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Algebra I Task: Going Green

Algebra I Task: Going Green

Standards & Objectives

Essential and guiding questions: 
  • How did you calculate the cost of each vehicle registration fee?
  • How did you use the calculations in Part A to solve the equations in Part B?
  • How do the variables relate to each other in your equation?
  • How does your equation relate to the scenario? Where is each part of your equation in the scenario?
  • What are some values for which David’s claim would be true? How did you determine those values?
  • Is there more than one value for which David’s claim would be true? Justify.
  • How could you manipulate the original equation so that you could make a general statement about David’s claim? What are some of the general statements?

Activity/Task Variations

Blooms taxonomy level: 
Understanding
Differentiation suggestions: 

If students can’t get started….
Assessing Questions:

  • What is the question asking?
  • What values are represented in the table?
  • Which variables do these represent?
  • Describe what each number in your equation represents. Where is the value of the vehicle?
  • Where is the multitier? Where is the fuel economy?
  • Talk me through your calculations.

Advancing Questions:

  • How could you use your calculations in Part A to help solve this equation?
  • Talk me through how you would find the
  • vehicle registration fee for any car.
Extension suggestions: 

If students finish early….
Assessing Questions:

  • Show me how your solution relates to the scenario.
  • Show me how your equations relate to the scenario.
  • Why did you decide to use this equation to justify David’s claim?
  • How does your equation justify David’s claim?

Advancing Questions:

  • Does the city’s equation promote a more environmentally conscious decision towards vehicle purchases? Explain.
  • Is it possible to actually receive a refund or money back from the city? Justify your answer mathematically.