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The Arizona STEM Acceleration Project

Building a Business: Systems of Linear Equations Day 1

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Building a Business: Systems of Linear Equations Day 1

A 9th grade STEM lesson

Alaina Rowitsch

10/31/23

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Notes for teachers

This lesson can take 1-2 weeks depending on how in depth you take each part
Students should work in groups of 1-3
Part 2

List of Materials

Device with internet access
Assorted arts and crafts supplies

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Technology

9-12.2.a. Students cultivate and manage their digital identity and reputation and are aware of the permanence of their actions in the digital world.

9-12.3.a. Students plan and employ effective research strategies to locate information and other resources for their intellectual and/or creative pursuits.

9-12.6.c. Students communicate complex ideas clearly using various digital tools to convey the concepts textually, visually, graphically, etc.

9-12.6.d. Students publish or present content that customizes the message and medium for their intended audiences.

9-12.7.c. Students contribute constructively to project teams, choosing various roles and responsibilities to work effectively toward a common goal.

Mathematics

A1.A-CED.A.2 Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.

A1.F-BF.A.1 Write a function that describes a relationship between two quantities. Determine an explicit expression, a recursive process, or steps for calculation from real-world context.

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Objectives:

Day 1: Students will be able to establish the fundamental parts of a business and showcase them on a digital platform.

Day 2: Students will be able to gather data and use that data to create equations.

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Agenda Day 1 (60 min)

Present the project.
Students form groups of 1-3.
Have students brainstorm a product to sell.
Guide students to resources for making essential parts of a business.

logo
mission statement
product details
leadership team

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Agenda Day 2 (60 min)

Students research cost of materials to create their product.
Students enter data into a table to discover the total cost to create one of their products.
Students will create an equation for cost.
Have students conduct research to determine the price they will sell their product.
Students will create an equation for profit.

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Intro/Driving Question/Opening

A lot of things go into creating a business. What is the most important part? Is it research, marketing, finances, the product itself or something else?

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Presentation

Have students create their own presentation following the guidelines below. Link

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Assessment Rubric

Category	Exceeds	Meets	Approaches	Falls Below
Business Details 4pts	Students describe the business in great detail and fill 4 slides.	Students describe the business in some detail and fill at least 3 slides.	Students describe the business in little detail and fill at least 2 slides.	Students describe the business in almost no detail and fill at least 1 slide.
Item Details 4pts	Students have a thorough list of supplies and cost for each item.	Students have a partial list of supplies and cost for each item.	Students have a limited list of supplies and cost for each item.	Students have little to no list of supplies or cost for each item.
Cost/Profit Analysis 4pts	Cost and profit analysis are completed and accurate.	Cost and profit are completed, but not accurate.	Cost and profit are not complete, but are accurate.	Cost and profit are not complete or accurate.
Interpreting Data 4pts	Students can take an equation and make an accurate table and graph.	Students can take an equation and make an accurate table or graph.	Students can take an equation and make an partially accurate table or graph.	Students can not take an equation and make an accurate table or graph.

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Assessment Rubric

Category	Exceeds	Meets	Approaches	Falls Below
Reflection 4pts	Students answer 3 reflections questions in detail.	Students answer 2 reflections questions in detail.	Students answer 1 reflections questions in detail.	Students answer no reflections questions in detail.
Presentation Design 4pts	Presentation includes logo, brand colors, images and other pleasant details.	Presentation includes some details such as logo, brand colors, and images.	Presentation includes few details such as logo, brand colors, and images.	Presentation does not include details such as logo, brand colors or images.
Presentation Delivery 4pts	Students are prepared to present.			Students are not prepared to present.
Prototypes 4pts	Students create a model of their product with great detail.	Students create a model of their product with some detail.	Students create a model of their product with little to no detail.	Students do not create a model.

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Differentiation

Provide more exact templates or completed samples for students to model after.

Limit amount of materials that can go into a product. 5 is a good number.

Remediation

Extension/Enrichment

Do not provide a template of the cost and profit equations and instead have students create it on their own.

Ask student to graph their cost and profit equations individually.