This is an 8-week unit of instruction for an Algebra I course that covers all the generally required material for the topics of graphing linear equations, solving systems of linear equations, simple linear regression, and applying systems of linear equations to real-life situations. The unit is constructed using a Project-Based Learning approach, where the students work collaboratively to run a class business during the 8 weeks. As they move through the various stages of planning and executing the business, they learn various concepts related to linear equations and how they directly apply to predicting demand or cost/revenue information. Finally, the project incoporates technology education by having the students use Microsoft Excel and Powerpoint to report and analyze the sales results of their business.

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Notes on pacing

by Jesse Mercer

These are some general notes on pacing for this project.
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In this sub-unit, students are introduced to the study of economics in general and to the project they will be undertaking. They will be presented with the portfolio checklist and rubric that will be used to determine their final grade for the project. Additionally, they will begin the process of planning for their business.
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In this sub-unit, students are introduced to 2-variable linear equations. They learn to graph these equations usinig a variety of methods and to determine the equation of a line from its graph. The bulk of the concepts in this unit will be introduced through the vocabulary of the economics study in Topic 1 and practiced in the context of the students' business.
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In this sub-unit, students are introduced to the concept of linear regression and determining the equation of a function in 2-variables from data, using a linear model. They will develop and conduct a "market survey", in order to use the data to perform their own regression. There is a strong emphasis on the use of technology in this sub-unit.
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In this sub-unit, students will be introduced to the concept of systems of linear equations and their solutions. They will learn to solve these systems using accurate graphing, substitution, and linear combination. The concept will be introduced in the context of a business model (cost and revenue curves) and the need to determine how many units of a product will need to be sold before the business becomes profitable. Students will then conduct their own research into cost and revenue and solve systems of equations that they themselves have derived.
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This is less a sub-unit than just a place-holder in the scope and sequence to allow for the actual execution of the project. It is a good time to introduce a new unit or to review information/prepare for tests, etc.
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In this final sub-unit, students gather and analyze the data generated by this project (number of units sold, revenue, profit, etc.). This sub-unit also includes a heavy focus on technology, as students generate Excel spreadsheets to report on their results and use some of the dynamic functionalities of the program. Similarly, they employ Microsoft Word to create an "Annual Report" for their business. The unit ends with a class party, where they use their proceeds to provide food!
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