Connecting Algebra 1 to Advanced Placement* Mathematics

A Resource and Strategy Guide

Connecting a Verbal Description to Table and Graph

Objective:
Students will show the relationship between a real world scenario as a verbal description, a table, a
pattern that can be derived from that table, and a verbal description of the table.
Connections to Previous Learning:
Students should be able to do simple multiplication and graphing in the first quadrant. *It is helpful,
but not necessary, for students to know how to set the viewing window on a graphing calculator.
Connections to AP*:
AP Calculus Topic: Analysis of Functions
Materials:
Student Activity pages
Teacher Notes:
Notice the directions in question 1 of the student activity pages: If your group has questions, raise
your hands and I will come to you. These are written to get groups to try to settle questions within
the group. This lesson is written for small groups followed by a whole group discussion.
*The page breaks on these pages are deliberate. Stop after question 12 and do question 13 as a whole
group activity, if students have no prior knowledge of setting the viewing window on a graphing
calculator.

*Advanced Placement and AP are registered trademarks of the College Entrance Examination Board.
The College Board was not involved in the production of this product.
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Student Activity

Connecting a Verbal Description to Table and Graph

The Math and Science Team at Smedley Middle School must decide on several fund-raisers to pay
entry fees for contests and other expenses. In August, the students decide to have a Problem-A-Thon.
Each student will work as many problems as possible in 20 minutes. They will get sponsors to give
donations based on how many problems they work correctly. Ginny gets pledges from her friends
and parents totaling $2 per problem. Genaro gets pledges of $3 per problem.
1. In the previous lesson, you determined the independent and dependent variables in the verbal
description above. Write a sentence using is a function of that describes the relationship
between those two variables.

2. Complete the following table to show how much money Ginny and Genaro earn for each number
of problems that they work correctly. Be sure you understand the labels for each column. The
first column, number of problems, refers to the number of problems worked correctly and is used
for both Ginny and Genaros columns. In the process column you will show how you figured
Ginnys and Genaros total money earned which you will put in the money earned column. If
everyone in your group understands these 5 columns, finish this page. If your group has
questions, raise your hands and I will come to you.

Number of
Problems

Process Column
Ginny

Money
Earned by
Ginny
($)

Process Column
Genaro

Money
Earned by
Genaro
($)

5
10
15
20
30
50
70
90
100

3. Describe in words a pattern that you see in Ginnys process column.

4. How much will Ginny earn for 40 correct problems? Explain your answer.

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Student Activity

5. How much will Ginny earn for 61 correct problems? Explain your answer.

6. How many problems will Ginny have to work correctly to earn $120? Remember to
explain how you got your answer.
7. Describe in words a pattern that you see in Genaros process column.

8. Considering the patterns that you noticed, extend the table to fill in the nth row below.
Number of
Problems

Process Column
Ginny

Money
Earned by
Ginny
($)

Process Column
Genaro

Money
Earned by
Genaro
($)

n
9. How much will Genaro earn for 17 problems? Explain your answer.

10. How much will Genaro earn for 111 problems? Explain your answer.

11. How many problems will Genaro have to work to earn $120? Remember, explain!

12. Ginny is very frustrated that Genaro got more in pledges per problem than she did. What
variables determine how much she makes? How could she make the same amount of money that
Genaro makes? How could she make more?

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Student Activity

13. On a coordinate plane, the independent variable is always graphed on the x-axis (the horizontal
axis) while the dependent variable is always graphed on the y-axis (the vertical axis). Carefully
considering your independent variable (x), your dependent variable (y), and the data in your table,
determine an appropriate viewing window to use to graph both Ginnys and Genaros functions.
In the space provided below, give the minimum and maximum values that you will use and your
scale. Justify your choices.
xmin
xmax
xscale
ymin
ymax
yscale
14. Sketch each function below. Be sure to label your both your axes and your graph.

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Student Activity

15. What is the same about the graphs of Ginnys and Genaros data?

16. What differences are there between the graph of Ginnys and Genaros data?

17. What effect does the $2 pledge per problem have on the graph of the Ginnys function?

18. What effect does the $3 pledge per problem have on the graph of the Genaros function?

19. At what point do Ginnys and Genaros graphs intersect? If they never intersect, explain
why not.

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Connecting Algebra I to Advanced Placement* Mathematics

A Resource and Strategy Guide

Connecting a Verbal Description to Table and Graph

Answers:
1. The independent variable is number of problems worked. The dependent variable is money
earned. The money earned is a function of the number of problems worked.
2.

Number of
Problems

Process Column
Ginny

5
10
15
20
30
50
70
90
100

(2)(5)
(2)(10)
(2)(15)
(2)(20)
(2)(30)
(2)(50)
(2)(70)
(2)(90)
(2)(100)

Money
Earned by
Ginny
10
20
30
40
60
100
140
180
200

Process Column
Genaro
(3)(5)
(3)(10)
(3)(15)
(3)(20)
(3)(30)
(3)(50)
(3)(70)
(3)(90)
(3)(100)

Money
Earned by
Genaro
15
30
45
60
90
150
210
270
300

As this is the first process column that students have done, it is possible that their answers will
show addition. For example, they may have 2+2+2+2+2+2 for Ginnys first column. Since this
exercise is written for a Pre-AP algebra class, it has been staged to force students to move
immediately to multiplication. Since the situation is dealing with problems that are each worth
$2, it is less likely that a student would put 5+5.
3. Two times the number of problems (Accept any correct answer after the student has justified it.)
4.

$2 times 40 = $80 or Ginny gets $2 for each correct problem, so $2 times 40 correct problems
gives a total of $80. (Encourage the use of units in the problem.)

5.

$2 times 61 = $122 or a verbal description

6.

Ginny will earn $120 if she works 60 correct problems because 2 times 60 = 120.
$120 $2 = 60 is also correct.

7. $3 times the number of correct problems (Accept any correct answer after the student has
justified it.)

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Answers

8.

Number of
Problems

Process Column
Ginny

2(n)

Money
Earned by
Ginny

Process Column
Genaro

Money
Earned by
Genaro

3(n)

9. $3 times 17 = $51
10. $3 times 111 = $333
11. $120 $3 = 40
12. Possible variables: how many Ginny (Genaro) works correctly, how calm Ginny (Genaro) is,
how accurate Ginny (Genaro) is...
13. She can make the same amount of money if she works more correctly than Genaro. For example:
if Ginny works 30 and Genaro works 20, then they will make the same amount of money.
14. Students should be given credit here for any answer they can justify.
xmin
xmax
xscale
ymin
ymax

0 would be a reasonable minimum

120 would be the a reasonable maximum
answers will vary here perhaps 5 or 10
0 would be the a reasonable minimum
while 300 would be a reasonable maximum, do not penalize students
if they can justify a different maximum
yscale
answers will vary here perhaps 20
Graphs will vary according to scale. At this point most students will graph a line. These graphs
should be accepted.
15. This question is very open ended. The discrete data points would form a line, but should not be
connected. Students will not be paid for working part of a problem. Both graphs are increasing.
Accept any reasonable answer.
16. Students should notice that Ginnys amount earned is lower than Genaros for the same number
of problems worked. Again, accept any reasonable answer.
17. $2 pledge per problem determines how fast Ginnys graph rises.
18. $3 pledge per problem determines how fast Genaros graph rises.
19. When students graph this as discrete data, they may say that Ginnys graph is always below
Genaros. Consider the scenario where Ginny works many more problems correctly than Genero.
It is also possible that students will think that each must get at least one problem right. (After all,
they are math/science team members). Students should notice that the graphs intersect at the
origin. It is important to give students credit for correct thinking processes.

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