Names:​ Elizabeth Seidenglanz and Nathaniel Tilley

What is the BESE Region of your school?​ 6

GOALS AND OBJECTIVES (10 Points)

● The students will be able to distinguish between a function and a non-function graph.
● The students will be able to label the axes of graphs correctly when graphing real world
scenarios.
● The students will be able to determine the domain and range of a linear function. The
students will be able to graph linear functions. Students will be able to create a linear
function from a real world scenario.
● The students will be able to determine the domain and range of a quadratic function. The
students will be able to graph quadratic functions. Students will be able to create a
quadratic function from a real world scenario.
● The students will be able to determine the domain and range of an exponential function.
The students will be able to graph exponential functions. Students will be able to create
an exponential function from a real world scenario.
● Standards:
○ A1:A-REI.D.10
○ A1. F-BF.A.1
○ A1:F-IF.B.5
○ A1:F-IF.C.7
○ A1.F-LE.A.1

ABSTRACT (10 POINTS)

Our project has the students exploring linear, quadratic, and exponential functions through real
world scenarios. We have the students working on a project where they are building their own
town. They will be focusing on paving the roads in their town based on their given budget,
calculating the area of the buildings, and calculating the animal population growth within their
town. Throughout their investigation of these functions, the students will also be exploring the
functions’ graphs. Our goal by the end of the project is that the students will be able to create
their own functions given real world scenarios and then graph these functions correctly. The
students will also be able to distinguish between the functions and see the relationships within
them.
RATIONALE (15 POINTS)

The student’s area of weakness that we plan on targeting in this project are writing functions
from given information and graphing functions. These two topics correlate to our goals and
objectives for this PBL unit because the students are investigating these within their groups. The
real world scenarios that the students will be given will require them to use their knowledge of
creating functions and discuss it within their groups. This will be a student led and inquiry based
lesson which will give the students a voice and choice within the lesson. The students will be
asked to create and graph linear, quadratic, and exponential functions from the given
information.

Another thing the students have trouble with is labeling the x and y axis properly. Along with
using the correct intervals when graphing. Graphing calculators would be an excellent tool for
the students to have when practicing graphing their functions. The students will be in groups of
three for this project so they will be able to share the graphing calculators. The calculators could
clearly show the students the linear and curvature aspects of the functions they create from real
world scenarios. Our students also need to learn calculator skills.

DESCRIPTION (20 POINTS)

We plan to assess our students’ learning needs by doing an introduction to functions on the first
day of this project. This will allow us to see what prior knowledge the students may have about
functions and their properties. Throughout the project the student will be given worksheets to
guide their investigation of linear, quadratic, and exponential functions. We plan to implement
student lead discovery within the classroom to improve their content knowledge and skills with
graphing. Graphing calculators would be an excellent tool for the students to explore with within
this lesson and many other lessons.

EVALUATION (20 POINTS)

Our students will be given a bell ringer every day as a formative assessment and it will be used
to determine their growth throughout the project. We will also be walking around to check their
group work and graphs throughout the lesson. As the project is going along we will be able to
make revisions based on the student’s needs. If the students need further instruction or
explanation on certain aspects of the project, we will be there to help them. While walking
around to the groups when they are working on their project we will be sure to ask the students
to explain their thought process and decision to us. This will require the students to think for
themselves and explain the material back to us. Each group will have to make a poster and this
will serve as the summative assessment for the project. The posters will be graded on the amount
of information the students provided for the linear, quadratic, and exponential. We will be able to
measure the students' learning objectives based on their functions and graphs. The poster will
also be graded on the students individual participation in the project. The posters will be placed
around the room at the end of the unit so the students can participate in a gallery walk to evaluate
their peers and themselves.

QUALIFICATIONS (10 POINTS)

We are qualified because we have created a poster and spoke at a math and science conference.
We also have many teaching experiences within the classroom including an elementary class, a
middle school class, and two different high school classes.

BUDGET (10 POINTS)

For this grant we are requesting Texas Instruments TI-84 Plus 10-Digit Graphing Calculators.
The cost per calculator is $119.99. We are requesting eight graphing calculators which would
total to $959.92 before tax. This calculator can be bought at multiple places including Office
Depot. (The link to the calculators:
https://www.officedepot.com/a/products/492840/Texas-Instruments-TI-84-Plus-Graphing/)