Name:_________________________________________
Algebra 1B
Linear Equations Project
Per:____
Date:_______________
Abstract:
Solving and Graphing Linear Equations can appear to have little to no meaning. You may even ask
“When will I ever need this?” This project is designed not to answer that question, but to give a purpose
to the graphing and solving of linear equations. In this project, you will create linear equations, give
them and the variables meanings, and interpret them for your classmates. Please use the example
below as a model.
Objective/Purpose:
Students need to be able to interpret graphs and charts on a daily basis. By creating their own
scenarios, they should be able to develop a better understanding of linear equations. Further, the
Keystone Exam has a large focus on interpreting graphs of linear equations.
PRESENTATION:
You have options to display your graph and project. They are:
a. Powerpoint slideshow
b. Posterboard/Tri-fold (be neat!)
c. Handouts (I will copy them for the class)
NOTHING WILL BE FREE HAND… STRAIGHT EDGES MUST BE USED
SCORING:
You will be scored on accuracy, creativity, and overall presentation. The following chart will determine
your grade on this project.
3
Accuracy (x8)
Equations, intercepts,
and graphs are without
error.
Equation and variables
match the story.
Questions (x4)
Questions are answered
correctly.
Presentation (x2)
Creativity (x1)
Nothing handwritten or
hand drawn, pleasing to
the eye.
Major Leagues!!!!
2
Minor errors with
calculations and/or
graphs.
Equation and variables
match the story.
Answers to questions
show understanding,
but are not thorough.
Some things are
handwritten, straight
edges used.
Minor Leagues!!!!
1
Errors in calculations
and story.
Variables and equations
do not match the story.
Students unable to
answer questions
properly.
Mostly handwritten,
illegible, damaged
T-Ball!!!!
SCORE: ________/45
MODEL PROJECT
1. THE STORY:
In a football game, the most common ways to score are touchdown and field goal. While a
touchdown is worth 6 points, most teams kick an extra point to make it worth a total of 7 points.
Field goals are always worth 3 points. The following equation and graph of the equation will
focus on the different ways teams can score 42 points in a game, if all of the points were
touchdowns with extra points or field goals. BE VERY DESCRIPTIVE IN YOUR STORY, YOU WILL BE
PRESENTING THESE TO YOUR CLASSMATES!
2. THE EQUATION and VARIABLE DEFINITIONS:
Let f be the number of field goals kicked.
let t be the number of touchdowns scored.
Let P be the number of total points scored. YOU MUST DEFINE EACH PART OF YOUR EQUATION
P = 3f + 7t or in this case 42 = 3f + 7t
3. THE GRAPH
Number of Touchdowns, t
Calculate Intercepts:
Z
6
42 = 3f + 7t
f: 42 = 3f
f = 14
(14, 0)
4
2
t: 42 = 7t
t=6
(0, 6)
YOU MUST SHOW A GRAPHING METHOD
0
0
2
4
6
8
10
12
14
Number of Field Goals, f
4. EXPLANATION OF THE GRAPH:
The line of the equation represents 42 points. Any value on that line is a combination of Field
Goals and Touchdowns that together add up to 42 points. I understand that there can’t be a
fraction of touchdowns scored or field goals kicked, so the following are the only combinations
that work for this graph, and I’ve highlighted these points on the graph: THE MORE
COMBINATIONS THAT WORK FOR YOUR GRAPH, THE BETTER YOUR SCORE WILL BE!
7 TD, no field goals
3 TD, 7 field goals
no TD, 14 field goals
5. QUESTIONS:
You will have to answer basic questions about your graph. These will be the types of questions
that you will have to answer in front of your class.
Name(s):________________________________________________ Per:_____ Date:_______________
Algebra 1B
Equation Interpretation Project
This must be turned in. A copy of this is available on my website for you to type, or you can recreate
your own to turn in. Use this sheet as a handwritten rough draft.
1.
THE STORY(minimum ONE paragraph)
2. EQUATION and VARIABLE DEFINITIONS
3. THE GRAPH (PUT IT ON YOUR DISPLAY, SHOW YOUR CALCULATIONS BELOW)
4. EXPLAINATION OF THE GRAPH (minimum ONE paragraph)
5. Possible questions/statements to be ready for during your presentation.
a. What does the line on your graph represent?
b. What are the intercepts on your graph and how did you find them?
c. Describe what points not on your line would represent.
d. Why is your graph limited to only a certain quadrant on the coordinate plane?
e. I will also ask you specific questions about your graph, be ready to answer them.