## Saturday, October 24, 2009

### "Subtracting or Negative"

In the course of getting my algebra 1 kids up to speed on solving equations and inequalities, they have to combine like terms, and I'm getting the above question too often for comfort. Sometimes after they combine the terms, they'll squish them all together and instead of something like 6x - 5, it will be 6x-5, where that's a teeny tiny negative sign and not a subtraction sign. I hadn't clued into this until a kid wrote "7x4" instead of "7x + 4" because in her mind, it was a positive 4 that remained after combining the like terms, and not an adding of the 4.

So I'm trying to be careful to say things like: you're keeping track of all the steps you're doing, for example subtracting 5 and then adding 18, so at the end of the day, you haven't seen all the intermediate steps, and if you had just done it in one step, you might as well have just added 13 (and not "positive 13").

Also, in my continual attempt to bring in problems in context, I had interesting conversations with the kids about this problem I gave them:

1. Two cell phone plans Verizon offers are as follows. You can have a monthly fee of \$40 and pay \$0.20 per text message, or you can have a select plan costing \$60 and unlimited texting. Consider the inequality
40 + 0.20t > 60
a. What does the t represent (give units)?
b. What is the person trying to find out by solving this inequality?
c. Solve for t and explain what this means in the context of the problem.
d. Cell Phone Sally has tons of friends and wants to see if her texting habits would be too expensive under the 1st plan. If she texts about 10 messages per day, what would her bill be per month under the 1st plan mentioned?
e. How many texts do you send per day? What would that be per month?
f. What would your monthly bill be under the 1st plan?

I had gone online to the Verizon website, and got that accurate information. I was very careful to have them do only a couple of problems and stop them. Invariably they answered "text messages" for a. Then we had to have a discussion about "what about the text messages? their length? their time? what?".

Then for problem b, practically everyone got it wrong. They said: they're trying to find out which plan is cheaper. So I asked them, okay what is your answer going to look like when you solve the inequality, and THAT'S going to tell you which one is cheaper? We held off on answering b until they did c.

Now note, my coworker and I decided to clump topics: solving equations and solving single variable inequalities one after another, because it would give the kids a chance to practice the same skills. Also note that we have not discussed linear equations and graphs and rates of change yet in the sense that they would not know how to set up the 40 + 0.20t if just the words were given to them.

So, my students solved c. And the answer is t > 100. So we had to have a discussion about what this means. Some kids had \$100, some kids said "this means the left plan is more expensive", etc. We finally got to: if someone sends more than 100 text messages, then the first plan is more expensive. I asked what the t values were the solution to this problem, and they said "all t greater than 100", so I asked, would t = 101.3 work? and they said, no, it has to be an integer in this case. good.

d was also a problem that started discussion. There were kids that just started working it without asking me how many days in a month, so that was a good check of their careful reading.

And the last two were GREAT big eye-openers for me. I don't have a cell phone, so silly me, I knew "10 messages a day" was low, but I didn't know HOW low. Some of my students reported out that they sent anywhere from 100 - 500 - in one case 1000 text messages a day? Hmmmmm, I had to ask how many hours a day they were doing this, and we had to do the math to see if this was even physically possible. Holy Moly.

Anonymous said...

Love this problem! I'm going to copy it, if you don't mind. We've been working on this type of problems, except for I present the problem and they have to write the inequality. Some get it, some don't. I'm going to have them do this and see if they really get it because it really forces them to think. Sigh...I hope I have time for this.

Anonymous said...

You are more than welcome to use it. Hope it works for you. I did like the thinking component.

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サイドビジネス said...

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スタービーチ said...

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ライブチャット said...

スタービーチ said...

モテる度 said...

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スタービーチ said...

アダルトSNS said...

グリー said...

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リッチセックス said...

Jamie Hill said...

Love this problem as well. I am about to design a Verizon vs AT&T problem focusing on systems of equations or inequalities. These phone problems are tricky though, because there are many variables. Voice, Text, Data plans.

How can we focus the question as to keep it simple for our purpose but allow the students choice in which plans to explore?