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

                        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?