We're off and away! This has been a BIG unit for our 6X students. In our Variables and Patterns unit, 6X students have created a unique product/business, conducted market research to determine customer interest at different price points, analyze potential income at their self-selected price, and examined expenses and profit over a period of time. To extend our work even more, we learned how a spreadsheet can provide a "snapshot" of our income, expenses and profit. We learned how to graph our data, and analyzed how we can use equations and formulas on the computer to look at sales over time.
I'm so impressed by our students' resilience and willingness to be challenged in this unit. This is a tough unit in itself but they have embraced the opportunity to apply their learning through their business project. The project certainly provided with ample practice in modeling with mathematics (Common Core mathematical practice) as we examined how tables, equations and graphs tell a story about relationships between variables. Having to apply their learned mathematical skills to their business also encouraged them to see how important it is to be accurate with their work, as errors mean decreased profit and imprecise reports - investors would not be happy about this! I encourage you to ask your child about their project - they are creative, thoughtful and impressive! Here are some questions you might ask them:
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I am loving our current unit, Variables and Patterns. In Math 6X, we are looking at relationships that are dependent on another factor (total distance driven over a period of time, temperature throughout the year, etc.). We examine graphs, tables and written words and wonder, "What story does this tell us about the situation and relationship between these factors? How does 'change' show up on a graph? How is it different than 'change' in a table? Or in a story?" I love how the start of this unit provides so many opportunities for students to employ Habits of Mind: thinking flexibly and thinking about thinking. Students analyzed, for example, a table of total distance traveled over nine hours to determine what factors contribute to the varying speeds. Students had to reason based on the data what the average speed was for most of the trip if they traveled a certain distance and traveled in a van for the last hour. As we worked, we found ourselves using the eraser cap more than usual. Even more, we had to accept the "discomfort" that came with not knowing the exact answer but believing in our own conjectures based on the data. We practiced listening with empathy as we worked through all of the possibilities for the situation, building off of the work and ideas of each other.
As we continue to examine variability in tables and graphs, students are applying their knowledge to a "business' of their own making. Students are currently in the process of designing their own item to sell and conducting market research to determine how different price points affect the number of potential customers they will have. Students will organize their data in a table and graph, and analyze their data. Students will use mathematical evidence and reasoning to decide on a final price point and present their work to the class. As we continue our investigation of variables and patterns, students will apply their knowledge to their business, examining potential income, expenses and completing a business report to better understand their potential profit. They will present their business in a "Shark Tank" presentation. I can't wait to see their work develop throughout this unit! I encourage you to ask your child about the progress of their work. They tend to be so independent in their work but they have so many ideas to share, and certainly will benefit from your feedback!
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