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# Problem Overview

Problem

Problem Title: Dont Lose Your Shirt Course: Algebra 1 Author(s): Geoff Krall

Standards/Big Ideas Addressed Linear equations and inequalities

Students graph linear equations and inequalities in two variables. They write equations of lines and find and use the slope and y-intercept of lines.
Likely units/big ideas that came before Likely units/big ideas that come after this this problem problem Solving systems of equations. Writing / solving linear equations. Assumptions about Student Prior Knowledge

Students should already know.... How to write an equation based on information. How to graph equations. How to interpret y-intercept and slope.

## Phase Roll out (k/ntk/next steps)

Facilitation Notes Anticipated Student Action Notes/tips including time for phase Students will likely identify these Total Roll-out time: 30 minutes KNOWs:

Assessment

Ordering T-shirts under three prescribed pricing scheme. Each pricing scheme has a different initial price and a different price for each additional shirt. The cheaper pricing schemes per shirt have more expensive initial costs.

Split students into groups or pairs and give them the problem. 3) As a part of the sharing out time, have students give ideas of how best to evaluate this problem mathematically. As an example, ask the following: What if we ordered 5 shirts, which pricing scheme would we use? What if we ordered 900,000 shirts, which pricing scheme would we use? Where does the advantage of each scheme switch? How can we best represent that mathematically?

If they have prior knowledge about graphing linear expressions, they might KNOW:

## Student work time

Have the students get back into pairs and make a table of each pricing scheme. For example, # TPricing Pricing Pricing Shirts 1 2 3 10 30 50 70 Once they come up with all three expressions, 1: 115+13x 2: 225+9x 3: 325+6x, note that we could represent these equations graphically (if they havent already realized it). Either on graph paper of with a graphing

As the students complete their tables, float around the room. Ask how they came up with each value. Students may answer for example, For Pricing Scheme 1 at 10 shirts I multiplied 13 by 10 and added 115. Upon their answer, have them develop a mathematical expression that we could graph.

Have students summarize their graph and findings: Which pricing scheme is most advantageous for what number of shirts? Why?

*These are typically optional, depending upon the nature/quality of the initial sharing out of students. Solution to Problem

POTENTIAL SOLUTIONS (A) Solutions may be arrived at a few different ways: solving equations, making tables, or plotting a graph. All three will probably require the construction an equation set. Let cost (x) be the cost for the total number of shirts (x). Equation (1): cost =\$115+\$13x Equation (2): cost =\$ 225+\$ 9x Equation (3): cost =\$ 325+\$ 6x

From this graph we can see that Pricing Scheme 1 would be the cheapest option until it intersects with Pricing Scheme 2, at 27.5 shirts. Similarly, Pricing Scheme 3 becomes the cheapest after it intersects with Pricing Scheme 2, at 33.3 shirts. So we can summarize that the cheapest options would be Pricing Scheme 1 for x < 27.5 shirts, Pricing Scheme 2 for 27.5 < x < 33.3 shirts, Pricing Scheme 3 for x > 33.3 shirts.

(B) This solution offers a bit of wiggle room for proper answers as 26 shirts have been preordered, but it is not known how many will eventually be ordered. Ask students to give a reason for which Pricing Scheme they would choose for this solution. Answers could be based on school size. (C) For \$600, Pricing Scheme 3 would net us the most shirts (see answer for part (A)). To find out how many shirts we will be able to purchase for \$600, we solve the following equation: Cost =\$ 600=\$ 325+\$ 6x \$ 275=\$ 6x x=45.8 So for \$600 we may purchase up to 45 shirts under Pricing Scheme 3.