Sixth Graders Create Businesses to Master Math Concepts

Every year, Middle School Math Teachers Dustin Delfin and Kristina Jones have their students participate in a business project for math so that students can apply their math skills from the classroom to the real world. “It is a fun way to bridge real-world experiences with the mathematics students are learning,” said Delfin. “From year to year, I reflect on how to make this project better and include slight changes. This year, the change I added was incorporating the Makerspace.”

At the beginning of the year, the sixth-grade math students in Delfin’s class were given an artificial bank account using a website called Mykidsbank.org. They were then able to earn “Delfin Dollars” for a variety of reasons (i.e. participating in class and through accurate formative assessment responses). Throughout the weeks, students contributed to their own bank accounts so they could participate in a Minecraft math city simulation. When the city was finished, they continued this real-world simulation by creating their own businesses for their math city. “The project is about running their own business while incorporating the mathematical concepts learned in class,” said Delfin.

Phase 1 asked students to find a business partner and contribute part of their personal fictional savings to establish a shared business account.

Phase 2 invited students to develop their own products and establish a company name, logo, and price for their product.
Phase 3 allowed business partners to design an advertising brochure of their merchandise.

Phase 4 asked students to select costs needed to run a business (patent costs, legal fees, rent, utilities, and other overhead costs). These bills were automatically withdrawn from their company bank accounts.

Phase 5 in the Makerspace asked students to create mass production of their merchandise. “Branson Lawrence, Middle School Science Teacher and Maker & Robotics Coordinator, was extremely helpful in getting the production phase of this project completed. This included using the laser cutter and 3-d printers to craft student products,” Delfin said. “Being in the Makerspace helped bring my students’ creativity to life.” Each product was displayed on a card consisting of the company name, price, and a model of the product.

Phase 6 happens once all the products for each group are complete. An exchange of goods and “Delfin/Jones Dollars” will create a mini economy in the sixth-grade world. Once a product is sold, payment will be made online. Each business is asked to keep track of their products sold by completing a spreadsheet.

Phase 7 asks each student to purchase 12 products. On the wall in the back of Mr. Delfin’s classroom, each student has a designated “shelf” to store their purchased items. Businesses place the merchandise (cards) purchased by their consumers on specific shelves to complete the transaction.

Phase 8 is the last part, where students will tabulate the amount of “Delfin/Jones Dollars” they made from their sales, budget their business, and determine whether their company is making a profit or is in debt. Student companies will also calculate how much time it will take for them to become millionaires. They will use this data to generate linear equations and function tables to predict how their company will perform over time.

“This project shows students where and how the mathematics they are learning is used outside of the classroom,” Delfin said. “Ms. Jones and I hope our students will continue to see the value their mathematical skills can bring to solving real-world problems.”

“When students understand how mathematics is applied in real-life situations, they are much more receptive to creative thinking and trying different approaches to work towards mathematical solutions,” adds Ms. Jones.

Look out, world! Our sixth graders might just be future millionaires and entrepreneurs in the making, thanks to this fun math lesson!