Why Take This Course?
Have you ever wanted to start your own business? As we will learn with Fred (from the Life of Fred series), we’re all in business! Join us as we push past misconceptions that “only some people can do math” and connect mathematical concepts to the real-life experience of building a business.
In this course, students will continue applying Algebra to represent the real world. Students will learn how to easily determine solutions to multi-variable real-world situations and explore the connections between various representations and characteristics of linear functions. Other topics include making inferences based on data analysis of trends, and using algebra and graphing to solve for solutions. This High School Math course includes an emphasis on having a growth mindset towards math, with an engaging midterm that helps students see the fun and fascinating side of mathematics.
Expedition: Build a Business
The Build a Business expedition is a great follow-up after students successfully interviewed for a job last semester. Students will first explore the context of manufacturing, mastering the understanding of linear concepts such as slope and intercept. Students will then focus on marketing, in which they will use bivariate data to create advertisements for the ideal client. Finally, students will work in actuarial finance where they will solve systems of linear equations by both graphing and algebra. By the end of the semester, students will understand marketing strategies, manufacturing techniques, and will be able to make sound financial decisions. The Build a Business expedition will be complete with a Summit Project in which students submit their own business proposal.
|Unit 1||Unit 2||Unit 3||Unit 4|
|How can we use linearity to represent manufacturing and the real world?||How can we see the slope and intercept in each representation?||Which marketing predictions can we make?||How can we use a system of equations to determine the best financial plans?|
|What is the rate and why is it significant?||How does manufacturing show us the slope and y-intercept?||Which demographic should we target?||Which financial plan would you choose and why?|
|How does linearity represent cost, tax, and revenue?||Which manufacturing plan is better?||What is a frequency table?||What is a solution to equations?|
|Why is a price plan important when picking a manufacturer?||How can I use linearity to help me choose the best manufacturer?||How is statistics valuable in determining which audience to target?||Why can a system of equations help me determine a good financial plan?|
|How can we find the rate in various mathematical representations?||How can you represent a price plan as an equation?||How can we calculate and use a relative frequency?||What is standard form of an equation and how can I graph it?|
|What is the significance of the beginning fee?||How is slope represented on a table, graph, and in an equation?||How can I use a scatter plot to represent my data?||How can I use graphing as a tool to find the solution?|
|How can we see the rate in various mathematical representations?||How is the y-intercept represented on a table, graph, and in an equation?||What guesses can you make based on the trend of the plot?||How can I find a solution using algebra?|
|How can we convert from each form to another?||What is a line of best fit (or trend line) and how can I use it?||How can I check that my solution is true?|
|How can we determine the slope and y-intercept from a word problem?||How many possible solutions are there to a system?|
Texts and Materials Students Must PurchaseFind required versions and ISBNs on the High School Booklist
|Stanley Schmidt||Life of Fred: PreAlgebra 2 with Economic|
- Students must also create an account in Khan Academy and add Williamsburg Academy as their coach.
- Students taking the self-paced version of this course do not need to purchase any texts or materials.
- Recommended Grade: 9th (Freshman)
- Prerequisites: Pre-Algebra A
- Versions & Estimated Weekly Hours: 7*
- Format: Live / Self-Paced / Independant
- Credits: 0.5
*Math students spend at least one hour a day practicing math, plus two hours a week in live class sessions.