What's the Pitch

Kevin Metzger

Unit Title:
What's the Pitch



What's the Pitch

What's the Pitch

Estimated Duration:
10 Days (48 Minutes)

Unit Lessons:
Lesson 1: Understanding the Process
Lesson 2: Deductive Reasoning
Lesson 3: Inductive Reasoning & Conditional Statements
Lesson 4: Inductive Reasoning & Conditional Statements

Background Knowledge:
Students will have to have basic knowledge of business and marketing skills.

  1. This will consist of basic communication skills (purchasing an item at a register).
  2. Television commercial advertisements.

Basic Geometry

  1. A triangle is 3 sides, a quadrilateral is 4 sides…etc

Additional Resource:
Pearson Success

July 2013

The Big Idea (including global relevance)

                  Every day students are subjected to different forms of social media and technology.  Whether it be listening to Pandora, or surfing the twitter-sphere, they will always see advertisements.  These advertisements are catchy, crafty, and always seem to catch the eye.  However, how are these advertisements made?

Essential Question
  1. What types of statements need to be made in order to apply deductive and inductive reasoning to sell a certain product or design?
The Challenge

Students will design a concept vehicle that is visually appealing to a very large audience.  This vehicle must also be very cost efficient and environmentally friendly.  However, students will need to develop a marketing plan using deductive and inductive reasoning to sell their vehicle design.

The Hook

Students will be given the opportunity to use their imaginations when designing a concept for a brand new vehicle that is environmentally friendly.  These students will be using what they learn about reasoning and proof in mathematics to sell their idea to a panel of administrators and (if possible) a well-known car dealer.

More importantly, I will have a video designed using my very own vehicle.  This video will incorporate humor, yet get straight to the point.  Students will see marketing/selling tactics as well as reasons why certain automobiles are not very environmentally friendly.

Guiding Questions
  1. What is environmentally friendly?
  2. What alternatives do we have?
  3. How do statements need to be made in order to sell the vehicle?
  4. What selling practices work best?
  5. What is inductive and deductive reasoning?
 ACS (Real world applications; career connections; societal impact)

Real World Applications: Students will actually create a design that will possibly solve the energy crisis within the United States.  They will find an alternative to petroleum based automobiles and create a visually appealing, environmentally appealing automobile.  They will also be required to create a sales pitch for their design that utilizes inductive and deductive reasoning.

Career Connections: Similar to engineering, students will be required to present their idea to a panel of administrators.  They must be able to sell their design to the panel as if they were an engineer selling an idea or design to their boss.

Societal Impact: The design will make the students more aware of the energy crisis and the pollution that is associated with most automobiles.  This will also allow students to research other ways to conserve energy and avoid pollution.

Engineering Design Process (EDP)

Using the challenge based learning framework, students will be presented with multiple activities throughout the unit:

  1. Students will research environmentally friendly alternatives to the use of petroleum in vehicles.
  2. Students will design a “concept” for a new visually appealing vehicle that is environmentally friendly.
  3. Students will use inductive and deductive reasoning to write statements that help sell their vehicle.
  4. Students will use what they learned with reasoning and proof to sell a vehicle to a board of administrators.

Students will need to use the Engineering Design Process in the first activity to develop their idea for an environmentally friendly automobile.  This engineering design plan will also incorporate the creation of a very basic marketing plan.

Unit Academic Standards

Common Core State Standards

G-CO 9:  Prove theorems about lines and angles.

  • Theorems include: vertical angles are congruent; when a transversal crosses parallel lines, alternate interior angles are congruent and corresponding angles are congruent; points on a perpendicular bisector of a line segment are exactly those equidistant from the segment’s endpoints.

G-CO 10:  Prove theorems about triangles.

  • Theorems include: measures of interior angles of a triangle sum to 180°; base angles of isosceles triangles are congruent; the segment joining midpoints of two sides of a triangle is parallel to the third side and half the length; the medians of a triangle meet at a point.

G-CO 11:  Prove theorems about parallelograms.

  • Theorems include: opposite sides are congruent, opposite angles are congruent, the diagonals of a parallelogram bisect each other, and conversely, rectangles are parallelograms with congruent diagonals.

NCTM Process Standards

“Instructional programs from prekindergarten through grade 12 should enable
all students to— 

  • Recognize reasoning and proof as fundamental aspects of mathematics
  • Make and investigate mathematical conjectures
  • Develop and evaluate mathematical arguments and proofs
  • Select and use various types of reasoning and methods of proof”

Pre & Post-Test Results

How to Make This a Hierarchical Unit

If this lesson was taught at a lower level, the students would only be able to make conditional statements and use inductive reasoning.  Therefore, the lesson would have to be revised slightly in order to fit the standards of the lower grade level.  Instead of using an activity for deductive reasoning, there could be an entire new activity that incorporates the engineering design process for the marketing plan alone.  Also, students could create an advertisement rather than a “selling pitch.”  This advertisement can incorporate their most unique conditional statement.

  1. The students were able to find the solution that resulted in concrete meaningful action.  During the students presentations they were able to successfully use deductive reasoning via the Law of Syllogism and the Law of Detachment.  Each student was required to use two statements that exhibited the Law of Syllogism or the Law of Detachment.  The students not only completed this task, but they incorporated their statements into a sales pitch.
  2. The content that I chose for this lesson was chosen based on the history of my students.  The class that I teach is a co-taught class where students tend to struggle in mathematics.  My experience in sales allowed me to make a correlation between deducting reasoning and marketing skills.  I wanted to make sure my students were able to obtain something valuable from this lesson that they could use in the real-world.
  3. I do not believe the purpose for selecting the unit was met.  This is because I tried to keep focus on the engineering design process.  In doing this, I created an idea that revolved around environmentally friendly automobiles.  Students seemed to lose interest in this topic.  Next time I suggest selling a specific automobile that is already on the market.  In doing this, students keep interest in the topic and they get to attempt to sell something they enjoy.
  4. The only thing I would change is the premise of the lesson.  Students will sell already marketed automobiles rather than an idea for an environmentally friendly automobile.