Lesson Plan Algebra I: Linear Functions

Lesson 6 Title: Real-Life Applications

Lesson Objective:
It is important for students to understand why what they’re learning is important. After this
lesson, students will see how linear functions can be used to represent an array of things in
real-life.

Michigan Common Core State Standards Met:

F-IF 2. Use function notation, evaluate functions for inputs in their domains, and interpret
statements that use function notation in terms of a context.

F-IF 4. For a function that models a relationship between two quantities, interpret key features
of graphs and tables in terms of the quantities, and sketch graphs showing key features given
a verbal description of the relationship.

F-IF 7. Graph functions expressed symbolically and show key features of the graph, by hand
in simple cases and using technology for more complicated cases
a. Graph linear and quadratic functions and show intercepts, maxima, and minima.

Previous Knowledge:
● What is a linear function
● What is slope
● How to graph
● How to read an equation
● Linear Equations

Materials:
● Pencil/Pen
● Paper
●

Content:

To begin class they will do a bell ringer that will be written on the board. The bell ringer will be:
1. -500+500=?
2. Write 2305000000 in scientific notation
3. Find f(x)=3x+(½) where x=2
4. Where do you see linear functions working in real-life?

I will start class by giving them a scenario. The students can work alone or with partners if
they prefer. They will move along this scenario trying to discover information on their own.
Once students have had enough time to walk through it, we will reconvene and talk about

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Lesson Plan Algebra I: Linear Functions

what each group found and why they think their findings are so.

Saying that a pool needs to be emptied by 8pm. If they start at 12 noon and by 1:30 the
depth of the pool is at 10 feet and then at 3:00 it is at 8 feet, is this enough data to tell us what
kind of function it is?

Why or why not? What kind of function is it? Can you graph it?

Can you determine how long it will take to drain the pool completely? What time would they
need to start draining the pool for it to be drained by 8?

Once students have walked through and made connections on their own, we will watch this
video that explains it all in a fun and interesting way. Students can then follow along and see if
they were on the right track with how they tried solving it on their own.

Linear Equations in the Real World

We will talk about some more real-life examples just so that they see how it is used in different
settings.

Joe’s Warehouse has banquet facilities to accommodate a maximum of 250 people. When the
manager quotes a price for a banquet she is including the cost of renting the room plus the
cost of the meal. A banquet for 70 people costs $1300. For 120 people, the price is $2200.
1. Plot a graph of cost versus the number of people.
2. From the graph, estimate the cost of a banquet for 150 people.
3. Determine the slope of the line. What quantity does the slope of the line represent?
4. Write an equation to model this real-life situation.
Some other examples they can look at to get an idea:

Some college students who plan on becoming math teachers decide to set up a tutoring
service for high school math students. One student was charged $25 for 3 hours of tutoring.
Another student was charged $55 for 7 hours of tutoring. The relationship between the cost
and time is linear.

1. What is the independent variable?

2. What is the dependent variable?
3. What are two data values for this relationship?
4. Draw a graph of cost versus time.
5. Determine an equation to model the situation.
6. What is the significance of the slope?
7. What is the cost-intercept?
8. What does the cost-intercept represent?

A Glace Bay developer has produced a new handheld computer called the Blueberry. He sold
10 computers in one location for $1950 and 15 in another for $2850. The number of
computers and cost forms a linear relationship

1. State the dependent and independent variables.

2. Sketch a graph.

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Lesson Plan Algebra I: Linear Functions

3. Find an equation expressing cost in terms of the number of computers.

4. State the slope of the line and tell what the slope means to the problem.
5. State the cost-intercept and tell what it means to this problem.
6. Using your equation, calculate the number of computers you could get for $6000.
Handy Andy sells one quart can of paint thinner for $7.65 and a two quart can for $13.95.
Assume there is a linear relationship between the volume of paint thinner and the price.

1. What is the independent variable?

2.What is the dependent variable?
3.Write two data values for this relationship.
4.Draw a graph to represent this relationship.
5.What is the slope of the line?
6.What does the slope represent in this problem?
7.Write an equation to model this problem.
8.What is the cost-intercept?
9.What does the cost-intercept represent in this problem?
10.How much would you pay for 6 quarts of paint thinner?

These examples came from Applications of Linear Functions