This project aims to engage students in real-world problem-solving by challenging them to develop a sustainable plan for building tiny homes for homeless individuals in Washington DC. Through hands-on activities, students will apply algebraic modeling to create efficient budget proposals, fostering critical thinking and collaboration. The project encourages students to explore public policy and community planning, allowing them to understand and influence governmental decisions while addressing social issues.
Learning goals
Students will develop skills in algebraic modeling and reasoning to create sustainable housing solutions for homeless individuals. They will learn to represent constraints using equations and inequalities, solve linear equations and systems, and graph solutions to inequalities. Additionally, students will explore public policy and community planning, enhancing their understanding of government influence and self-advocacy. Through hands-on activities, they will apply mathematical concepts to real-world scenarios, fostering critical thinking and problem-solving abilities.
Standards
[Common Core] CCSS.Math.Content.HSA-CED.A.3 - Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret solutions as viable or nonviable options in a modeling context.
[Common Core] CCSS.Math.Content.HSA-REI.B.3 - Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters.
[Common Core] CCSS.Math.Content.HSA-REI.C.6 - Solve systems of linear equations exactly and approximately (e.g., with graphs), focusing on pairs of linear equations in two variables.
[Common Core] CCSS.Math.Content.HSA-REI.D.12 - Graph the solutions to a linear inequality in two variables as a half-plane (excluding the boundary in the case of a strict inequality), and graph the solution set to a system of linear inequalities in two variables as the intersection of the corresponding half-planes.
Competencies
Self-Advocacy - Identifying allies (LL.SD.3.a)
Governments - Public policy (FK.SS.1.c)
Politics - Influencing government (FK.SS.2.a)
Products
Students will create a detailed project board that outlines the timeline, volunteer coordination, and material sourcing plan for building tiny homes. This board will incorporate algebraic equations to visually demonstrate the efficiency and sustainability of their proposed solutions. Additionally, students will design a visual infographic that captures the key steps and mathematical concepts involved in their project, showcasing real-world applications. These products will be presented during the 'Tiny Home Showcase' to communicate their findings and solutions effectively to the community.
Launch
Begin the project with a visit from a local non-profit organization representative who specializes in homelessness advocacy. They can share real-world insights and challenges faced by homeless individuals, emphasizing the importance of innovative housing solutions. Following the discussion, students will participate in a hands-on activity where they brainstorm and sketch initial designs for tiny homes, considering space, functionality, and community impact. This immersive experience sets the stage for students to dive into their roles as community planners, sparking curiosity and commitment to the project.
Exhibition
Students will organize a 'Tiny Home Showcase' event where they present their budget proposals and infographics to an audience of parents, teachers, and local community members. They will use visual displays and models to effectively communicate their findings and proposed solutions. This exhibition will serve as an opportunity for students to engage with the community, receive feedback, and demonstrate their understanding of algebraic modeling in real-world contexts.
