This Warm-up activates what students know about interpreting equations in context and about solving for a variable. The given equation is linear and relatively straightforward. The work prepares students to reason about quadratic equations in the lesson.
To find the unknown input in each question, students might:
The expression 12t+2.50 represents the cost to purchase tickets for a play, where t is the number of tickets. Be prepared to explain your response to each question.
Ask a student to share their response and reasoning. After they share, ask for one more different strategy.
If it does not come up, point out that we can think about cost as being a function of the number of tickets. In answering the questions, we were looking for the inputs that produce different outputs. This can be done by solving equations. In the case of linear equations, we can “do the same thing to each side” to isolate the variable.
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This Warm-up activates what students know about interpreting equations in context and about solving for a variable. The given equation is linear and relatively straightforward. The work prepares students to reason about quadratic equations in the lesson.
To find the unknown input in each question, students might:
The expression 12t+2.50 represents the cost to purchase tickets for a play, where t is the number of tickets. Be prepared to explain your response to each question.
Ask a student to share their response and reasoning. After they share, ask for one more different strategy.
If it does not come up, point out that we can think about cost as being a function of the number of tickets. In answering the questions, we were looking for the inputs that produce different outputs. This can be done by solving equations. In the case of linear equations, we can “do the same thing to each side” to isolate the variable.