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NAME _______________________________________________________ DATE _____________________________________ REAL-WORLD APPLICATIONS STUDENT ACTIVITY for Transparency 3 Use with Lesson 3-7. About Population Growth of U.S. Metropolitan Areas Census 2000 showed that the population in the United States increased by 13.2% from the 1990 figures. This is the largest census-to-census increase in American history. Every state showed an increase in population, with Nevada showing the highest percent increase, 66.3%. In 2000, metropolitan areas were home to about 80% of Americans, an increase of 14% from the last census. The graph shows both the population figures and the percent increase in population for the six largest metropolitan areas in the United States. Notice that some metropolitan areas extend across state lines while others fall within state boundaries. Directions: Use what you have seen and read to answer the following questions. 1. In 1990, the population of the Los Angeles metropolitan area was almost 14.5 million people. What was the increase in population in the Los Angeles metropolitan area between 1990 and 2000? 1.9 million people 2. If the same rate of growth that occurred between 1990 and 2000 continues, what will be the population of the Washington-Baltimore area in 2010? 8,595,600 people 3. How is it possible that the San Francisco and Philadelphia areas have about the same population, but have a different percent increase in population? The percent increase is the ratio of the increase in population to the original population figure. The ratios for San Francisco and Philadelphia may be different even though the new population figures are similar. 4. The Dallas-Fort Worth area had an increase in population from 4.0 million to 5.2 million between the 1990 and the 2000 census. What percent increase in population did the area have? 30% increase in population Making the Connection 5. Look up the results of the 2000 census for the state and county where you live. Write a summary of the changes that occurred between the 1990 and 2000 census. What are some things that may be affected by the change in census figures for your state and county? See students’ work. © Glencoe/McGraw-Hill T3 Glencoe Algebra 1
NAME _______________________________________________________ DATE _____________________________________ REAL-WORLD APPLICATIONS STUDENT ACTIVITY for Transparency 4 Use with Lesson 4-6. About Interest on the U.S. Public Debt The government of the United States gets the money to pay its bills by collecting taxes. But when the country spends more money than it collects in taxes, the government must borrow the difference to pay its bills. Public debt is like an IOU. This debt scenario is often referred to as “being in the red” or “red ink.” As with other kinds of debt, the public debt of the United States accrues interest over the course of time. The government, and ultimately the taxpayer, is responsible for paying this interest. As the amount the government borrows increases, the amount of interest increases. Conversely, when the debt decreases, so does the amount of interest. The economy is an intricate system affected by many variables, all of them interconnected. Debt and interest are only two of these variables. The government regulates these and other factors to maintain a stable economy. Directions: Use what you have seen and read to answer the following questions. 1. On a separate sheet of paper, graph the data using a line graph displaying x- and y-axes. 2. Determine the domain, range, and inverse of the graphed relation. 3. Is the graph of these data a linear relation? Why or why not? 4. Is the graph of these data a function? Explain. Making the Connection 5. If interest on the 2000 public debt of the United States were divided equally among the 281,000,000 people in the United States, what portion would belong to you? Round your answer to the nearest 100 dollars. © Glencoe/McGraw-Hill 4 Glencoe Algebra 1
Page 1 and 2: Real-World Transparencies and Maste
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