## Signpost.jpg - Section 2: Solving a Student-Generated Problem

# Choose Your Own Adventure

Lesson 6 of 15

## Objective: SWBAT develop a modeling problem that their classmates may solve with a system of linear inequalities.

## Big Idea: By writing their own modeling problem, students deepen their understanding of the kind of problem that may be solved with linear programming.

*45 minutes*

Since the students have worked so hard to write these problems, it's important that we honor that work by trying to solve them!

I like to ask the different groups to briefly share the scenarios they've come up with so everyone can get a feel for the variety of problem types there are. Then, I have two options for actually solving the students' problem:

Option A: If all groups have completed the writing phase, then have groups exchange problems and work to solve them. Some groups may solve multiple problems, but all should solve at least one.

Option B: If not all groups have completed the writing phase, then select one group's problem, share it with the class (via **document camera**), and solve it together as a class. In this case, the group that wrote it gets to enjoy watching the rest of us struggle through!

Summary Discussion (or Exit Ticket):

Which is easier: to write or to solve one of these problems, and why?

How has the writing process changed the way you think about problems like these and how might you use this in new situations?

Students will have different opinions on these questions, and there is no right answer, so just enjoy the conversation and prepare to be surprised by how thoughtful your students can be!

*expand content*

*Responding to Stuart Gordon*

Looks great, Stuart. I'd be curious to hear how your students did on the assessment after their explorations in the PBL unit.

| one year ago | Reply*Responding to Jacob Nazeck*

I made an entire PBL unit based on this assessment. Check it out here:

https://spotlight.edmodo.com/Browse/?q=Linear-Programming-PBL

| one year ago | Reply*Responding to Stuart Gordon*

Stuart,

I'm glad you found the lesson useful. You are welcome to modify and share it, and I'm curious to hear how you modified it.

Thanks for the feedback!

Jacob

| one year ago | Reply

Do you mind if I share a modified version of this assessment as a free resource on Edmodo Spotlight as part of a PBL Unit? I will add a note in the footer giving credit to you for the concept and linking to this page.

| one year ago | Reply

Thanks for this! I used this assessment as the culmination of a project based learning unit based around Linear Programming.

| one year ago | Reply*expand comments*

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- UNIT 1: Modeling with Algebra
- UNIT 2: The Complex Number System
- UNIT 3: Cubic Functions
- UNIT 4: Higher-Degree Polynomials
- UNIT 5: Quarter 1 Review & Exam
- UNIT 6: Exponents & Logarithms
- UNIT 7: Rational Functions
- UNIT 8: Radical Functions - It's a sideways Parabola!
- UNIT 9: Trigonometric Functions
- UNIT 10: End of the Year

- LESSON 1: What is Algebra?
- LESSON 2: The Music Shop Model, Day 1 of 2
- LESSON 3: The Music Shop Model, Day 2 of 2
- LESSON 4: Letters & Postcards, Day 1 of 2
- LESSON 5: Letters & Postcards, Day 2 of 2
- LESSON 6: Choose Your Own Adventure
- LESSON 7: What Goes Up, Day 1 of 3
- LESSON 8: What Goes Up, Day 2 of 3
- LESSON 9: What Goes Up, Day 3 of 3
- LESSON 10: The Constant Area Model, Day 1 of 3
- LESSON 11: The Constant Area Model, Day 2 of 3
- LESSON 12: The Constant Area Model, Day 3 of 3
- LESSON 13: Practice & Review, Day 1 of 2
- LESSON 14: Practice & Review, Day 2 of 2
- LESSON 15: Unit Test