Linear Tables, Graphs, & Equations 1

Module 4 Application Assignment

Linear Tables, Graphs, & Equations

Samantha DiMatteo

Marygrove College

Lesson Title: Linear Equations

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Linear Tables, Graphs, & Equations 2
Course: Algebra

Grade Level: 9/10

Objectives:
- Express linear functions using a table, graph, and equation.
- Use tables, graphs, and equations, to make predictions and draw
conclusions.

Standards Addressed:
- CCSS.MATH.CONTENT.8.F.A.3: Interpret the equation y = mx + b as defining
a linear function, whose graph is a straight line; give examples of functions
that are not linear.
- CCSS.MATH.CONTENT.HSA.CED.A.2: Create equations in two or more
variables to represent relationships between quantities; graph equations on
coordinate axes with labels and scales.
- CCSS.MATH.CONTENT.HSA.REI.D.10 Understand that the graph of an equation in two
variables
is the set of all its solutions plotted in the coordinate plane.

Materials:
- Play Money
- Graph Paper
- Graphing Calculators

Homework:
- Students will be asked to create a problem using a set budget and two
items to buy. They will have to make a table, graph, and an equation to
represent their data.

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Linear Tables, Graphs, & Equations 3

PIZZA & HOT DOGS FOR ALL

You have an important Class Council meeting after school today to

begin planning for the Prom. You have been given the task of
picking up pizza and hot dogs for everyone at the meeting. You
have $63.00 to spend. One slice of pizza $2.25 and hot dogs are
$1.75 each. How many different combinations of slices of pizza
and hot dogs are possible assuming you want to spend exactly
the amount of money you have?

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Linear Tables, Graphs, & Equations 4
(a) Use a table to display
each combination.
$1.75 Underneath each number
$2.25 in the two columns indicate
0 36 the cost of buying the
$0.00 $63.00 number of those items in
that section of the table.
7 27
$15.75 $47.25

14 18
$31.50 $31.50

21 9
$47.25 $15.75

28 0
$63.00 +7
$0.00 -9

+7 -9

+7 -9

+7 -9

(b) Graph your data on the graph provided.

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Linear Tables, Graphs, & Equations 5

(c) Consider each variable in your table and graph. Create an equation in standard
form to represent this data. Then rewrite that equation in slope-intercept form.

2.25x + 1.75y = 63 9x + 7y = 252

-9x -9x
2 x + 1 y = 63
7y = -9x + 252
9 7
4
x+ 4
y = 63 7 7 7

9
9x + 7y = 252 y = - 7 x + 36

(d) If you spent $63.00 but spent equal amounts on both the pizza and hot dogs,
how many of each item did you purchase?

14 pieces of pizza & 18 hot dogs

2.25x + 1.75y = 63

2.25(14) + 1.75(18) = 63

(e) If 30 students are expected to attend the class council meeting, how many slices
of pizza and hot dogs should you by so that everyone gets one item and you use
exactly $63.00.

21 pieces of pizza & 9 hot dogs

2.25(21) + 1.75(9) = 63

(f) Plug your equation into your graphing calculator, confirm that the values on your
table and image of your graph correspond to those you identified earlier in this
activity.

Rubenstein, Beckmann, & Thompson (2004) state that teachers, help students
recognize, analyze, classify, and extend patterns from many real-world situations.
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Linear Tables, Graphs, & Equations 6
They help students compare information present through numeric, symbolic, and
graphical representations (p. 56). I chose to create a problem that yielded a
linear function that could be represented using a table, a graph, and an equation
similar to those depicted in the articles. Students were given a real life scenario
in which they had to use a set allowance to purchase a couple different food items.
Hyde, George, Mynard, Hull, Watson, & Watson (2006) explain, The real-life
contexts help students to reason effectively. They think; they do not abandon
their mathematical reasoning and randomly select memorized but dimly understood
procedures. The context invited them to imagine, reason, and create multiple
representations (p. 268). Students were asked find all possible combinations of
the dollar amounts of $2.25 and $1.75 that would yield a total of $63.00. Before
introducing students to this problem I would give students a problem that was
similar but more simplistic, perhaps one that only required them to manipulate
whole numbers. Hyde, George, Mynard, Hull, Watson, & Watson (2006) note, they
[students] should move from relatively concrete representations to increasingly
more abstract representations of that same concept (p. 262). I chose a problem
with decimals as my main focus because students it emphasizes a variety of skills.
Students can practice skills such as writing each decimal as a fraction and practice
clearing the fractions from the equation they created to make it easier to work
with. These are fundamental skills that I feel are important to revisit on a regular
basis to ensure each students mastery of these skills.

To solve this problem students are first asked to create a table that represents
each possible combination of purchasing the items in the problem. Driscoll (1999)
explains, If students use tables, diagrams, equations, or other tools to describe a
problem situation, their justification must link the representation to the original
context (p. 104). The manipulatives that will be provided to the class to help them
gain perspective will be play money. By acting out each scenario students will gain a
concrete understanding of how many ways this situation can be arranged. Hyde,
George, Mynard, Hull, Watson, & Watson (2006) state, Our job as teachers is to
issue an invitation in a way that challenges students but does not overwhelm them.
We encourage them to make connections among their representations and build
their understanding of the big ideas of algebra (p. 268). Using manipulatives can
help students become more comfortable in their approach to the material.

Hyde, George, Mynard, Hull, Watson, & Watson (2006) explain, If we are to make
algebra accessible to more students, especially those who are traditionally
undeserved, we need approaches and problem situations that entice students to
attack them mathematically (p. 262). Differentiating instruction is an important
component of any lesson as it can make learning accessible for all students. Hyde,
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George, Mynard, Hull, Watson, & Watson (2006) state, The numbers chosen can
vary greatly and determine the level of difficulty of a problem, the particular
patterns, and the number of solutions (p. 267). This problem can easily be altered
to support all types of learners within my classroom. To differentiate my
instruction I would create questions with varying levels of difficulty, but each
problem would use money as its central theme. Simply removing the
decimal/fraction component of this problem would make it more accessible for
struggling students.

Beyond making a table, graph, and equation, students will have to use those models
to help answer questions related to the data they collect. Billings & McClure
(2005) state, Students need to learn to extend patterns and use their pattern
analysis to predict outcomes or make generalizations (p. 351). Student responses
to these questions will help me assess their understanding. I will also be
continually assessing their progress throughout the course of the lesson and then
reviewing the correlations between their tables, graphs, and equations. Van de
Walle, Karp, & Bay-Williams (2013) explain, Powerful understandings occur when
they identify connections between representations (p. 262).

Billings & McClure (2005) state, It is important for students to distinguish

between the concept of function (the relationship) and the different
representations of a function (tables, graphs, verbal generalizations, and
equations) (p. 350). This activity helps students recognize the relationships
between each of these representations and also encourages them to use the data
to make predictions and draw conclusions.

References

Billings, E. M. H., & McClure, M. S. (2005). Mailing a publication: Exploring linear and step
functions in a real-world context. Mathematics Teaching in the Middle School, 10(7), 349-355.

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Driscoll, M. J. (1999). Fostering algebraic thinking: A guide for teachers, grades 6-10 .
Portsmouth, NH: Heinemann.

Hyde, A., George, K., Mynard, S., Hull, C., Watson, S., & Watson, P. (2006).
Creating multiple representations in algebra: All chocolate, no change. Mathematics
Teaching in the Middle School, 11(6), 262-268.

Rubenstein, R. N., Beckmann, C. E., & Thompson, D. R. (2004). Teaching and learning middle
grades mathematics. Key Press Curriculum.

Van de Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2013). Elementary and middle school
mathematics methods: Teaching developmentally (8th ed.). Pearson: Boston.