Linear Equations Business Proposal

Student example: "Monkeys Ahoy" (video explanation)

These students chose a non-computer option for their explanation

These students created their company assignment on the computer

Linear Relations Activity

Create Your Own Taxi or Phone Company!

Please complete all tasks from #1 to #10.  As you complete a task, place a check mark in the box provided on the left-hand side.

Task #1) Create a name for your taxi or phone company.

Task #2) Select a “fee for service” that your company will charge for a certain amount of time (or kilometres for a taxi company).  For example, a taxi company:  $1 for every 2 km   OR $1 for every 5 minutes

Task #3) Decide upon a flat fee (boarding rate for taxi company and set up charges for a phone company). For example, the flat fee is a small charge that is automatically billed to the customer upon stepping into the taxi. Often, the flat fee is about $2. Similarly, phone companies may have a minimum charge (connection fee) for the set up. 

Task #4)  Organize the data in a table of values.  Identify the independent and dependent variable.  Then write the equation that represents the rate of your company! 

Task #5)  Graph the linear relation using either the computer or graph paper.  Make sure you label the axes.

Task#6) Write a brief summary to explain what your company will charge for the flat fee as well as the ongoing rate. Explain why it is a linear relation. 

Task #7)  Make up two questions that will accompany your table of values and graph for other students to answer.  Answer the questions yourself as well but record them on the back of the page.

                    1) One  question that students will use interpolation to answer (students will use the graph to estimate values between points that are ON your graph).

                     2) One question that students will use extrapolation to answer (students will use the graph to predict values that do NOT lie on the graph). 

Task #8) Display your table, graph, written summary and two questions neatly on poster paper. 

Task #9) Share your poster with the teacher and either a partner, small group, or the entire class. 

      
       Task #10) Create either a logo, slogan or picture for your company and add it to your poster. 

Linear Equations With Playdough

Playdough Partner Activity

Be creative with play dough!

• Students are to use playdough to create their own patterns to demonstrate a linear relation. Example:

• Each student designs 3 separate figures to show the pattern of his or her design.

• Then the partners exchange seats and determine their partner’s pattern.

• Collaboratively, they are to represent the relationship in a table of values and determine an equation for each pattern.

• Playdough adds a 3-dimensional element extending students’ practice beyond traditional paper and pencil method.

• This activity was completed on day three during the linear relations chapter as a review and “check for understanding” of the first two lessons of this unit.

• Interesting observation: some students found it more difficult to come up with their own creative pattern from scratch than when provided the first part of a pattern and asked to continue that pattern (as in the textbook). I wonder if I asked the students to repeat this playdough activity another day, would they feel differently once they had this experience under their belt? I may try that…

The Final Product

This 2011 “Maggie + Math Toy Project” was a great success on many levels! I am thankful for the support of others who stepped up to help my students complete the project.  Special thanks go to Mr. Brodt and the Senior Woodworking students, Mr. Gibson for donating the paint and brushes from the art department, Mr. Becker for being supportive and Mrs. Searcy for her positive encouragement and enthusiasm throughout the process and for helping to film and then doing all of the editing. As I reflect on the entire process wherein students achieved the prescribed learning outcomes for this unit while doing something commendable for others and the traditional classroom extended into the community, I cannot help but smile!  We proudly presented the toys, candy canes and food hamper to the Women’s Shelter on December 15, 2011.  It has been one of those memorable times as a teacher!  Congratulations students – well done!

(For a detailed explanation of the project see the blog posted on November 24, 2011)

Finishing Up

Measuring Surface Area

At this point in the project the general shapes of the toys have been carved out of the blocks of wood by the senior woodshop students. The Math 9 students are now using the skills learned in class to measure the surface area of their toys.

Math 9: Toy Project (The Woodshop)

This is just a short video of the senior wood shop students working with the plans drawn up by the grade 9 math students. The senior students are using the designs given to them by Melissa's kids and then actually cutting and shaping the wood blocks into the toys.

Manipulatives with Quiz

Recently I gave my Math 9 students an option to use linking cubes to help them write a surface area quiz (one designed by my colleague CB). Immediately some students knew they would want to use the manipulatives and collected the cubes prior to the start of the test while others waited to preview the quiz first. In the end, all of the students used the cubes to help them complete the quiz. Interesting that when given the choice, the students utilized the manipulatives!

P.S. K.T. specifically selected all pink cubes … seemed to work well for her. Great results from J.B. in this unit (10/12 on quiz; 10/10 on an assignment).
One of my top students, C.D., made a gun with his cubes but I’m pretty sure that was after he aced the quiz!