Points of Interest Target Audience: This project would be appropriate for a 9th grade Algebra or Advanced 8th grade Mathematics classroom.
Project Description: This project –based unit is planned to span roughly two weeks. As the calendar lays it out, completion is expected after 14 school days. However, considering this creative endeavor may take longer, the 15th day is built in as a back-up work day whenever needed within those three weeks. Once students have had experience solving systems of linear equations, an investigative lesson will introduce students to graphing/creating text using linear equations. After deciding on a charity/school/sports team etc., students will design a banner to advertise their chosen organization. One week into the lesson, students will take a field trip to a printing store to discuss costs, materials, dimensions, and any other questions or concerns they may have, and complete a cost-analysis. Students will transpose their designs (including text) to a large piece of graphing paper (1-inch grid), and complete a draft using linear equations to describe the text and graphics. Along with a write-up, the final product will be the completed banner draft and a presentation to the class and some visiting judges/sponsors.
Final Product: Students must use and identify at least 45 linear equations to map out their design. Additionally, no more than 1/3 of those lines should be horizontal or vertical lines. Obviously, it would be a bit tedious for students to write out every letter using linear equation or to make an intricate drawing using linear equations. Students will be allowed to copy graphics or special text fonts. However, they must map out the placement, making their grid paper into a coordinate plane, and there has to be some additional background design, font, or picture that is described by 45 different linear equations as explained. Along with this draft, students will be required to write out a project overview that includes a summary of the cost analysis, explanation of linear equations used, and a persuasive argument for why their banner should be printed. Finally, students will present their banner to the classroom as well as a few sponsors (judges). The top three banners will be made and given to their chosen organization after first being displayed on campus. This product is an authentic representation of real-world issues in that students can connect and rally for something that interests them in the real-world. That could be something serious and thought-provoking, such as the Invisible Children organization, or something light-hearted that students enjoy, such as a community baseball team or a local restaurant. Students will first present their banner drafts to the classroom and the judges, and then the winning banners will be displayed around the school.
Rationale: Students should choose to create a banner for something meaningful to them, and this significance should motivate the whole project. Ultimately, you want your students to understand the usefulness of linear equations, and appreciate the astounding amount of work that goes into creating a design, but it will not mean very much if not connected and rooted in something that interests them. This experience is intended to provide students with a chance to show their understanding, and furthermore is cemented in the requirements of the final product – that is the write-up, draft, and presentation. Furthermore, this project would mesh very fittingly to other disciplines such as art, language, social studies, and more. Clearly, the larger adult community can benefit from this as well considering some banners will be sent to the printer.