Download Washington County Schools Commander Day Lesson Plans 2015-16

Washington County Schools
Commander Day Lesson Plans
2015-16
Commander Day Lessons focus on the review and application of skills that students have previously learned.
Students will submit a work product or learning log to demonstrate completion of a lesson.
Student work must be submitted no later than two days following the return from the Commander Day.
Content Area: __Algebra 1_____________
Grade Level: _9th Grade________________
Snow Day Lesson Number: 1 – 2 – 3 – 4 – 5 – 6 – 7 – 8 – 9 - 10
Content Topic:
Rate of Change and Slope
Standard(s):
F.LE.1b. Recognize situations in which one quantity changes at a constant rate per interval to
another.
Essential Question (Students should be able to answer following the lesson):
What does the slope of a line indicate about the line?
Critical Vocabulary (Terminology to be included in the lesson):
Rate of Change
Learning Activities and Steps (Work students will complete):
Explore Constant Change Worksheet
Technology Activity Option (Students may choose to complete in place of other activity):
Students may complete 20 minutes CERT review.
Necessary Resources:
No resources needed
Commander Day Lesson 4 Attachment
Explore Constant Changes
Lesson: Rate of Change and Slope
Activity 1
Jackie has read 7 books for her summer reading club. She plans to read 2 books each week for
the rest of the summer. The table shows the total number of books that Jackie will have read
after different numbers of weeks have passed.
Weeks
0
1
2
3
4
5
Jackie's Summer Reading
Total Books Read
7
9
11
13
15
17
1. What number is added to the number of books in each row to get the number of books in the
next row?
2. What does your answer to Problem 1 represent in Jackie's situation?
Describe the meaning of the constant change.
3. Graph the ordered pairs from the table. Describe how the points are related.
4. Look again at your answer to problem 1. Explain how this number affects your graph.
At a particular college, a full time student must take at least 12 credit hours per semester and
may take up to 18 credit hours per semester. Tuition cost $200 per credit hour.
1. Complete the table below by using the information above.
Tuition Cost
Credit Hours
12
13
14
15
16
17
18
Cost ($)
2. What number is added to the cost in each row to the cost in the next row?
3. What does your answer to Problem 2 above represent in the situation?
Describe the meaning of constant change.
4. Graph the ordered pairs from the table.
5. Look again at your answer to Problem 2. Explain how this number affects the shape of your
graph.
6. Compare your graphs form Activity 1 and Problem 4. How are they alike?
How are they different?
7. Make a Conjecture Describe the graph of any situation that involves repeated addition of a
positive number.
Why do you think your description is correct?
Activity 2
An airline is 3000 miles from its destination. The plane is traveling at a rate of 540 miles per
hour. The table shows how far the plane is from its destination after various amounts of time
have passed.
Airplane's Distance
Time (h)
Distance to Destination (mi)
0
1
2
3
4
3000
2460
1920
130
840
1. What number is subtracted from the distance in each row to get the distance in the next
row?
2. What does your answer to Problem 1 represent in the situation?
Describe the meaning of the constant change.
3. Graph the ordered pairs from the table. Describe how the points are related.
4. Look again at your answer to Problem 1. Explain how this number affects your graph.
A television game show begins with 20 contestants. Each week, the players vote 2 contestants
of the show.
1. Complete the table by using the information above.
Game Show
Weeks
0
1
2
3
4
5
6
Contestants
2. What number is subtracted from the number of contestants in each row to get the number
of contestants in the next row?
3. What does your answer to Problem 2 above represent in the situation?
Describe the meaning of the constant change.
4. Graph the ordered pairs from the table.
Describe how the points are related.
5. Look again at your answer to Problem 2. Explain how this number affects the shape of your
graph.
6. Compare your graphs from Activity 2 and Problem 4. How are they alike?
How are they different?
7. Make a conjecture Describe the graph of any situation that involves repeated addition of
positive number.
Why do you think your description is` correct?
8. Compare your two graphs from Activity 1 with your two graphs from Activity 2, how are
they alike?
How are they different?
9. Make a Conjecture How are graphs of situations involving repeated subtraction different
from graphs of situations involving repeated addition?