__Content Standards and Benchmarks:__

I,1,3: Study and employ mathematical models of patterns to make inferences, predictions
and decisions.

I,2,2:
Develop a mathematical concept of function and recognize that functions display
characteristic patterns of change (e.g., linear, quadratic, exponential).

I,2,6:
Increase their use of functions and mathematical models to solve problems in context.

__Objective:__

After a class discussion regarding
constraints, feasible points and lattice points related to linear programming, students will be determine which combinations
of data satisfy all constraints in a given scenario.

__Anticipatory Set:__

Ø “How was your Thanksgiving? Did anyone do any traveling
or something fun for the weekend?”

Ø Warm-up: Vendiagram example of limiting domain

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Number set of limiting domain

Graphical representation of limiting domain

__Introduction to Lesson:__

## Class Discussion: regarding productivity of a video
game plant

· Assembly time for each product

· Testing time for each product

· Packing time for each product

· Profit per product

__Investigation __

Students will begin investigation 1 of lesson
4 today. I will guide them to a deeper understanding of how to model scenarios
mathematically by giving multiple representations of how to set up inequalities using numbers and variables by asking carefully
designed questions.

__Guided Practice:__

Students will work through the next few problems in the text as I circulate
and guide them through the problems.

__Independent practice:__

Students will be assigned the OYO on page 68 and the Ex. Set 3 #1

__Closure:__

Ø Discuss with the class the reason for staying within particular constraints.

Ø Time

Ø Money

Ø Distance

Ø Personnel

Ø Any others?