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Mr. Calvelo and Ms. Hlawatsch

Mar 10 11 Math 6

Lesson Plan

Name of Unit: Variables and Patterns

Topic

Group Discounts and a Bonus Card: Equations With 2 Operations (Inv. 3.3)

Aim/Focus

Aim/Focus

Question

CCLS

CCLS

Standards

Vocabulary

There are no new glossary terms introduced in this Problem.

Mathematical

1­8

Practices

Materials:

Labsheet 3.3A: Wild World Admission Prices Labsheet 3.3C: Golf Cart Rental Costs

Launch

Do Now:

1. Collect Homework

Launch: (5 min):

Students will read in pairs the presented activity. Students will read the introduction paragraph twice, each partner taking turns. During this time Ms. Hlawatsch and Mr. Calvelo will circulate to make sure each pair is reading and to assess student oral fluency.

Lesson Plan Name of Unit: Variables and Patterns Topic Group Discounts and a Bonus Card: Equations
b. Describe the pattern of change that shows up in the table and graph. The table
b. Describe the pattern of change that shows up in the table and graph.
The table and graph both show a steady rate of increase. The pattern of change in the table is
that each increase of 4 in the number of people in a group leads to a constant increase in the
group cost. The graph shows a linear pattern with a start value of 50.
Explore
Students will work in pairs on Labsheet 3.3C – Golf Rental Costs
 
The 20 is the entry in the table when the number of hours is 0. The
The 20 is the entry in the table when the number of hours is 0. The
The 20 is the entry in the table when the number of hours is 0. The
The 20 is the entry in the table when the number of hours is 0. The

The 20 is the entry in the table when the number of hours is 0. The 20 is also where the graph intersects the y­axis.

The 20 is the entry in the table when the number of hours is 0. The
The 20 is the entry in the table when the number of hours is 0. The

If you substitute 0 for x, y=20+5(0)=20 . Therefore, neither (0, 4) nor (0, 20) satisfies the relationship represented by the equation.If you substitute 7 for x, y=20+5(7)=55 . Therefore, (7, 55) does satisfy the relationship represented by the equation.You could also use a graph or a table to check for these points.

Summarize

During the discussion of Question C, you might ask:

How does this equation compare to the equations you wrote for Questions A and B?

All three equations involve two operations, but the numbers in the equations are different. This equation is more like the equation in Question A because you multiply and then add.

How does this graph compare to the graphs you made in Questions A and B?

All three involve graphs that are straight lines. This one slants up like the graph in Question

A.

 

If the value of one variable is known, how can you find the value of the other variable?

Most students will use a graph, a table, or numeric reasoning. If they know the value of the independent variable, they may substitute it into the expression to find the dependent variable.

What are the advantages and disadvantages of each representation?

Answers will vary. For a more detailed discussion of the advantages and disadvantages of different representations, see Patterns of Changein Mathematics Background. You might ask students to think of a different situation that can be represented by an equation that involves two operations.

Assessment

Use the following questions to assess student understanding at the end of the lesson. What evidence do I have that students understand the Focus Question? Where did my students get stuck? What strategies did they use? What breakthroughs did my students have today? How will I use this to plan for tomorrow? For the next time I teach this lesson? Where will I have the opportunity to reinforce these ideas as I continue through this Unit? The next Unit?

Homework

Do No. 6­9 on p. 79