The Pride Shop Project
By:  Emily Ballard

Project at a Glance :

After studying systems of linear equations, students will work as a team to select a product for our school PRIDE shop. They will have a budget of $30 to research costs, price, and break even points to solve a system of equations. They will then present their proposed product and calculations to teachers or administrators. Each class will have one group that is selected, and moves forward by purchasing their product for the shop. 
       
 
Driving Question:

How can we select and market a product that appeals to middle school students, while breaking even in terms of our costs and revenue?         

Standards:

• CC.8.EE.8 - Analyze and solve pairs of simultaneous linear equations.
• CC.8.EE.8a - Understand that solutions to a system of two linear equations in two variables correspond to points of intersection of their graphs, because points of intersection satisfy both equations simultaneously.
• CC.8.EE.8b - Solve systems of two linear equations in two variables algebraically, and estimate solutions by graphing the equations. Solve simple cases by inspection.

Entry Event:

• ​Students toured the Pride Shop and recorded observations.​ ​

Stakeholders:

• Students
  
• Administrators,
  
• Math 8 teachers (who also used the project with their classes).
  
• Behavior Interventionist (person who runs and organizes the PRIDE shop).

Empathy Building:

• Students analyzed Google survey results showing what students like and suggestions for the PRIDE Shop.​

Inquiry / Need to Knows:​

• Students interviewed local business owners to gain an understanding of how products are chosen.​

Incubation:

• Idea Quota protocol - Students generated as many ideas for the PRIDE shop as they could in 5 minutes. This was a fun way to get a lot of items suggested in a short amount of time. ​​

​Checking in: 

• At the end of class each day, students reflected individually through a Google form. In the form, they had to answer 2 exit ticket questions. This helped keep all students accountable, and earn points for their own work.

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Solution Building:

• ​NUF Test - The NUF test was used for the group to narrow their ideas and come to a consensus for their final product. Many groups came to an agreement quickly but others struggled; particularly when there was a tie in the NUF Test.​

Authentic Audience:​

• 6th grade Math students

Final Presentation:

• Poster Session - Once groups had their idea, and had done their calculations, it was time to make their poster to sell their idea.  Students used pictures, talking  points, and a sentence frame to display their product and explain their reasoning. Posters were numbered and all 6th grade math classes voted for their favorite using a google form.​

Click here for teacher's full plan.

​Reflection and Feedback:
​
     “My favorite part of the project was working with my group to make a poster and try to get votes!!” ~ Student

     “The posters helped the groups get serious about their work since they knew it would be used to earn votes in the end.” ~ Educator

Meet the Educator:

Emily Ballard teaches Math 8 and Algebra 1 at Macatawa Bay Middle School in Holland, MI.

​     “Math comes alive when students see connections to the real world. As students have opportunities to create and apply math concepts to authentic situations, their engagement and understanding grows.”