Math Mission: Solve, Calculate & Conquer!

7th Grade Project 2 weeks

Math Mission: Solve, Calculate & Conquer!

Betsy Z

CCSS.Math.Content.7.RP.A.3

CCSS.Math.Content.7.RP.A.1

CCSS.Math.Content.7.EE.B.3

Develop an inquiry plan

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Purpose

This project aims to immerse 7th-grade students in a real-world context where they apply mathematical concepts to design efficient travel itineraries. By engaging with authentic travel scenarios, students will develop skills in problem-solving, critical thinking, and collaboration. The experience is designed to foster inquiry, build community connections, and enhance multilingual communication, all while meeting key Common Core standards. Through hands-on activities and partnerships with a local travel agency, students will create practical solutions that demonstrate their understanding of distance, rate, time, and budget calculations.

Learning goals

Students will apply mathematical concepts to design travel itineraries, enhancing their understanding of distance, rate, time, and budget calculations. They will develop inquiry skills by creating and executing a plan to solve real-world travel problems. Additionally, students will build community connections and communication skills by collaborating with peers and presenting their work to travel professionals, while also reflecting on their learning process to identify strengths and areas for improvement.

Standards

[Common Core] CCSS.Math.Content.7.RP.A.3 - Use proportional relationships to solve multistep ratio and percent problems.
[Common Core] CCSS.Math.Content.7.RP.A.1 - Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units.
[Common Core] CCSS.Math.Content.7.EE.B.3 - 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.

Competencies

Engage In Inquiry - Develop an inquiry plan (EI.2)
Build Community - Build networks (BC.3)
Build Community - Develop as a multilingual (BC.4)

Products

Students will create a travel vlog series documenting their hypothetical journey, showcasing their itinerary choices and the mathematical calculations involved. Throughout the project, they will develop a detailed travel itinerary presentation, using calculations of distance, rate, time, and budget, to present to classmates and a local travel agency panel. Additionally, students will produce budget plans for travel scenarios and participate in a 'Budget Travel Challenge' event, where they will compete to design the most cost-effective and time-efficient travel plans.

Launch

Kick off the project with "The Great Travel Race," where students embark on a virtual scavenger hunt. They will solve engaging math puzzles related to distance, rate, and time to unlock clues, leading them to a virtual destination. This dynamic activity sets the stage for the project by immersing students in real-world problem-solving and collaborative inquiry from the outset.

Exhibition

Students will showcase their travel itinerary presentations and travel vlogs at the 'Budget Travel Challenge' event. The exhibition will feature interactive stations where attendees can view the students' work, ask questions, and learn about the mathematical concepts applied. Travel agency representatives will evaluate the projects, providing feedback and awarding prizes for innovative and practical solutions. This event will also include a Q&A session, allowing students to discuss their learning journey and reflect on their project experiences with the audience.

Rubric

Competency Progression Rubric Competency-first rubric

Category	Learning Goal	Level 1	Level 2	Level 3	Level 4	Level 5	Level 6
Engage In Inquiry	Develop an inquiry plan	With guidance, I can plan a set of steps to explore my question. Project-specific: I can, with some help, plan a series of steps to explore how to create a travel itinerary by using proportional relationships and unit rates I can solve real-life travel problems by calculating distances, times, and costs, using different tools and strategies to check my work and make sure my answers make sense	With guidance, I can choose an approach for exploring my question (e.g., online search, experiment, community member interviews) and explain why I chose that approach. With guidance, I can create a plan that includes how I will gather and record important information. Project-specific: I can, with some guidance, choose a strategy to explore my travel-related questions, such as conducting online research or interviewing community members, and explain my reasoning for this choice I can begin creating a plan to gather and record information needed for calculating distances, rates, and budget scenarios, and I can use given tools to help solve related math problems	I can choose primary or secondary research methods for my inquiry plan that will help me explore my question. I can create a plan that includes how I will collect and analyze important information related to my question. With guidance, I can identify plan constraints (e.g., time, resources, etc.). If applicable, with guidance, I can get participant consent and practice confidentiality. Project-specific: I can select effective research methods to guide my inquiry into travel planning, ensuring I gather and analyze information needed to calculate distances, rates, times, and budgets for my itinerary With some guidance, I can recognize limitations such as time and resources, and use proportional relationships and unit rates to solve complex travel-related problems accurately	I can choose primary or secondary research methods that are most aligned to the purpose of my inquiry. I can create a feasible plan that defines the objectives and scope of my inquiry as well as identifies my data collection and analysis methods, stating how research ethics were considered. Project-specific: I can select appropriate research methods for my travel project, clearly outline my objectives and steps, and choose the best tools to solve complex math problems involving distance, rate, and time I can explain how my plan respects research ethics and effectively analyze the data I collect to create a realistic travel itinerary	I can choose or combine research methods that are most aligned to the purpose of my inquiry and demonstrate how my approach is informed by others’ similar inquiries. I can create a feasible plan that defines the objectives and scope of my inquiry as well as identifies my data collection and analysis methods, stating how research ethics were considered. I can articulate known limitations of the inquiry plan and develop strategies for addressing or mitigating them. Project-specific: I can design a detailed inquiry plan for my travel project that clearly outlines my objectives and the steps I will take to gather and analyze data I can choose effective research methods by looking at how others have approached similar problems and explain my choices I can use math skills to accurately calculate distances, rates, and budgets, and I can identify potential challenges in my plan, explaining how I might address them	I can choose or combine research methods to fulfill the purpose of my inquiry and discuss how my inquiry fits within a broader disciplinary, professional, or community context or tradition and how it contributes to existing knowledge. I can create a feasible plan that defines the objectives and scope of my advanced or complex inquiry, attends to advanced research ethics (e.g., avoiding conflicts of interest, epistemic responsibility and research integrity, reflexivity and positionality, etc.), and explains data collection and analysis methods and procedures. I can articulate known limitations of the inquiry plan and develop strategies for addressing or mitigating them. Project-specific: I can design a comprehensive inquiry plan that effectively combines different research methods to address complex travel scenarios I can clearly explain how my plan aligns with professional standards and community needs, and how it contributes to solving real-world travel problems I confidently calculate and apply proportional relationships, unit rates, and solve multi-step problems with rational numbers to develop an efficient travel itinerary, addressing any limitations in my plan with strategic solutions
Build Community	Build networks	I can intentionally engage in experiences to meet new people, explore interests or opportunities, and/or grow my current relationships. I can integrate learning, wisdom, and skills from mentors into my own practices while sustaining those relationships. I can initiate and prepare for connections with people who could help expand my access to knowledge and/or opportunities that support my goals. I can plan and organize with others to build an inclusive network for mutual support to meet our needs in solidarity. I can serve as a mentor and provide guidance for others. Project-specific: I can participate in activities to meet new people and learn more about travel planning by asking questions and sharing ideas during group discussions I can make connections with classmates and travel agency representatives to gather insights and integrate their advice into my travel itinerary project	I can intentionally engage in experiences to meet new people and/or grow my current relationships. I can seek out and identify mentors, learn from their wisdom, and incorporate those learnings into my own practices. I can plan with individuals and/or groups to help me with my need or goal, and also find ways to offer my support to them. I can serve as a mentor for someone who is trying to learn something new. Project-specific: I can actively participate in group discussions to seek advice and insights from classmates and travel professionals, using their suggestions to enhance my travel itinerary project I can identify one or two key mentors who help me understand how to solve complex math problems related to travel scenarios, and I apply their guidance in calculating distances, rates, and budgets accurately	I can try out a new way to meet new people or grow my current relationships. I can identify a mentor, share what I would like to learn from them, and take steps to follow their example. I can connect with individuals and/or groups and identify the ways in which they may be able to support my need, goal, or interest. I can act in ways that model behavior or practices that others might learn from (e.g., I can show kindness, or I can help someone learn something new). Project-specific: I can connect with peers and travel professionals to identify how they can support my project goals, and I can use proportional reasoning and unit rates to solve problems related to travel scenarios, showing my understanding through accurate calculations in my travel itinerary presentation	I can try out a way to meet new people or learn new things. I can name someone I admire and share what they do that I want to learn or do myself. I can identify someone with a similar need, goal, or interest as me. Project-specific: I can identify a person or group with similar travel goals or interests to mine and collaborate with them to create a travel itinerary, using proportional relationships and unit rates to ensure our plans are efficient and cost-effective	I can intentionally engage in experiences to form new and diverse connections, explore interests or opportunities, and grow my current relationships. I can integrate learning, wisdom, and skills from mentors into my own practices while sustaining those relationships. I can prepare for, initiate, sustain, and reflect on connections with people who could help expand my knowledge and/or access to opportunities that support my goals. I can cooperate in mutual aid networks, not only for mutual support, but to understand, analyze, and address root causes of issues. I can serve as a mentor and provide guidance for others using my connections and learnings to help them grow and diversify their networks. Project-specific: I can collaborate effectively with my classmates and travel agency representatives to design a comprehensive travel itinerary, using proportional relationships and unit rates to solve complex problems I can explain my mathematical reasoning clearly during presentations and incorporate feedback from my network to enhance my project, demonstrating my ability to apply learning from mentors in real-world scenarios	With guidance, I can learn and practice ways to get to know someone I have never met. I can name someone I look up to and share what I like about them. Project-specific: I can confidently collaborate with my peers to design a travel itinerary that effectively uses proportional relationships and unit rate calculations to solve real-world travel challenges By engaging with the local travel agency, I can demonstrate my ability to build meaningful connections and communicate my travel solutions clearly, showcasing my understanding of mathematical concepts and my ability to reflect on the feedback to improve our project outcomes
Build Community	Develop as a multilingual	I can ask and respond to a variety of simple, common questions on a familiar topic, using words and phrases I’ve practiced and memorized. I can tell someone about a range of basic needs that I have. Project-specific: I can ask and answer basic questions about my travel itinerary using words and phrases I’ve practiced, and share my itinerary choices by explaining how I used math to calculate distances, rates, and budgets	I can tell someone about a basic need that I have. I can answer simple questions about a familiar topic (e.g., daily life), using words I’ve memorized. Project-specific: I can share a basic need with someone, like asking for help with a math problem involving travel calculations I can answer simple questions about my travel plan using words and phrases I've learned, such as explaining how I calculated the travel time or cost of a journey using fractions and decimals	I can share and request detailed information, negotiate, or engage with diverse points of view related to ideas, events, or situations across time frames. I can maintain conversation on complex topics (e.g., social, professional, spiritual, academic) with others, using advanced vocabulary and language tailored to the cultural context. I can respond to an unexpected complication effectively and confidently. I can fluently express my needs, opinions, or preferences and respond to those of others in complex or novel situations while adapting my approach to the cultural context. Project-specific: I can effectively share and request detailed information about my travel itinerary, explaining my calculations for distance, rate, and time using proportional relationships I can engage with my peers and the travel agency panel by presenting my budget plans confidently, using advanced vocabulary to describe and justify my solutions	I can share and request detailed information or explanations about ideas, events, or situations across time frames, using complex sentences. I can ask related follow-up questions and use strategies to support my understanding and to maintain the conversation. I can discuss and/or write about interest-based or researched topics that extend beyond daily life, using simple paragraphs and domain-specific vocabulary. I can fluently express my needs, opinions, or preferences and respond to those of others in a familiar situation while adapting my approach to fit the cultural context. Project-specific: I can effectively present detailed travel itineraries and explain my math calculations using complex sentences, making my ideas clear and engaging for the audience I ask thoughtful follow-up questions during discussions with peers and travel agency representatives, using strategies to deepen my understanding and maintain the conversation I confidently use domain-specific vocabulary as I discuss my itinerary choices and the reasoning behind my budget and time management decisions	I can share and request detailed information or explanations about familiar or researched topics, using original sentences. I can ask related follow-up questions and use strategies (e.g., restate, rephrase, seek clarification, use context clues) to support my understanding. I can use details to communicate about a range of familiar or common needs or wants that I have, or that others have, using sentences and sentence series. Project-specific: I can confidently share and request detailed information about my travel itinerary, using original sentences to explain how I calculated distance, rate, and time I can ask follow-up questions and use strategies like rephrasing and seeking clarification to deepen my understanding I can communicate my travel plans, including budget considerations, clearly and accurately, using math strategies to solve real-world problems	I can share and request basic information about everyday life, using both practiced and original sentences. I can talk about a range of familiar needs or wants that I have, using simple sentences. Project-specific: I can confidently share and request detailed travel information in both a primary and a second language, using a mix of practiced and original sentences I can explain my travel itinerary choices, including calculations of distance, rate, time, and budget, using proportional relationships and unit rates to support my decisions I can solve complex real-world travel problems using positive and negative rational numbers, ensuring my solutions are practical and efficient

Learning Journey

Empathize

Students will engage with representatives from a local travel agency to understand real-world travel planning needs and constraints, fostering empathy and insight that will guide the development of their budget-conscious travel itineraries.

Days 1 - 2