Your name: Megan Patton

Your Team name: Fab Four

DECIDE Phase outline for your Team Project
Describe the focus (grade, content, topic):
High School Mathematics
Grades: 10-12
Course: Pre-Calculus
Content: Exponential and Logarithmic Functions
Topic: Application of Annuities
Content standards and NET-S:

NET Standards:
1.

Creativity and Innovation:

Use models and simulations to explore complex systems and issues
Identify trends and forecast possibilities

2. Communication and Collaboration

Interact, collaborate, and publish with peers employing a variety of
environments and media
Communicate and information ideas effectively to multiple audiences
using a variety of media and formats
Contribute project teams to produce original works or solve problems
3. Research and Information Literacy
Locate, organize, analyze, synthesize, and ethically use information from
a variety of sources and digital tools based on the appropriateness of the specific task
Evaluate and select information sources and digital tools based on the
appropriateness of the specific task
4.

Critical Thinking and Problem Solving

Identify and define authentic problems and significant questions for
investigation
Plan and manage activities to develop a solution or complete a project
Collect and analyze data to identify solutions and/or make informed
decisions
Use multiple processes and diverse perspectives to explore alternative
solutions

5. Digital Citizenship
Advocate and practice, safe and legal, and responsible use of information
and technology.
Exhibit a positive attitude toward using technology that supports
collaboration

Demonstrate personal responsibility for lifelong learning

Exhibit leadership for digital citizenship

6. Technology Operations and Concepts

Understand and use technology systems
Select and use applications effectively and productively
Troubleshoot systems and applications

Academic Content Standards for Mathematics

CC.2.1.HS.F.5 - Choose a level of accuracy appropriate to limitations on measurement when reporting
quantities.
CC.2.2.HS.D.1 - Interpret the structure of expressions to represent a quantity in terms of its context.
CC.2.2.HS.D.9 - Use reasoning to solve equations and justify the solution method.
CC.2.2.HS.C.5 - Construct and compare linear, quadratic, and exponential models to solve problems.
CC.2.2.HS.C.6 - Interpret functions in terms of the situations they model.

Mathematics Practice Standards

CCSS.MATH.PRACTICE.MP1 Make sense of problems and persevere in solving them.
CCSS.MATH.PRACTICE.MP2 Reason abstractly and quantitatively.
CCSS.MATH.PRACTICE.MP3 Construct viable arguments and critique the reasoning of others.
CCSS.MATH.PRACTICE.MP4 Model with mathematics.
CCSS.MATH.PRACTICE.MP5 Use appropriate tools strategically.

Common Core Mathematics Standards

CCSS.MATH.CONTENT.HSA.CED.A.4 Rearrange formulas to highlight a quantity of interest, using the
same reasoning as in solving equations.
CCSS.MATH.CONTENT.HSF.LE.A.1.C - Recognize situations in which a quantity grows or decays by a
constant percent rate per unit interval relative to another.
CCSS.MATH.CONTENT.HSF.LE.B.5 Interpret the parameters in a linear or exponential function in terms of

a context.
Student learning goals (What will your students know and be able to do by the end of this learning
experience?):
Math Objectives:
The student will be able to calculate monthly payments using the present value annuity formula
and their mortgage value, interest rate, and time.
The student will be able to calculate the interest and total amount paid on their mortgage.
The student will be able to calculate their tax and take-home pay to determine a budget and the
best mortgage structure.
Technology:
The student will be able to use technology to problem solve.
The student will be able to appropriately use the internet to research house, job and budget
information.
The student will be able to use PowerPoint, or another form of teacher approved multimedia to
present their findings.
How are the following addressed:

Constructivism

This project incorporates several opportunities for Constructivism. Students are active learners throughout the
process as they first choose their future career and research their salary. From this information, they develop
their budget which allows them to determine the amount they can afford for a house mortgage. Students are
able to choose their dream homes, but they must make sure they can afford paying for it. As a part of this
project, they must create their own multi-media presentation to present their findings. Students are not passive
learners in this project and lecture is minimal.

Throughout the project, students are learning new information based upon knowledge familiar to them. For
example, they must examine the cost of living in their area. They might be surprised by the cost of different bills,
such as their cell phone bill or car insurance bill.

Students will also have the opportunity to be reflective learners. They should be able to determine the
reasonableness of their answers based on prior knowledge and their mortgage amount. Students will self-check
each others calculations. A team member will check over calculations and sign off that the calculations are
correct before including them in the final presentation.

In terms of goal-directed activities, the teacher will specify specific guidelines for the project. In addition, the
teacher will collaborate with students determining what content areas they will need to focus on and will help
students when necessary.

Blooms Digital Taxonomy

In terms of Bloom's Digital Taxonomy, the project incorporates several skill levels. This project will require
students to do searches that range from basic, such as searching for salary and job information, to more
advanced and Boolean searches, such as finding specific house qualities. The project also incorporates several
higher order thinking skills. As a part of the project, students must choose a mortgage payment structure for
paying for their home. Students must use their research to determine the reasonableness of each mortgage
structure and determine the one, if any, that best fits their salary and budget. Students will be required to defend
their choice by explaining their reasoning.

Multiple Intelligences

The project will require the use of multiple intelligences to make the project successful. The core of the project is
to develop students logical-mathematical intelligence. However, students will have opportunities to utilize
linguistic intelligence when developing the narration of their projects. When creating visual presentations,
students will be using spatial intelligence. When operating media, such as typing in Equation Editor, students will
be moving. This will provide opportunities for kinesthetic learners. Students with musical strengths can be
responsible for audio and sound effects within their groups.
While working in groups, students will have to utilize their interpersonal skills. A student with strong interpersonal
skills could be team leader. Students must do their own research and calculations, so they must use intrapersonal
skills as well. The students might be interested in developing eco-friendly solutions to their home reducing utility
costs in their budget.

Cooperative/Collaborative learning

Throughout the project, students will be working in collaborative groups. Groups will be determined by ability level
and intelligences. Students will work independently to complete their calculations, and will check each others
work. Students will defend their chosen structure to their group members and receive feedback about validity of
their decisions and calculations. Students will complete the multimedia presentation portion of the project in their
groups, presenting all group members homes and discussing similarities, differences and learning from each
other. Students will check their final projects against the rubric as a group to determine if improvements are
needed.

Identify students prerequisite skills:

annuity

Students should understand the difference between and be able to use different interest and
equations.
Students should be able to solve an exponential equation.
Students should be able to use the present-value annuity formulas.
Students should be familiar with basic multimedia, such as PowerPoint.
Students should be familiar with calculator functions.

Determine how you will monitor and assess student work:

Teacher will circulate throughout the individual student work and team-work sessions using

scaffolding techniques to help assist students and formatively assess their progress.
Students have to submit their initial work to the teacher for a "check-in" after all calculations are
completed to ensure they are correct after having a peer check their work.
Students will create storyboards to submit before making their presentation of what they will be
doing.
Students will be doing self and peer assessing throughout the process using provided rubrics.
Final projects will be evaluated using designed rubrics. In addition, we will incorporate peerevaluations.
How will multimedia be used to enhance the learning process?

Teacher will present project guidelines using a multi-media presentation.

Teacher will create and make available short tutorials as resources for the students such as an

equation editor tutorial.

Students will organize their presentation through a multi-media tool of their choice, such as
PowerPoint, Prezi, Video, Wiki, Blog, and Equation Editor.
Students will explore different apps that can be used in the house buying process.
Students may also look at budgeting apps to help them determine their monthly budget based on
their take-home pay.
Students will use a graphing calculator to help complete their calculations and troubleshoot.
Students should be able to realize when mistakes were made based on the reasonableness of their
answer in context. Students will be able to troubleshoot when calculations go awry.

References:

Baron, A. E. and Ivers, K.S. (2010). Multimedia projects in education: Designing, producing, and
assessing. Santa Barbara, CA: Publishers Unlimited.
Burton, K. (2015, March). Annuity Project - Mortgages . Pre-Calculus/Trig . Pennsylvania: Katrina Burton.
Burton, K. (2015). Pre-Calculus/Trig. 3-1 Exponential Application . Pennsylvania, PA, U.S.A: Katrina
Burton
Common Core State Standards Initiative. (2015). Common Core State Standards. Standards for
Mathematical Practice Make sense of problems and persevere in solving them. National
Governors Association.
Common Core State Standards Initiative. (2015). Standards for Mathematical Practice . Standards for
Mathematical Practice Reason abstractly and quantitatively . National Governors Association.
Damalti, Michael. (2015). Pre-Calculus/Trig. Annuity Project - Mortgages . Pennsylvania, U.S.A: Michael
Damalti.
ISTE. (2007). ISTE Standards. Retrieved 2015, from International Society of Technology in Education:
http://www.iste.org/docs/pdfs/20-14_ISTE_Standards-S_PDF.pdf
Walsh, E. (2015). PreCalculus/Trig Annuity Project. PreCalculus/Trig Annuity Project . Pennsylvania,
U.S.A: Erin Walsh.