Introduction

To celebrate you recently receiving your driver’s license and the upcoming summer, your parents want to reward you with a road trip and a rental car. They give you three different car rental companies and six locations to choose from. To go, all you have to do is decide which company will give you the best deal. Using what you have learned about creating tables, writing, graphing, and solving equations, create a report for your parents.

You are planning a road trip and need to rent a car. Your goal is to select the car rental company that will give you the best deal for where you want to travel. You know your parents will have questions. To show them you know you are making the best choice, you are going to compare each company. There are three videos to watch to help review. You will create a google slide show with your analysis. Your breakdown should include the following:

• Selecting a place to visit
• Review how to write equations and write an equation for each of the car rental companies
• Review how to create a table and use Google sheets to create a table from your equations
• Use Google sheets to construct a graph
• Review how to analyze a graph and analyze your graphs – answer the 15 questions using your graph
• Write a sentence to say which company you choose. Make sure you justify by comparing the cost of all 3 companies.

Process

You may answer the questions on the handout (Summer Road Trip Guided Notes) using your research and then add them to the Summer Road Trip Google Slides or you may edit the slides as you go. Make a copy of the Summer Road Trip Google Slides before you begin to edit. Feel free to change the color and the font. Make it personal! You should also delete the instructions on the slide. Click on the Steps below to work through the project. Good luck and ask questions when you have them!

Guided Notes:

## Step #1:  Choose your destination

• Look at the Summer Road Trip Destination choices that you are given.
• Choose a place to visit.

## Step #2:  Car Rental pre-questions

Looking at the Summer Road Trip Car Rental Options company information, answer the following.

1.     Which company has the cheapest daily charge?

2.    Which company has the most expensive daily charge?

3.    Which company has the cheapest per mile fee?

4.    Which company has the most expensive per mile fee?

## Step #5:  Create your Graph

• Add the equations and results from your table in Step 4 to the Summer Road Trip Google SheetMake a copy of the Google Sheet before you begin to edit.
• This should automatically create a graph with 3 lines on it to represent the different car companies.
• Change the title, label the x-axis, and label the y-axis.

## Step #7:  Who do You Choose?

• Choose the company that would give you the best deal for the destination you chose.
• Justify your choice by showing the cost of all three companies for your destination.

Evaluation
Conclusion

Using graphs to analyze and compare data provides a great visual display of what is happening. Look back at your graphs, if you can only spend a maximum of \$50, which car will go the farthest? What if you could spend \$80, which car will go the farthest? If you were given \$95, which car would go the farthest? We will use this concept when we begin solving systems of equations. Think about what other things you could compare writing and graphing equations.

Credits
Teacher Page

Mrs. Fukushima

Essential Question

Which method do you prefer to use in justifying choosing the Car Rental company, using the graph or the equations? What other real-world situations could you apply this type of analysis?

Learners

This webquest is designed for a ninth grade Algebra class. A typical class size consists of twenty-five students. The classes are typically diverse, there is a pretty even mix of boys to girls. There is often an even mix of students from various ethnic groups or race. In class of twenty-five there is usually 20% to 40% of the class receive accommodations, as in an IEP or 504 Plan. Most students will tell you they are tactile learners, but often excel after receiving direct instruction. The webquest and directions can be read allowed for the students who need. Students will also be provided with a calculator and a hard copy of the directions. Students will have a visual display and equations in order to complete the analysis. Students can find it difficult to determine what is the changing rate (slope) and the starting point (y-intercept) when writing a linear equation. Completing the table once they have the equation is an easy calculation for most.

Goals

CC.2.2.HS.D.7 Create and graph equations or inequalities to describe numbers or relationships. A1.1.2.1.1, A1.1.2.1.2, A1.1.2.1.3, A1.1.2.2.1, A1.1.2.2.2, A1.1.3.1.1, A1.1.3.1.2, A1.1.3.1.3, A1.1.3.2.1, A1.1.3.2.2, A2.1.3.1.1, A2.1.3.1.2, A2.1.3.1.3, A2.1.3.1.4, A2.1.3.2.1, A2.1.3.2.2, A2.2.2.1.1, A2.2.2.1.2, A2.2.2.1.3, A2.2.2.1.4

CC.2.2.HS.D.8 Apply inverse operations to solve equations or formulas for a given variable. A1.1.2.1.1, A1.1.2.1.2, A1.1.2.1.3, A2.1.3.1.1, A2.1.3.1.2, A2.1.3.1.3, A2.1.3.1.4, A2.1.3.2.1, A2.1.3.2.2

CC.2.2.HS.D.9 Use reasoning to solve equations and justify the solution method. A1.1.1.4.1, A1.1.2.1.1, A1.1.2.1.2, A1.1.2.1.3, A1.1.2.2.1, A1.1.2.2.2, A1.1.3.1.1, A1.1.3.1.2, A1.1.3.1.3, A2.1.3.1.1, A2.1.3.1.2, A2.1.3.1.3, A2.1.3.1.4, A2.1.3.2.1, A2.1.3.2.2

CC.2.2.HS.D.10 Represent, solve, and interpret equations/inequalities and systems of equations/inequalities algebraically and graphically. A1.1.2.1.1, A1.1.2.1.2, A1.1.2.1.3, A1.1.2.2.1, A1.1.2.2.2, A1.1.3.1.1, A1.1.3.1.2, A1.1.3.1.3, A1.1.3.2.1, A1.1.3.2.2, A2.1.3.1.1, A2.1.3.1.2, A2.1.3.1.3, A2.1.3.1.4

CC.2.4.HS.B.3 Analyze linear models to make interpretations based on the data. A1.2.2.2.1, A1.2.3.1.1, A1.2.3.2.1, A1.2.3.2.2, A1.2.3.2.3, A2.2.3.1.1, A2.2.3.1.2

Objectives

• Students will write and solve two-step equations.
• Students will use technology to create graphs that represent real-world data.
• Students will compare three problem situations using a graphical representation or calculate the answer using the equations.
• Students will determine the better deal.

Time and Organization

Students will have three class periods to complete the webquest. The students will work individually, this is a self-paced project. They will check in with the teacher after they complete the mini lessons on the computer. Teacher will monitor progress and answer questions as needed.

Habits of Mind

• Persisting“The true test of character is not how much we know how to do, but how we behave when we don’t know what to do.”  John Holt

This quote highlights the importance of perseverance. It is easy for students to get wrapped up in thinking they are stuck and do not know what to do so why not give up. A task needs to be sought through until the end goal is reached, even if it is challenging. As educators we need to remind students that it is okay to not know what to do, it is not okay to just do nothing.

• Striving for Accuracy“Success is a process, a quality of mind and way of being, an outgoing affirmation of life.”  Alex Noble, philosopher

This quote emphasizes the importance of always doing your best. Learning is an ongoing process; it does not happen all at once. We need to set the bar high and constantly raise it and challenge ourselves to be better. Students become so quick to finish a task that the work is not complete to their ability. We need to strive to check our work and make sure it represents what we are capable of.

• Applying Past Knowledge to New Situations“Take the money in your wallet and invest it in your mind. And in return, your mind will fill up your wallet!”  Benjamin Franklin

This quote provides a good reminder of how to apply the skills you have learned to help to achieve success in new tasks. In math we constantly build on previous skills and work on making connections to what we learned in the past. As a student you can continue to grow when you apply what you know. In this webquest, students are taking what they learned previously in the year and applying it to new real-world situations.

• Thinking and Communicating with Clarity and Precision:  “It is not enough to have a good mind. The main thing is to use it well.”  Rene Descartes

Thinking through scenarios and being able to communicate your answers is an essential part of learning. Many students struggle with putting their words into writing and then translating it onto paper. In this project students will need to make a decision and then justify why they chose it.

Differentiated Instruction

The webquest is a self-paced activity.  It will allow students will make decisions based on interest and ability. Students will complete activities for visual and auditory learners. It is designed with the individual student in mind to maximize growth. Both students and teachers benefit from the differentiation. Students needs are being met to help them become successful. Teachers are continuing to get to know their students needs in order to plan future activities.