College Road Trip

Introduction
We are seeking a grant to implement a project-based lesson in a Algebra 1 class. The
problem that we will be exploring is “How can a group of five high school students travel to five
different colleges in a month and use $10,000 wisely to sustain them”. The college road trip
project is relatable to a range of students no matter their disability, social, or financial status
because while doing research the project may pique the students interest in attending colleges
that best suits their specific needs while. The project also provides a math scenario in the real
world.
Goals and Objectives
The project goal is to provide the students with the technology and resources to relate and
understand the importance of math in the real world. Our instructional goals for our College
Road trip project is for the students to be able to define, calculate, identify, and graph of linear
functions and exponential functions. This project will increase the proficiency in the students
regarding proportions, linear and exponential functions. The Louisiana State standards that are
associated with the project are A1: A-CED, A1: F-BF, A1: F-LE A, and A1: F-LE B.
Abstract
Over the course of two to four weeks, our teaching plan is for students to learn the rate of
change, how to graph linear functions based on tables, create an equation from the graph. The
project is meant to teach the students the relationship between all the topics mentioned. They will
learn to construct linear equations based on a table’s input and output, by drawing a graph,
scaling and measuring distance.
The students will use a graphing calculator, mathematical tables, graphs, maps, and
computer research to discover and gain a better understanding of linear equations and
exponential equations. They will also be able to establish relationships between input and output
of tables which correlate to crafting and graphing equations. During the College Road Trip
project the students will be using chrome books to conduct their research, mainly during week
one and during week three when the students complete demos activity. They will use rulers to
measure their college distances, graphing calculators to graph their functions particularly their
exponential functions, and the markers, poster boards, etc. to craft their presentations.
Rationale
The main goal of the Road Trip project is to aid the students in learning about linear
equations by applying it to the real world around them. Our students have trouble relating many
mathematical equations an address the thought that many students have of math not being
relevant to everyday life. In order to complete this project, the students will have to learn to
create a linear function to display their findings. They will be particularly focusing on finding
lodging, a gas and mileage efficient car, food, and other necessities that can be split between five
individuals during their visit to five potential colleges, for an entire month.
Description of your project
The overall goal is to allow students to use the knowledge they know and expand it to
discover how the mathematical concepts they learn in class are not just pen and paper. Allowing
them to use it in a real world since that they themselves will have to do one day. The students
will be given a budget. They will have to design a trip to go tour colleges around the country
based off of what they want to study. They will be treating this as if they were actually going on
the trip so they have to strategically pick their colleges, map out a trip, rent a car, plan for gas,
food and lodging. This will allow the students to use research skills and have to find all sorts of
things like changing gas prices from state to state. Learning how to budget and be able to show
the separate data they collect and how it is all connected and effects each other.
Week one will consist of the students getting into their groups of five, choosing their
colleges, LSU being one of the schools. Then the students will map out the colleges and measure
the distance of their round trip. Using the chrome books, they will conduct research on cars and
their gas efficiency, lodging per night, and food per day which will provide them with data that
will be used for their exponential data. This leads to week two which before being introduced to
exponential functions, there will be a lesson on linear equations, constructing an equation,
identifying information from a table and then transferring it into a graph. The linear equations
will be expressed from their map data. This will be the first checkpoint to assess the students
understanding of the project and equations. They will turn in the project notebook to the teacher.
The project notebook will include week one’s research, week two’s research, and the map
marked and labeled with the five colleges, the distances, and the equations given from the map.
We will provide feedback to ensure that the students are on the right track and understand how
linear equations relates to the project.
During week three we will introduce the students to exponential functions the same way
we did with linear functions. The students will have the rest of the week to insert the data they
collected from the previous weeks. Students will find exponential equations, and graphically
represent their data. Using the chrome books again, the students will complete a desmos activity
relating to exponential decay. Towards the end of the week, the students main goal will be to
finish their portfolio for week three and put finishing touches on their project. The exponential
data will be put into the portfolio and this will be the final checkpoint to ensure the
understanding of the overall project including the relationship of exponential functions and the
project. The presentation will be the final/major assessment.
The last week, week four, will consist of the students preparing their projects to present
to the teachers and class. The students can use creative outlet to present their projects, but they
must include a creative group name chosen by the group and individual names of each group
member, a printed or sketched map of the universities chosen, including LSU and the distances
between each with the city and state names. A picture of the vehicle chosen, alongside the cost of
renting the vehicle and the total amount of gas per mileage, and the reasoning for choosing the
vehicle. The lodging and food options chosen, including the amount spent per day on each
person over the course of the month. The tables, graphs, equations, etc. for each element above
and an exponential graph representing the money spent throughout the entire road trip. Lastly,
they must include the total spent during the trip. This is the final and major assessment.

Evaluation/Assessment Plan
In order to evaluate the success of the project and each student’s understanding of the
mathematical concepts, we will have the students will create an individual project notebook. The
students will receive project an individual grade for the project notebook. At the end of each
week, they will place their completed documents, which includes their research, maps, graphs,
and table charts for each element into their project notebook. We will pick up the project
notebooks for end of the week evaluations to ensure that the students are having a clear
understanding of the project criteria, especially understanding linear and exponential equations.
The project notebook for week one will include the map students created from their college
placements. We will check to see if they were able to measure and calculate the distance
properly and since it will be on a scaled map, whether or not it is a reasonable trip. Week two
will have the table charts with input, output, and the prices of the cars, lodging, and food. X and
Y values should be clearly stated and will be checking to see if the students understand each
variable and why they selected the data to represent the variables.
Week three’s content will include mostly graphical analysis, we should be able to look at
graphical representations of the fluctuating gas prices from stop to stop, lodging and food over
the days, as well as the exponential graph that shows money decreasing. This will allow us to
see if the students understood how to transfer data from the table to a graph. Included in each
checkpoint portfolios we will provide the students with feedback. This will allow them to make
corrections and prep for their presentation during the last week.
At the end we will collect the final portfolio after each group presents their project. All
components will be evaluated. In the final assessment we will be checking again the
understanding of each element mentioned above, but this time we will be seeing if the students
took the feedback and applied it. The final project notebook will be graded a little strenuous
because it is the final evaluation that assess the students learning. We are evaluating whether or
not the students understood the importance of the project and they did not get lost in the “project
itself”. The project notebook will be a summative assessment. Along with the project notebook,
the final presentations are summative as well, except the students will receive a grade based on
their contribution and collaboration during the project as a group.
The formative assessments that we have will assess the students understanding of linear
and exponential functions. A gallery walk activity and exit ticket from both the linear and
exponential benchmark lessons will be graded. For investigation days related to the lessons, the
students will receive grades from their bell ringer, exit ticket, and a desmos (computer) activity.
Qualifications (Include a C.V. or resume)
Fredrickia L Jackson
9734 Forest Lane Apt 1703
Dallas, Tx 75243
(214)274-2909
fjacks3@lsu.edu
fredrickiajackson@yahoo.com
OBJECTIVE
To obtain an part-time job to assist me in paying for my college education and other expenses. While also gaining
work and life experience
EDUCATION
Louisiana State University, Baton Rouge, Louisiana
Bachelor of Science- Mathematics Secondary Education, December 2019
Related Experience
Student Worker, LSU Student Advocacy and Accountability, Baton Rouge, La August 2015 - Present
 ● Answered phone calls and transferred the caller to the operate hearing officer, or department. Also assisted
the caller on the phone if applicable
● Schedule, rescheduled, and canceled appointments for the hearing officers and the students they met with
● Filed case folders and retrieved the folders when needed
● Worked with the LSU Maxient and the Mainframe systems to better assist students, parents, hearing
officers, etc. in finding solutions to their questions
Cashier Kroger Grocery Store, Richardson, TX 75081 July 2013 - Present
● Started as a courtesy clerk, getting shopping carts from parking lot, and bagging groceries for customers
and cashiers
● Scanned groceries, informed customers of their total, and entered their payment into registers
Other Experience
Junior Student Intern, Emmanuel C Burrell C.P.A, Dallas, TX 75243 June 2012 - July 2012
● Filed paperwork for clients.
● Worked with Microsoft Excel to complete financial tasks assigned to me my bosses.
Geaux Teach Field Experience August 2015-November 2018
● Learned classroom manage
● How to create lesson plans
● Observed and taught one lesson in a 5th grade science, 6th grade math, Algebra 1 and 2 classes.
Skills
● Computer Skills- Experienced with Microsoft Office application ( Microsoft Word, Microsoft Excel,
Microsoft PowerPoint, etc.)
● Communication Skills- From volunteer work, part-time jobs and internships, and extracurricular activities I
have developed the ability to communicate professionally with variety of people.
● Mathematics Skills- Acquired skills from experience with being cashier, money, and my major.
● Time Management
● Dedication- teaching and working with elementary, middle school, and high school students for LSU
Geaux Teach program for math and science education majors by creating lesson plans for three semesters
● Determination
Activities
LSU Geaux Teach Club Member (Treasurer and President), LSU Math Club Member, LSU Chi Alpha Ministry,
LSU Minority Women’s Movement Member
Budget and materials list (optional for now)
Item Name Price Total

4 Chromebooks Hp J2l80ua#aba $99 $396

Chromebook 11-g2
2gb/16gb

Craft Supplies Markers, Color N/A $100

Pencils, Paper,
Posters, Ink, Ect

6 Rulers Dollar Store Basics $1 $6

4 Graphing Walmart $96 $384

Calculators
TI-83

6 Map Of USA- Road https://www.art.com/ $5.50 $33

Map products/p385000801
01-sa-i9823642/map-
of-usa-road-
map.htm?RFID=2178
25&ProductTarget=1
05221810967&utm_
medium=cpc&utm_s
ource=google&utm_c
ampaign=PLA&gclid
=Cj0KCQiA8f_eBR
DcARIsAEKwRGdY
ZMdMhYAch72_6Pl
Rdt2oMuAI8nF9Tpv
2B5CPHpVG2ppK1P
dj3eUaAgsPEALw_
wcB

Total: $919 for project