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7th Grade Task: Coupon Book Sales

Standards & Objectives

Essential and guiding questions:

Part A:

How do you decide whether two quantities form a proportional relationship?
How do you identify the constant of proportionality in a table of values?

PART B:

Why did you make x = Number of Students Selling Books and y = Number of Coupon Books Sold in the equation or graph?
How would switching the labels for the x and y axes change the graph?

PART C:

Why did some of you create an equation where you multiplied by 3?
Why did we get the same answer when some of you multiplied by 3 and others divided by 3?

Activity/Task Variations

Blooms taxonomy level:

Understanding

Differentiation suggestions:

If students can’t get started….
Assessing:

Can you explain your work?
How do you compute the unit rate between two quantities?
What is the unit rate for this task?

Advancing:

How many coupon books would 21 students have sold?

Extension suggestions:

If students finish early….
Assessing:

How can you use the equation/reasoning you used to derive you answer in part B to verify each line in the table?
Why did you choose to represent the data with a graph (or table)?
How could you use your graph or equation to answer part c.

Advancing:

If coupon books cost $10, how much money would 85 students earn?
If you needed to raise $4500, at this rate how many students would you need selling coupon books?

Originator:

Tennessee Department of Education