Subject/Grade: Lesson/Date: Time:

Math 20-1 IB Systems Applications – Is University Worth It? 77 mins

Stage 1: Desired Results
Lesson Students will connect their knowledge of systems of equations to an interesting problem
Overview: involving the cost of a university education. Using national averages, students will compare the
net income of a person who gets a job with a high school diploma to the net income of a person
who gets a job with a bachelor’s degree, They will form a graph and system of equations to
figure out how long it will take for a person who attended university to amass the same wealth
as someone who did not.
GOs: Students will: Develop algebraic and graphical reasoning through the study of relations.
SOs: Students will: Solve, algebraically and graphically, problems that involve systems of linear-
quadratic and quadratic-quadratic equations in two variables
Learning Students will:
Objectives Be able to interpret the results of system of equations in the context of the problem and use this
data to make real-life decisions.

Stage 2: Assessment Evidence

Formative Class Discussion and Work Check Summative Quiz
Assessment Assessment

Stage 3: Learning Experience

Prior to Print booklets Resources: Mathalicious.com
Lesson:
Time: Content/Description Differentiation/
Assessments:
Introduction:
Review of Previous Concepts/New Learning:
For the past few lessons we have been practicing solving systems of equations
that arise from word problems. Now that we’ve had lots of practice, let’s apply
our skills to a more interesting topic: is higher education worth the cost?
Body:
Activity Introduction
Begin the lesson by having a discussion about what students currently think
about post-secondary education. Do students plan on attending? What topics are
they interested in? Do they plan on moving away for school? What do they
currently know about the time and money it takes to attend university?
These questions will likely lead into an interesting discussion about post-
secondary – let students show their curiosity and discuss any topics that come up
or questions they might have.
Is University Worth it Activity Monitor student
Hand the activity booklet out to students and review each page and instructions work as they
with them before they begin. Let them work in small groups collaboratively to complete the
complete each section. Circulate as students work and keep them on track. activity
Conclusions and Discussion
Once a few students have solved the system and figured out how long it would
take for a university student to amass the same wealth as someone working since
high school, discuss their conclusions. Does this number make them feel that
university is worth their time and money? Do the numbers we used accurately
reflect the income of someone with a degree vs. without? What if you’re
completing a university education that requires more time but results in higher
income? Is it more important to you to make lots of money or do something
Subject/Grade: Lesson/Date: Time:
you’re interested in?
Consolidation:
Review of Key Concepts/Point to Next Class:
We’ve completed this task using general data about the Canadian population,
but through discussion we’ve concluded these number might not be very
accurate representations. Do the final part of this activity at home tonight:
research a career you’re interested in to find out the amount of time you’ll need
to attend university, the cost of tuition, and the expected income once finished.
Repeat this activity and compare this situation to a person who works right after
school but is making a more realistic income (~$35,000/year). Tomorrow we’ll
revisit our discussion and see if our conclusions have changed with these new
numbers.
Stage 4: Reflection
I have been trying to get this class more engaged in interesting applications of math because I can tell they’re
disinterested in doing practice problems in a mundane way and their learning suffers as a result. This activity
was a great way to do this. They were practicing technical skills during this activity as well as applying some
higher-level thinking, and doing so in a situation they were engaged in. This activity was also a great
relationship building tool with my class. I learned a lot about each student and their individual interests, and
we had a very honest discussion about what it’s like to attend university and the opportunities it brings. If I
conduct this lesson again I will tweak it a bit and try to alter the numbers to be a bit more realistic. I’d also
like to do the research for the consolidation for them, and provide a table with some common career choices
and the relevant data for them.