Lesson Title: Optimization

Course or Grade Level: Honors Algebra 2/ Calculus

Date: Taught Lesson to Calculus Class; Taught Lesson to Algebra 2;
Teacher(s): Mr. Goff and Ms. Schildhauer
Start/end times: Calculus (7:30-8:55am) H. Alg. 2:(9:40-11am.)
Knowledge About Students:
Honors Algebra 2: Students in this course have a variety of different backgrounds. Some students
have decided to make the jump from Level 6 Geometry in order to push themselves to prepare them for
Calculus. There are also many students that have Level 8 Geometry and Level 8 Algebra 1 who are
coming from backgrounds that have pushed them a bit further already. Some students have struggled a
lot in multiple ways, in which, for the sake of moving a bit slower in order to be able to conceptualize
things have dropped down to Level 6 Algebra 2. Overall, the students are willing to try new things,
make mistakes and think a little out of the box, and most importantly are willing to work hard.
Calculus: Students in this course have many different backgrounds as well. There are 13 students in
this class, but many different ability levels. For example, one student is completely in over his head,
because he has not developed good enough background skills to complete the more challenging skills.
However, this student is willing to try hard, and challenge himself. In addition, another student, has
pretty severe anxiety issues. She, however, on a general day is fine, but she expects perfection. So,
when she received a bad grade on her test, she immediately has to regroup and figure out how to
improve her grade. Luckily, she understands the main concepts, so her mistakes seem small and
fixable. Overall, the students are very quiet and it can tend to take some time to pull out the
information from them.
Standards: What are the content standards addressed in this lesson?
It is unclear because it is very hard to get access to the curriculum!
What are the practice or process standards that you will highlight in this lesson? (May not be
applicable to your content area.)
Math Practice 1: (Make sense of problems and persevere in solving them) Students will be working
with a real world problem which will allow the students to develop ideas and persevere to solve the
problem. This will allow them to conceptualize the algebra at the end of the lesson.
Math Practice 2: (Reason abstractly and quantitatively) They will have to think a bit out of the box
and reason through how to solve the real world problem.
Math Practice 3: (Construct viable arguments and critique the reasoning of others) Since students
will be working in groups, there will be many ideas for the students to have to reason out in order to
find the maximal volume. Thus, they will have to give good justifications on why their way creates the
largest area versus other students ideas.
Math Practice 4: (Model with mathematics) Using the popcorn activity we will be able to model
volumes that represent mathematical equations. We will also be modeling a real world problem that a
student could encounter.
Math Practice 5: (Use appropriate tools strategically) They need to analyze their mathematical tool
box, to find that they need to develop equations for volume, linear equations, cubic equations, etc. as
well as how to solve a system and things like that. This would mean they would have to have to
collaborate with others to develop the mathematical tools they need to solve the problem.
Math Practice 6: (Attend to precision) They will have to write a justification for their thoughts on why
they have developed the maximal volume as well as their process. Thus, the students are going to
practice writing and speaking to each other in a precise way.

Lesson Objective(s): What skill(s) and

understanding(s) will be developed? What
should students be able to do or understand after
completing this lesson?
Students will be able to
-Compare and Contrast different ways to find
maximum volume.
-Collaborate with other students with
mathematical precision.
-Make connections between real world
application of maximal volume and algebra.
-Justify their solutions to maximal volume
prompt and algebraic solution.

Formative Assessment: What questions, tasks,

or prompts will you ask as students work through
the lesson? Match assessment to objective where
in the instruction did you check for
understanding of that objective?
-Compare and Contrast different ways to find
maximum volume:
I plan to ask them questions such
as:
How could you
change the size of your box to
create a larger volume?
Can you clarify
how you choose the numbers that
you used?
How could this
question be connected to Algebra
2?
Could you solve
this same problem using Algebra?
What observations
can make or hypothesize about the
problem before making
calculations?
Students will be working on a
discovery learning task that involves the
students coming up with multiple
approaches to finding the maximal volume,
and then students will be engaging in
discussion with the teacher to find an
algebraic way to solve the problem. They
will then be able to compare and contrast
these two methods to develop an
understanding. I will be leading and
observing these behaviors.
-Collaborate with other students with
mathematical precision:
I plan to ask them questions such
as:
This can be
assessed by observing how many
students have provided input to the
group.
Making sure
students are writing down their
steps to solve the problems using
correct notation.
Also observing
and being able to correct the way
to discuss mathematics.

 Students will be engaging in a

worthwhile task in groups, to encourage
collaboration, to get students to verbalize
their thoughts, and engage in the material.
I will be able to track this through
observing and helping them in their
groups.
-Make connections between real world
application of maximal area and algebra:
I plan to ask them questions such
as:
How could this
question be connected to Algebra?
Could you solve
this same problem using Algebra?
What observations
can make or hypothesize about the
problem before making
calculations?
What can you
recall from other classes that may
help you solve this questions?
Since they will begin the lesson
with popcorn bags, which will help them
connect later to the worthwhile task. Then
students will apply previous knowledge to
the task, and discuss with the teacher about
their observations.
-Justify their solutions to maximal volume
prompt and algebraic solution:
Students will have to write a
justification after their group work, as well
as, be able to explain their thoughts to the
class in discussion. Thus, students will be
justifying their answers.
After discovery activity we will
discuss how algebra can help us, I will
then give them a question that they can
solve algebraically as well as write a short
paragraph about what they found in order
to make sure they understood the concept.
Anticipate: What do you expect students might do with this activity? What misconceptions might that
have about this topic?
EXPECTATIONS FOR STUDENTS:
-I think students will be guessing checking to start with (I will actually encourage this such that they
see patterns), then when I prompt the students with questions like: how could you connect this to
algebra or how could you find a way to find a precisely find the maximal volume without guessing and
checking.
This should also help me understand what they are taking away from discovery
learning activity and what connections I need to make sure are clear before the end of class.

-I also think the discovery learning activity will help them conceptualize the material, which will help
the students understand the algebraic solutions.
-I think students are going to experiment and ask questions when they do not understand. I also plan on
randomly selecting the groups to help make students collaborate with others. This should help (as
suggested in the book) encourage students to verbalize their ideas, especially students that do not talk
much. (Random Group Assignment)
MISCONCEPTIONS:
-Some possible misconceptions that students may have is that they do not need to use their skills that
they just learned on quadratics and polynomials to solve the problem.
-Some students might not think to use fractions to solve the problem.
-Students might not realize how this relates to calculus.
Lesson Launch: Exactly how will you engage
Lesson Closure Notes: Exactly what summary
students in the content of the lesson? List how
activity, questions, and discussion will close the
you will build on what students already know,
lesson and provide a foreshadowing of the next
the content to the real world, and/ or provide
lesson? List the questions and how you will
opportunities for students to notice and wonder.
organize the students to share their ideas. This is
(5-7 minutes)
how you connect back to your objective and the
To motivate and engage student in mathematical CONTENT of the lesson. Indicate plans for student
thinking I will ask them the following questions
self-evaluation.
that will lead into the discovery learning activity: (10 minutes)
I would first hand out 3 different type bowls of
Discussion Based Closure Activity:
popcorn.
I will pose questions on the board:
What are the differences in the
How did doing the popcorn box
bowls?
activity help us develop the algebraic way
What are the similarities in the
to solve the problem?
bowls?
What skills did we need to solve
If we wanted to make a bowl of
this problem?
popcorn for a company, would we make
What challenges did you have to
the bowl in the same ways?
overcome in your problem?
How does popcorn bowl relate
How could we use this concept in
to the mathematics that we are currently
the real world?
learning about?
Then I will pass a soft ball around the class and get
This will encourage students to think about
different students input on the lesson and what they
something not directly related to mathematics,
gained in order to reflect.
but will get them engaged in what we will be
doing in the lesson for that class period.
Lesson Tasks, Problems, and/or Activities (attach student handouts or other resources needed):
What specific activities, investigations, problems, questions, or tasks will students be working on
during the lesson? Include details, questions, and ideas for how you will facilitate the student
engagement in the learning. The focus is on what students will be doing. Make sure you include all
your questions throughout the lesson.
Discovery Lesson Activity:
I will organize the desks into groups to encourage collaboration for the task. Each group of tables will
have sheets of paper, scissors, and the activity prompt for them to manipulate to complete the task. As
well as sheet to help them organize their findings (sheet is attached).
The activity is as follows:
Students will use the sheets of paper to try and create a popcorn box with a maximum volume. I will
assign each group a specific size box to cut out to start with and then compare the different volumes
that the students got. Then the students will have a model of what they are being asked to do in the
activity.

Here are the measures of the squares they will use:

1) 3in. By 3in.
2) 2in. By 2in.
3) 1in. By 1in.
4)
5)

1
1
in. By
in.
2
2
1
1
in. By
in.
4
4

The students will be able to see how the differences in the size of the box affects the volume of the
popcorn bowl.
The prompt is as follows:
I want to make a popcorn bowl for a company with and model it with an 8

1
by 11 sheet of paper.
2

Thus, in order to solve this problem you must answer this question: What is the size of the box you
must cut out of each corner to get the maximal volume?
The students will have to recall how to find volume, how to solve systems of equations, and . This
activity will prompt the students to conceptualize the algebra that we are about to teach them.
The lesson will begin with the lesson opener, which I plan will take approximately 30 minutes. They
will be able review the prompt and write down their data that they have found. Then we will discuss
their results. This will be a great transition into how the algebra can help us consistently solve this
problem. Thus, this will lead to the following discussion questions:
How could we develop two equations using the material given?
How could we use the prior knowledge on quadratics and the equations we have
developed to solve the problem?
Could we represent this problem graphically to help us find the maximal volume?
What resources do we have to solve this problem?
Then students and I will solve the problem algebraically, and explain how this can consistently solve
these types of problems. (30 minutes)
Then we will have a closure activity with their group as a discussion based where we pass a soft ball
around the room. (10 minutes)
Evidence of Success: Ask yourself, What exactly do I expect students to be able to do by the end of
the lesson, and how will I measure student understanding? Consider the specific performances that
will convince you (and any outside observer) that your students have developed a deepened (and
conceptual) understanding of the content..
-I want the students to be able to understand the concept of optimization. I want them to understand
that the algebraic way is a tool that will allow us to find the maximal and minimal volume for a variety
of areas.
-I hope that the students will be able to understand how to properly justify their mathematics problems,
and I will be able to tell through the closure activity!
Resources and Materials: What materials or
resources are essential for students to
successfully complete the lesson tasks or
activities?
-Popcorn
-Popcorn Bags
-Scissors

Notes and Nuances: Vocabulary, connections,

common mistakes, typical misconceptions, etc.
-Vocabulary: Maximal, Minimal, Optimization,
System of Equations, Quadratics, Polynomials,
Volume, Vertex, x-intercepts, standard form,
factoring, zeros

-Sheets of paper
-Prompt Worksheet
-Soft Ball
-tape
Lesson Reflections: What questions, connected to the lesson objectives and evidence of success, will
you use to reflect on the effectiveness of this lesson? This question is about your own reflection of the
lesson. What do you want to ask yourself about how the lesson?
Answer:
How in this lesson did you . . .

Engage students in productive struggle?

The students were able to engage in productive struggle because they had to think through the
task at hand and how it related to the topic that they were focused on. They at first were unsure
how to relate the polynomials unit to the task because they could not figure out how to write
an equation that allowed them to take away any sized box out of the corners. The students also
had to conceptualize what was happening in the pattern that we created at the beginning of the
task. The goal of doing the pattern at the beginning was so they could get a general idea of
what was going on. Thus, a lot of students continued to guess and check different solutions to
the problem before trying to come up with an equation to get a solution. Overall, the students
had to recognize patterns, use their specific roles to solve the problem, relate the task to
polynomials, figure out what cubics look like, understand zeros on a graph, and understand the
maximum on a graph. So, they had to discover these different things throughout the task in
order to be successful!

Get students to think and make connections?

The students definitely started making connections because they brought up the concept of
maximizing area from the activity I did earlier this year. Students also began understanding
how the zeros of a polynomial and the different curves that they created are very important in
understanding the physical representation of an object. The students understood the shape of
the graph and how that relates to the very familiar concept of volume. Students that have less
of a mathematical toolbox were able to notice that there was a connection between volume and
polynomials even if it was at a very basic level! Also the students were able to make
connections because as we discussed in the closure the relationships to algebra and the real
world, they were able to explain their understanding from the activity today.

Provide support for each student?

I thought that I was definitely able to provide support for each student. Since the students each
had a specific role I was able to provide even more support than normal. Since I knew what
each student needed to do in their roles I was able to provide more support than in the
everyday classroom. For example, there was a student that was very unsure of what his group
did and had to be able to explain it to the class, so we discussed how to explain the task and
what was going on in the problem. This student was then able to speak out about what he did
not understand, which could not happen as easily in the everyday instruction. I was able to do
this with the other students as well, which I thought was extremely helpful as the teacher to
see that progress.

Continued Reflection:
How, if at all, did this approach to groupwork change the way students worked
together?
I think this approach to groupwork was very effective for the students. It required some work
from the teacher to make sure the students were actually participating in their specific roles. The
roles that were executed properly in every group include: the constructor, the facilitator. The
constructors easily got the materials for the group and constructed their popcorn bowls. The
constructors, since they were actively creating the 3-D object I noticed that they were able to
provide some insight on what was going on order to create an equation. I ended up changing
the lesson a little bit because I felt as if the students need to show their work and verbally justify
each group's understanding. I gave this job to the facilitator, so each group was able to
understand the different steps people took to solve the problem. I think the students enjoyed
their roles especially because I set up the problem as they were working for a popcorn
company! I definitely plan to continue using activities like these!
How were you able to identify the different ways students could be smart in you
class?
Students were able to show smartness in many ways. Students were able to show their
abilities to work in a group and organize the ideas being suggested. Students were able to show
that they are able to make connections between concepts. Overall, it was just very nice to see
how all the students can work together whether they are striving or still building a toolbox.