Theme Park Tycoon -- Integrated Math Project

Weeeeeeeee!

Any teacher knows ANY period can be a roller coaster ride. In this 21st Century Math Project, Variables & Expressions go to the Amusement Park in this engaging four assignment unit designed for Algebra or Pre-Algebra. Bring variables to life using a theme park motif. From park operations to admissions, variables and expressions are the backbone of the analysis of the Amusement Park’s data.

All that and this happen to be one of my hottest selling projects!

Name: Theme Park Tycoon

Suggested Grade Level: 7-12 (Basic Algebra skills)

Math Concepts: Translating Verbal and Algebraic Expressions, Order of Operations, Mathematical Modeling

Interdisciplinary Connections: Business, Entertainment

Teaching Duration: 2-3 Days (can be modified)

Cost: $5 for a 12 Page PDF (3 assignments, 1 project with answer key) 

PDF Version: Theme Park Tycoon @ TPT

The Product: After a careful analysis of the park’s data, students make a proposal regarding the need for another roller coaster at the park.

Money. Speed. Cotton Candy. I'm in.

 
Josie is the new manager of a theme park -- Fun Time Awesome Place. Unfortunately, Fun Time Awesome Place is considered the thirteenth best amusement park in the Midwest and she has to turn it around! One of her duties is to collect and analyze data to determine how the park is doing financially and figure out which rides are the most efficient. It’s the student’s job to help determine some mathematical expressions that will help make her job much smoother.

Although most adults are deathly afraid of the Quadruple Brain-Crippler Vortex, Middle School kids will hop right on and claim it’s the most amazing thing ever. Capture that invincible, youthful energy and package it into your Pre-Algebra or Algebra 1 class.

Understanding and writing verbal expression is still one of the most difficult skills in math. Really, whenever students are asked to learn to interchange between multiple representations, it’s a challenge. I created three assignments that increase in difficulty and practice different aspects of the skills. Depending on the level of your students, these assignments may be better off done in groups and follow it up with some teacher leadership.

Roller coasters? I need to see the
Common Core.

After having done this a few times, I have worked out a number of the kinks that my students faced in the assignment. For the most part there was great benefit to doing it in class and going over the answers in the end.

While there are a number of Common Core Standards in regards to mathematical modeling and writing algebraic expressions, I have selected a few from 7^th Grade and High School Standards.

7^th Grade Algebra

Use properties of operations to generate equivalent expressions.

·         Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients.

·         Solve real-life and mathematical problems using numerical and algebraic expressions and equations.

·         Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. 

·         Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities.

How can you cover all those standards
in a stupid roller coaster assignment!!!

High School Algebra:

·         Interpret expressions that represent a quantity in terms of its context.

·         Interpret parts of an expression, such as terms, factors, and coefficients.

·         Interpret complicated expressions by viewing one or more of their parts as a single entity. 

·         Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression.

This won’t be a three minute thrill ride, but this 21st Century Math Project is at least three days of glorious business related relevancy. 

Making the Band -- High School Math Project

Math, Math, Baby

After a couple years of teaching systems and linear equations, I knew I needed to add some 21st Century Math Project kick. Fortunately, systems are a topic that lends itself well toward practical application. Students will make choices that will affect the launch of their album. Layered with literacy practice, students will make choices within a budget that will affect the cost and revenue of their album. The project builds on itself. After a day of decisions, the next day those decisions may pay off...it depends on the linear equation.

Name: Making the Band

Suggested Grade Level: 7-12 (Algebra I and Algebra II math skills)

Math Concepts: Creating & Using Linear Equations, Systems of Equations, Multiple Representations

Interdisciplinary Connections: Music, Business

Teaching Duration: 3-5 Days (can be modified)

Cost: $6 for a 12 Page PDF (1 project with 3 components) 

Making the Band @ TPT

The Product: A cost-revenue analysis and determination of a break-even point for a student-created mathematical album where the results can culminate in a class presentation. Performing their song is optional.

This is meant to be a blend of the reality television craze with systems of equations. I've never had a student not engaged in this project. Competition never has been higher. Students attempt to break-even with their record and become profitable in the least amount of time.

Students don't want choice! They want
to do exactly what I tell them to do!

This 21st Century Math Project might work as a Middle or High School math project depending on if you students have experience with modeling linear equations and solving basic systems. Here is the challenge math teachers… student choice and chance is at the fulcrum of this exercise so it is likely that no two students will have the same results. Thus, there is no answer key. The genesis of this project was from my childhood enjoyment from Choose Your Own Adventure Books.

In terms of structure, this assignment will likely be different than anything a student has done before. A teacher will likely need to be very clear with directions and possibly guide students through a hypothetical example before each part of the assignment.

Greeeaaat... another write a song assignment.
Oh wait, you want me to actually do math
and calculate stuff? Okay that might actually
help me on the ACT.

The assignment will start with students coming up with the name of a mathematical song and sketch an album cover (I give this as homework the night before). Based on the awesomeness, of their song name and album, you will give students different start-up costs. Awesome songs cost less to get started. Kind-a-sucky songs cost more.

In the “Financial Document”, students will then make a number of decisions based on descriptions and determine which are monthly and one-time start-up costs and with a little work they will have a linear cost equation.

In “Did They Pay Off”, get the dice ready because chance will play a role. Based on the decisions the day before, there is a revenue benefit but this varies greatly on luck. Wiser decisions will likely lead to higher revenues. Students will use this revenue equation to determine when they will break-even on their project.

This might push me to actually record
my album -- Math Swagg. Aight, that's
actually kinda dope. 

I have included an option “Change of Plans” assignment, because of course things don’t always turn out according to plan. Students will have a random multiplier applied to their slope and will rework their equations to find a new break-even point.

To conclude the project, I have done this differently. I have simply ended it after the assignment was complete and on another occasion I added a presentation component. Student definitely enjoyed presenting their information. If I were to do it again I would have small groups present to each other, nominate a top presenter and then have them present to the whole class. Presenting could also be offered as extra credit.

EXTENSION: Taking this another step could be to encourage your students to actually record the music (Audacity is great and free). Perhaps have a class album.  

21st Century Math Projects can be funky too. Extra funky. Many teachers have students write and perform math songs, and often this might be fun, but not very mathematically rigorous. Why not actually make them do some relevant math too?!