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Fourth Grade Lessons
- Evaluation Problem - Students will be given a problem that asks about the amount of money each person has, based on the amount in a piggy bank. They will be given one graph and asked to draw the second graph.
- Fourth Grade Assessment IV - This is a written assessment where children will compare two students. One of the students' speed can be represented linearly while the other's speed is represented by a non-linear graph.
- Running Race II - Compare a race between two students: one who runs at a constant pace and one who changes pace as the race proceeds.
- Two Phone Plans I - Students compare two phone plans, one of which has a lower rate, but a monthly basic charge; the other has a higher rate but no basic charge.
- Two Phone Plans II - Students will work on the comparison between two phone plans (also used in the lesson "Two Phone Plans I"), one of which has a lower rate, but a monthly basic charge, the other has a higher rate but no basic charge.
- Wallet Problem III - Students will continue working with the wallet problem. They will be shown a graph for Mike's amounts and asked to (a) determine whether it represents Robin's or Mike's money and (b) to predict where the line for Mike would fall. Later they will plot Mike's amounts and will discuss why the lines cross.
Fifth Grade Lessons
- Phone Plans - Students will compare two linear functions in the context of evaluating phone plans. One plan has two parts: a basic charge plus a charge based upon the number of minutes used. The other plan has no basic charge; it only charges according to the minutes used. However the per-minute charge is higher than in the other plan. Students are asked to determine the circumstances in which the monthly bill from each plan would be the same. They then examine the graph of the two functions and discuss how equations and inequalities relate to the graph.
- Train Crash - Students will compare two linear functions represented in a graph. They reason about the problem using (a) the word problem and two diagrams; (b) a graph of position vs. time; (c) a table of values (d) making expressions for each position function; and (e) solving the equation algebraically.