1. By: Carol Kempiak

2. This unit is geared toward the students exploring the relationship between economics and calculus. They will figure out, on their own, which parts of economics require calculus to receive the best results. Through their individual exploration they will learn the importance of calculus in economics and will be able to extend the importance of calculus to every day life.

3.  If you could have anything what would it be?  What is the best way to get what you want?

4.  What would you have to give up in order to get what you want?  What are the benefits of getting what you want?  How can we graph these costs and benefits?

5.  What is a derivative?  How can the derivative be useful in helping us figure out how we will be the most happy?  What is an integral?  How can the integral be useful in helping us figure out how we will be the most happy?  What idea in calculus, that we have covered, would you use to find the point that optimizes your happiness/ wealth?

6. By creating this unit, I want to  Explore new ways in which I can relate calculus to my students every day life.  Allow my students to solve a problem that means something to them rather than just solving a meaningless equation. During this unit, I want my students to  Learn ways to connect calculus to their every day life.  Use technology to communicate with an audience.

7. Working on projects allows students to delve into areas of thought that they otherwise would not in a regular classroom setting, such as:  Critical Thinking  Problem Solving  Communication  Self-motivation  Use of Technology

8.  Understanding the interconnections among systems (economics and calculus).  Articulating thoughts and ideas clearly and effectively through speaking and writing.  Defining, prioritizing and completing tasks without direct oversight.  Framing, analyzing and synthesizing information in order to solve problems and answer questions.

9. I can use these assessments to  See what prior knowledge of economics the students have.  Gage the way in which I choose to help particular students. The students can use these assessments to  Help them relate economics and calculus.  Get a sense of what is upcoming with the project.

10.  How should I help the students who have not yet had an economics course?  How do I make sure that the students keep their graphs simplistic enough that they will have the ability to solve them?