PROBLEM/PROJECT PLANNING FORM OVERVIEW

Name of Problem or
Project Title:
(If it is adapted from a PBL
unit, please cite author and
source).

Modeling Optimization

Subject/Course: Calculus

Teachers: Gorman, Schwartz, Priebe

Other subject areas to be

included, if any:

Business/Marketing

Duration:
3 days

School(s): Bloomington North

Grade Level: 11-12th

Content Standards to be Addressed:

C.AD.9: Solve optimization real-world problems with and without technology.

Identify CCSS-M and CCSS-M for Mathematical

Practices.

Practices: Model with Mathematics

T+A

21st Century Skills

to be explicitly taught and
assessed (T+A) or that will be
encouraged (E) by work, but
not taught or assessed. See
pg. 25 in PBL Handbook for
more info:

Collaboration

T+A
Communication

Presentation

Group process

Critical Thinking

Other: Use of Technology

Habits of Mind

1. Striving for Accuracy and Precision

List at least two Habits of Mind. See pgs. 30-31 in

PBL Handbook for more info.

2. Thinking Flexibly
3. Creating, Imagining, and Innovating

Given a surface area, how can you maximize the volume of a cylinder?
Driving Question
Develop the seminal question for your
students. The question should be openended, discipline centered and provocative.

Resource: PBL Starter Kit (2009), Buck Institute for Education

X
X
X

Entry Event to launch inquiry and engage

students.

We will introduce the topic to the class and explain what they will be doing. This will be
followed by a small presentation/talk from a local business professional who will talk about
cost efficiency in products. If we cannot make that work we will see if we can get them to
skype in. Teachers will explain the project to the business professional prior to that day and
ask them to come prepared to explain to the class why they have a need to minimize surface
area in a business. This will allow students to see how math is connected to the real world.
Students will be able to discuss business tactics with the professional and ask questions. We
could also ask the professional if they have any problems they are currently working on that
the class could help solve and then use that as a following project based learning
assignment.
Backup plan: If we cannot contact anyone we will find some articles online about cost
efficiency.

Final product(s)
students are to
produce in the
PrBL/PBL unit

Group:

Create a model of your soup can that maximizes the volume and give
a presentation on how you created your model. Students will work out
their problem in their groups with the given volume. They will then
differentiate to find the surface area and the dimensions. Students will
be asked to show all their work on paper and then give a presentation
over their final result. They must create their final soup can as well.

Authentic Audience:
School

____________________

Individual:

Assessments
Place check mark(s)
or yes.

Formative
Assessment
s
(During
PrBL)

Show how you solve the problem and created the model. Each
student will turn in their own document with their work showing the
optimization of the volume of the cylinder.

Quizzes/Tests?

Practice Presentations

Journal/Learning Logs?

Notes

Preliminary Plans/Outlines/Prototypes?

Checklists

Resource: PBL Starter Kit (2009), Buck Institute for Education

Summative
Assessment
s
(End of
PrBL)

Resources Needed

Rough Drafts?

Concept Maps

Online Tests/Exams?

Other:

Written Product(s), with rubric

Other Product(s) or Performance(s), with rubric?

Oral Presentation, with rubric

Peer Evaluation?

Multiple Choice/ Short Answer Test

Self-Evaluation

Essay Test?

Other: Create a model

On-site people, facilities:

Art room, if possible?

Technology/Equipment:

Computer
Projector

Materials:

Cardstock paper
Scissors
Rulers
Compass
Tape
Rubber cement
Computer

Community resources:

N/A

Resource: PBL Starter Kit (2009), Buck Institute for Education

CALENDAR OUTLINE
Identify benchmarks, daily goals, and anticipated workshops which support
those benchmarks
Problem/Project Title: Minimizing Surface Area of Cylinders-Creating a
Soup Can

Start Date:11/12/14

Day 1
Objective: The entry event will take place and students will be assigned to group and get the respected volumes of the
soup can. They will create a rough draft of what their can should look like and have documented work on how they got the
surface area and the dimensions. By the end of the day they should have the problem solved mathematically and they
should be ready for can construction the following day. Before they check their answers with the instructor, they need to
check their answers using Desmos.

Day 2
Objective: Students will build the can with the cardstock paper according to the measurements they got the day before.
They will also decorated their can and create a presentation using PowerPoint, Prezi, or another presentation method on
why their soup can is the most efficient. Students will also include the steps they took in solving the problem, a picture of
the soup can they created (as well as the actual soup can they created), and the scenario (soup can volume and type)
they were given.

Day 3
Objective: Students will present on the last day and show the rest of the class how they came up with their solution.
Students will gather a good understanding of optimization by observing their classmates presentations and giving their
own presentation. They will be asked to reflect on their own presentations as well as one of their peers.

Resource: PBL Starter Kit (2009), Buck Institute for Education

Days 1-3: Students will be able to solve problems involving real world optimization
Concept(s) (What are the bigger idea(s) and/or understanding(s) that this lesson is a part of?)
Optimization
Minimums/Maximums
Volume of Cylinders
Connections to Business and Real World Applications
Learning Targets (What knowledge and skills will students have as a result of this lesson?)
Students will understand maximums and minimums of graphs to help solve optimization problems.
They will understand these problems in a real world context. We want students to make the
connection between volume and surface area and how they are connected by optimization. They will
analyze graphs and have to decide what that means in relation to surface area.
Standard/Indicators
C.AD.9: Solve optimization real-world problems with and without technology.
Mathematical Practices: Model with Mathematics
Materials & Resources:
Cardstock paper
Scissors
Rulers
Compass
Tape
Rubber cement
Computer
Projector
Desmos
Geometers Sketchpad
Three-Part Lesson Format
Before / Launch (Getting Ready)
Connect background, activate thinking, raise interest, and set purpose.
Make sure the task is understood.
Be sure all expectations on how to work and for products are clear
Get students mentally ready to work on the task. Motivate students to want to work on the
investigation.
Introduction to the Project: Students will be introduced to the project and handed this worksheet:
Overview of the Project worksheet. We will go through the worksheet as a class, answers some quick
questions. We will they go into the a small presentation/talk from a business professional who will talk
about cost efficiency of surface area, and why a problem like this is important to their business.
Students will be able to discuss business practices and ask questions.
Students then will be broken up into groups of 3 or 4 and be given specific volumes in which they
have to minimize. They will need to begin working on their calculations.
Adapted from: Van de Walle, J. A. (2007). Elementary and middle school mathematics: Teaching developmentally. Boston, MA: Pearson.

As a class we will also go over the rubric and make edits to it as a class to make sure they all agree
on the guidelines. See Rubric.
During / Investigate (Students Work)
What activities or tasks target conceptual understanding?
Let go! (let them struggle, and let them solve the problem)
Listen carefully (and ask questions)
Include questions to prompt students thinking
Provide hints (with caution, avoid being the source of truth)
Observe and assess
Students will be handed the Guided Worksheet Assignment, which will give small details of each step
of the project, and a place for them to show their work. Throughout the project, students are expected
to work as a team to come to their solution. They should all put in equal efforts and share their ideas
to make the project go smoothly.
Students should learn 21st century skills throughout the project, like group work and critical thinking.
How will they communicate with their team? How will they break down the workload and manage their
time? Who will lead the group? Students should think flexibly, be innovative, and creative. They
should strive for accuracy and precision with their measurements to do as a business would to save
costs if at all possible.
The teacher will walk around, observe the teamwork, and make sure everyone is participating.
He/she will also be there to answer any questions the students might have. The teacher will serve as
the facilitator.
After / Summarize (Class Discourse)
Encourage a community of learners (encourage student-student dialogue, require justifications,
call on students for their ideas, encourage students to ask questions, be certain your students
understand what you understand, move students to more conceptually based explanations).
Accept students solutions without evaluation
Summarize main ideas and identify hypotheses.
By the third day students should be ready to present. They will have a presentation made and their
soup can dimensions complete with their final work. They should talk about their scenario and how
they came to their solution. Students should talk about the measurements of the can, and how it will
benefit the company. They will have 5-10 minutes to give their presentation and then there will be a
small discussion. The following questions can be discussed after each presentation. Do you agree
with their solution? Would you have solved it a different way? Do you have any questions for the
group?
Students will be evaluated based on this Rubric.
After all the presentations groups will fill out this Exit slip. This will conclude their three-day project.
Homework
Day one: Students will work on perfecting their solution on paper so they can turn it in. Brainstorm
ideas for their can.
Day two: Students will practice and perfect for the presentation the following day
Adapted from: Van de Walle, J. A. (2007). Elementary and middle school mathematics: Teaching developmentally. Boston, MA: Pearson.

Day three: No Homework given

Overview of the Project worksheet:
https://docs.google.com/document/d/1kbZxViHj2yJmYwHQCmWYThEdBNHDz3FDGmXvp5LIdp8/edit
Rubric: http://www.rcampus.com/rubricshowc.cfm?code=RXX6796&nocache=1415825644093
Soup Cans:
https://docs.google.com/document/d/1hi46rvDjUBxus6AeF5AaqVH1czzpqf0QJqVCM1rjJa4/edit
Exit Slip: https://docs.google.com/forms/d/1_cJP2IolG7tMDzDIg26Fo4tyFwW5j5yZ0vQq9x8rUc/viewform?usp=send_form
Link to our presentation:
http://prezi.com/tx0pdp5d5y6_/?utm_campaign=share&utm_medium=copy&rc=ex0share

Adapted from: Van de Walle, J. A. (2007). Elementary and middle school mathematics: Teaching developmentally. Boston, MA: Pearson.