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HotDogSales

1

Grades:912

Objectives

Write a profit equation for a simple business.

Solve equations numerically, graphically, and algebraically.

Solve inequalities numerically, graphically, and algebraically.

Materials

Graphing Calculator

Graphing Paper

Large Sheets of Poster Paper

Procedures

1. Explain that the football team needs to raise money by selling hot

dogs and that the coach needs $450 for start-up costs and plans to

sell the hot dogs for $0.50 each. The start-up costs include the

purchase of 2,500 hot dogs, buns and condiments, and wages for the

vendors.

Learning Activities:

1. Tell students that for now the class will focus on answering the

question of how many hot dogs the coach needs to sell in order to

make a profit.

2. Solicit student thoughts about the number of hot dogs he needs to

sell to break even.

3. Ask the class to devise a table that would produce information

about the problem. Students should state that the table should show

the number of hot dogs sold, the revenue made selling them, and the

profit earned by selling them.

4. Have students create the table, starting with 100 hot dogs sold

and increasing by increments of 100. The table should continue until

students find the break-even point.

5. Ask students to write formulas that can be used to find the

values for both the revenue and the profit.

6. Discuss students' formulas for each of the columns. Examples

may include:

Revenue = 0.50 x number of hot dogs sold

Profit = revenue - start-up costs.

Elicit that the formulas can also be written as: R = 0.50H and P =

0.50H - 450.

1

Adaptedfromhttp://www.learner.org/workshops/algebra/workshop2/lessonplan2b.html

LinearFunctionsandInequalitiesUnit1

AlgebraLessonPlan

7. Inform students that to use a graphing calculator, the formulas

must be written using y and x for variables. This means the profit

formula would be written in the form y = 0.50x - 450. Discuss the

meaning of the 0.50 and the 450 in the equation.

8. Have the whole class create an electronic table using the

calculator. To do this, type the equation into the "y =" area of the

calculator. Then, set the table on the calculator to match the table

the students made on their papers.

9. Students should note that the table they made using the

calculator matches the table they made on paper. They should also

notice that the calculator's table continues indefinitely. Tell them they

just solved this problem using a numeric method that looks at tables

of values. Note that the break-even point occurs when 900 hot dogs

are sold.

10. Students will now find the break-even point using a graph.

Discuss possible values that they should select for the graph's scale.

Possibilities include: xmin = 0, xmax = 2500, xscl = 100, ymin = -500,

ymax = 800, and yscl = 100.

11. Ask students to determine which point on the graph represents

the break-even point. They should recognize that this is the point

where the line crosses the x-axis; it is located at (900, 0), and it

represents the fact that 900 hot dogs sold will bring a profit of $0.00.

Tell them they just solved the problem using a graphical method.

12. Students will now find the break-even point using algebra.

Elicit from the class that if they want to find the break-even point,

then they should let P = 0, and then solve the equation for H. For

example:

P = 0.50H - 450

0 = 0.50H - 450

450 = 0.50H

900 = H

13. Point out that the three different methods of solving this

problem all produced the same solution. Ask students which method

they preferred and why.

14. Now, hand out the activity sheet that lists the coach's

questions for the class. The students should work together in groups,

answer the questions and prepare a presentation for one of the

questions. The students will need to answer all of the questions by

solving the problems using tables, graphs, and algebra. Two of the

questions involve solving an inequality, so students can see that

these three methods of solving equations also work for solving

inequalities.

15. Have students present their findings to the class.

LinearFunctionsandInequalitiesUnit2

AlgebraLessonPlan

LinearFunctionsandInequalitiesUnit3

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