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Lindy Ekstrand

Gray

Assessment Development

02 November 2022

Burger Business Project

ALGEBRA - EIGHTH GRADE

COLORADO ACADEMIC STANDARD:

Standard 2. Algebra and Functions:

Expressions and Equations: Understand the connections between proportional relationships,

lines, and linear equations.

​ MP1. Make sense of problems and persevere in solving them.

​ MP3. Construct viable arguments and critique the reasoning of others.

​ MP7. Look for and make use of structure.

PROCESS:

You are a co-owner of a burger restaurant and need to find the best possible prices for

your meals. You and your co-owner have dwindled down your choices to two options, and you

have already collected data on how much each ingredient costs from both vendors. On

November 15th, you need to pitch your idea of the best possible prices to your co-owner and

employees using a graph in order to prove why your pick is the best option.
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Step 1:

Analyze the two price options by evaluating the given tables. Begin by filling in the

missing section.

Vendor 1 Cost of Ingredient Price Point per Meal

Burger Bun $0.10

Patty $0.40

Cheese Slice $0.15

Lettuce $0.03

Tomato Slice $0.05

Sauce per Burger $0.02

French Fries $1.00

Soda $2.50

Total Cost per Meal:

$4.25 $8.50

Vendor 2 Cost of Ingredient Price Point per Meal

Burger Bun $0.10

Patty $0.40

Cheese Slice $0.15

Lettuce $0.03

Tomato Slice $0.05

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Sauce per Burger $0.02

French Fries $1.00

Soda $2.50

Total Cost per Meal:

$3.25 $6.50

Step 2:

Find the slope-intercept form of both vendors, given that you must buy 100 meal’s ingredients

before selling.

Vendor 1: y = 8.50x - 425

Vendor 2: y = 6.50x - 325

Step 3:

After making and selling 100 meals, which price point will bring you the highest income? How

much money did each vendor make?

Vendor 1 made more income after 100 sales.

Vendor 1 made about $325

Vendor 2 made $425

After making 100 meals, which one will bring your company the highest income after 50 sales?

How much money did each vendor make?

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Both vendors made $0 after 50 sales

After making 100 meals, which one will bring your company the highest income after 25 sales?

How much money did each vendor make?

Vendor 2 made more income after 100 sales.

Vendor 1 made -$162.5

Vendor 2 made -$212.5

Step 4:

Input both slope-intercept equations into desmos and compare the two graphs.

If the company sells less than 50 meals, Vendor 2 will generate more income. However, if

the company sells more than 50 meals, Vendor 1 will generate more income.
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Step 5:

Prepare a 3-5 minute presentation for your co-owner and employees defending your choice

between vendor 1 and vendor 2. You should explain why your choice will benefit your company

the most, including a graphical representation to back up your decision. Your presentation will

take place during class on November 15th, 2022.

OBJECTIVES:

1. Students will be able to graph proportional relationships using slope-intercept form.

2. Students will be able to record information about constant rates of change in graphs and

equations.

3. Students will explore the structure of proportional relationships based on properties of

equations, tables, and graphs.

4. Students will be able to compare two different proportional relationships using both

graphs and equations interchangeably.

EVALUATION STANDARDS:

1. The student can form a graph using slope-intercept form.

2. The student can identify slope as a constant rate of change within a graph.

3. The student can identify the y-intercept as the starting point of their graph and recognize

what that means in the context of their business.

4. The student can identify a point of intersection between two linear functions.
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5. The student can compare slopes and points of intersection in multiple graphs/equations in

the context of their business.

RUBRIC:

0-7 points 8-10 points 11-12 points 13-14 points 15 points

Step 1 Major errors in Major error in Slight error in Correct total Correct total cost
both total one total both vendor’s cost for one for each vendor’s
vendor’s costs. vendor’s cost total cost. vendor’s ingredients.
with a slight ingredients
error in the and a slight
other. error for the
other.

Step 2 Demonstrates Demonstrates Demonstrates Demonstrates Demonstrates

basic proficient proficient proficient strong
understanding understanding understanding understanding understanding of
of slope and of slope or of slope and of slope and slope and
y-intercept y-intercept. y-intercept, but y-intercept y-intercept
form, but lacks lacks relationships. relationships.
understanding understanding
of their of their
relationship. relationship.

Step 3 Demonstrates Demonstrates Demonstrates Applies Successfully

basic understanding understanding understanding applies
understanding of of of understanding of
of slope-intercept slope-intercept slope-intercept slope-intercept
slope-intercept form, finds one form and finds form and finds form to compare
form. point of most points of all points of two graphs. Is able
intersection. intersection. intersection. to find the point of
intersection and
recognize what this
means in the
context of income.

Step 4 Defines both Demonstrates Demonstrates Demonstrates Demonstrates

lines on the basic basic proficient proficient
graph, but lacks understanding understanding understanding understanding of
contextual of both lines of both lines of both lines both lines on the
understanding on the graph on the graph on the graph graph, stating how
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of the graph. and defines and shows and states how they relate to each
their basic they relate to other, and what this
relationship. understanding each other. means in the
of their context of their
relationship. company.

Step 5 The student Proficiently Proficiently Presents a Presents a

presents presents an presents a full-picture thoughtful,
information understanding full-picture understanding full-picture
about both of both understanding of both understanding of
vendors with vendors. The of both vendors and both vendors and
little connection student vendors and their their respective
to the context of identifies their graph. respective graph in 3-5
the company. which vendor The student graph. The minutes. Student
will work best. identifies student successfully
which vendor compares and compares and
will work best. identifies identifies which
which vendor vendor will work
will work best. best for their
company.