the two-week unit will

Gemma Holdman 04/19/2013 MAE5332 Grant Proposal

consist of a field trip, a presentation day, and two days for research/work time. Ideally, students will utilize the content learned in the benchmark lessons to create their own monthly cell-phone plans. The plans they create must be supported with analysis from each benchmark lesson. Groups will present their findings, to the class and board members, using a PowerPoint presentation. Board members will consist of myself, one or two faculty members, and one or two student parents. The board members will grade each group presentation using a detailed rubric. This project implements many different qualities needed for success in the world today. These qualities include presentation skills, teamwork, computer skills, mathematical ability, business sense, professionalism, and communication skills. Successful completion of this project will help students be prepared for some of the tasks they will encounter in college and beyond. Plan of Action In addition to the tools accessible in the average classroom, the 10-day project will require the use/assistance of computers, chaperones, two bus-drivers, and two school buses. The project will be introduced to students on day one (Monday) of the unit (benchmark lesson: graphing method). Days 1-4 (Monday Thursday) teach students important mathematical content required for completing the analysis of the project. Students will be in the classroom these days. The 5th day is the class field trip. Students will be visiting a local AT&T store in Gainesville to explore the inner workings of a cell-phone provider company. At this location students will learn about current cell-phone plans, investigate the

Gemma Holdman 04/19/2013 MAE5332 Grant Proposal

development of cell-phone plans, and talk to many knowledgeable employees. The field trip will take a total of three hours for the three classes. Students will report to the buses at 11:30 am. Buses will leave Buchholz High School at 11:40 am. Students will arrive at the AT&T store around 12:00 pm. For the following two hours students will explore the AT&T store. At 2:00 pm students will load the two school buses and head back to Buchholz High School. Students should arrive around 2:20 pm and return to their classes until the final bell rings. Additional information regarding the field trip can be found in the appendix. Day 6 and 7 (Monday and Tuesday) are benchmark lessons, teaching students two new concepts related to their projects. Students will be in the classroom these days. The last three days consist of two workdays and one presentation day. On the workdays, students will use computers to help guide their analysis and put together their presentations. On the final day, the groups of students will present their cellphone plans and related analysis to the board members. Formative assessments, smart board lessons, and student worksheets will be used for each benchmark lesson. Examples of these can be found in the appendix. Project Calendar: Week 1 Monday Benchmark Graphing Method Tuesday Benchmark Substitution Method Wednesday Benchmark Addition Method Thursday Benchmark Special Systems Friday Investigative Field-Trip

Gemma Holdman 04/19/2013 MAE5332 Grant Proposal

Week 2 Monday Benchmark Matrices Tuesday Benchmark Break-Even Analysis Wednesday Investigative Workday Thursday Investigative Workday Friday Assessment Presentations

Staff and Facilities I am the main person involved in this project. All lessons, with the exception of the field trip, will take place in my classroom. For the field trip I will use the assistance of a dean and two parents to act as chaperones and I will utilize the AT&T store located on Archer Road for the facility. There is no extra training necessary to the success of the program.

Evaluation The student objectives for the project include: Students will be able to o Solving systems of linear equations using Graphing Substitution Addition Matrices

o Identify and solve special types of linear systems o Use break-even analysis to solve real-world problems

Gemma Holdman 04/19/2013 MAE5332 Grant Proposal

A variety of formative assessments will be used during the benchmark lessons to assess students understanding of the concepts. Formative assessments used include

Odd One Out, Create the Problem, Every Graph Tells a Store, A&D Statements, and Exit Tickets. Examples of these formative assessments can be found in the appendix.
The summative assessment used for this project is the student group presentations. Each board member will use a rubric to assess student performance. Students will be placed within one of three levels: highest, middle, and lowest. Several categories are used to assess the presentation including: use of applicable terminology, graphing method, substitution method, addition method, matrices, break-even analysis, and presentation. If students demonstrate their understanding of the listed concepts in their presentation with little to no mistakes they will be rated in the highest category. If students do not show understanding of the listed concepts in their presentation and make many mistakes they will be rated in the lowest category. Criteria Concept & Category Highest Level of Performance
Correctly uses mathematical language both verbally and

Middle Level of Performance

Correctly uses some of the mathematical language during the presentation

Lowest Level of Performance

Incorrectly uses mathematical language in the presentation OR

Use of applicable terminology

visually in the presentation

AND AND Explains some of the Explains the mathematical jargon Does not use mathematical language in the presentation

Gemma Holdman 04/19/2013 MAE5332 Grant Proposal

mathematical jargon to the audience correctly to the audience OR Fails to explain the mathematical jargon to the audience

Graphing Method Substitution Method Combination Method Matrices

Correctly uses and shows detailed analysis of all 5 mathematical concepts (listed to the left) to explain the two cell-phone plans. Correctly uses and shows detailed analysis of 3 or 4 mathematical concepts (listed to the left) to explain the two cell-phone plans. OR Uses and shows detailed analysis of all 5 mathematical concepts (listed to the left) to explain the two cellphone plans but incorrectly explains or represents the concepts.

Correctly uses and shows detailed analysis of 3 or less mathematical concepts (listed to the left) to explain the two cell-phone plans. OR Uses and shows minimal analysis of 3, 4, or 5 mathematical concepts (listed to the left) to explain the two cellphone plans. AND Incorrectly explains/represents the concepts. All of the following conditions are met: Four of the following conditions are met: - Each group member presents for an equal Three or few conditions are met: - Each group member presents for an equal

Break-Even Analysis

Presentation
- Each group member presents for an equal

Gemma Holdman 04/19/2013 MAE5332 Grant Proposal

amount of time during the presentation. - Group members are dressed professionally. - The presentation flows nicely and in logical order. - Presenters are audible. - Presentation falls - Presentation falls between 5 and 10 minutes. between 5 and 10 minutes. - Presentation falls between 5 and 10 minutes. amount of time during the presentation. - Group members are dressed professionally. - The presentation flows nicely and in logical order. - Presenters are audible. amount of time during the presentation. - Group members are dressed professionally. - The presentation flows nicely and in logical order. - Presenters are audible.

To help me assess each students level of participation within the groups, each student will conduct a group evaluation of their peers. Budget The expenses for this project include the use of two school buses and the labor costs associated with having two bus drivers for 3 hours. Bus drivers make $14.98/hour. The cost of having two bus drivers for 3 hours totals $89.88. Gasoline costs for the 3-hour field trip are estimated to be around $100.

Gemma Holdman 04/19/2013 MAE5332 Grant Proposal

The amount I am requesting for this grant is $200.

Appendices Formatives Assessments A&D Statements:

Statement 1. x = 3 and y = 4 is a solution of the following system of equations: How Can You Find Out?

_____ agree ______ not sure

_____ disagree _____ it depends on

My thoughts:

2. x = -2 and y = 3 is a solution of the following system of equations:

_____ agree

_____ disagree

Gemma Holdman 04/19/2013 MAE5332 Grant Proposal ______ not sure _____ it depends on

My thoughts:

Odd One Out:

Odd One Out Instructions: For the groups of systems of equations in the boxes below, please determine which does not belong. Please explain mathematically why it does not belong to the group. 1. 2.

Rationale:

Rationale:

3.

4.

Rationale:

Rationale:

Gemma Holdman 04/19/2013 MAE5332 Grant Proposal

Create the Problem:

Create the Problem Instructions: For the predetermined solutions below, please create a real-world word problem. Each problem you create must be based on systems of equations. 1.

Problem Created:

Rationale:

2.

Problem Created:

Rationale:

Gemma Holdman 04/19/2013 MAE5332 Grant Proposal

Every Graph Tells a Story:

Create the Problem Instructions: Below are several pictures of graphs representation realworld applications of systems of equations. Analyze each graph and share what you think this graph represents symbolically. 1. This graph

2.

This graph

Gemma Holdman 04/19/2013 MAE5332 Grant Proposal

Student Worksheets

Gemma Holdman 04/19/2013 MAE5332 Grant Proposal

Gemma Holdman 04/19/2013 MAE5332 Grant Proposal

Gemma Holdman 04/19/2013 MAE5332 Grant Proposal

Gemma Holdman 04/19/2013 MAE5332 Grant Proposal

Gemma Holdman 04/19/2013 MAE5332 Grant Proposal

Field Trip Review Form

Gemma Holdman 04/19/2013 MAE5332 Grant Proposal

Gemma Holdman 04/19/2013 MAE5332 Grant Proposal

Gemma Holdman 04/19/2013 MAE5332 Grant Proposal

Resume

Gemma Holdman 04/19/2013 MAE5332 Grant Proposal