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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. See students’ work. 2. Determine the domain, range, and inverse of the graphed relation. The fiscal years comprise the domain; the interest payments comprise the range. The fiscal years comprise the range of the inverse; the interest payments comprise the domain of the inverse. 3. Is the graph of these data a linear relation? Why or why not? on one line. No; the graphed data do not lie 4. Is the graph of these data a function? Explain. Yes, for each element of the domain, there is exactly one corresponding element in the range. 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. $1300 © Glencoe/McGraw-Hill T4 Glencoe Algebra 1
NAME _______________________________________________________ DATE _____________________________________ REAL-WORLD APPLICATIONS STUDENT ACTIVITY for Transparency 5 Use with Lesson 5-3. About Comparison Shopping and Phone Rates At one time, phone companies were monopolies. Only one phone company could be in any one geographic area, and that company controlled all telephone business within its area. A phone company could design its own services and determine its own fees. The government has since dissolved these monopolies. New phone companies have emerged, offering different services and different fees for these services. In addition, advanced technology has made cellular and digital phone service possible. Many phone companies provide these cellular, digital, and traditional phone services. As competition increased among the phone companies, phone rates became a major selling point. Instead of a set monthly fee for calls, some phone companies began charging a small fee, or toll, per local call. The options available to consumers are now quite varied, and telephone customers must consider which phone company, type of service, and billing rate are best for their needs. Directions: Use what you have seen and read to answer the following questions. 1. Estimate the y-intercept of the line on the graph representing phone calls from a home. 2. Compute the slope of the line representing phone calls from a home. 3. If the horizontal segment on the graph of the cost of business calls were ignored, what would be the y-intercept of the line? 4. If the horizontal segment of the graph of the cost of business calls were ignored, what would be the slope of the line? 5. About how long does a business call have to be for the cost to be about the same as a call made from a home? Making the Connection 6. How do these phone rates compare to local service in your community? 7. When considering two competing phone services, what criteria would you use in selecting one company over another. © Glencoe/McGraw-Hill 5 Glencoe Algebra 1
Page 1 and 2: Real-World Transparencies and Maste
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