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Doing the Math - JHU Mathematics - Johns Hopkins University

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Indicator Problem Problem Descriptive Notes<br />

number Note: many of <strong>the</strong> problems have Notes<br />

accompanying charts that are not shown.<br />

A few are shown as examples.<br />

(continued)<br />

1.1.2<br />

1.1.3<br />

3<br />

14-BCR<br />

32<br />

If Jared has $60, can he rent <strong>the</strong> carpet<br />

cleaner for 9 hours? Use ma<strong>the</strong>matics to<br />

explain how you determined your answer. Use<br />

words, symbols, or both in your explanation.<br />

The store also sells <strong>the</strong> same carpet cleaner<br />

for $165, including tax. What is <strong>the</strong> maximum<br />

number of hours that <strong>the</strong> cost of renting <strong>the</strong><br />

carpet cleaner is less than <strong>the</strong> cost of buying<br />

<strong>the</strong> carpet cleaner? Use ma<strong>the</strong>matics to justify<br />

your answer.<br />

Number of Hours Cost<br />

1 $16<br />

2 $22<br />

3 $28<br />

4 $34<br />

5 ?<br />

6 ?<br />

The table below shows a relationship between<br />

x and y. What is <strong>the</strong> value of y when x is 7?<br />

x -2-1 0 1 2<br />

y 7 4 1 -2 -5<br />

Mr. Smith’s pool is filled with water to a height<br />

of 48 inches. It has developed a slow leak. At<br />

<strong>the</strong> end of <strong>the</strong> first day, after <strong>the</strong> leak started,<br />

<strong>the</strong> height of <strong>the</strong> water decreased by 0.5<br />

inches. If this rate continues, which of <strong>the</strong>se<br />

tables represents <strong>the</strong> height of <strong>the</strong> water at <strong>the</strong><br />

end of <strong>the</strong> second, fifth, and seventh day?<br />

See above.<br />

The table below shows a relationship between<br />

x and y. Which of <strong>the</strong>se equations represents<br />

this relationship?<br />

1.1.2 The student will<br />

represent patterns<br />

and/or functional<br />

relationships in a table,<br />

as a graph, and/or by<br />

ma<strong>the</strong>matical<br />

expression.<br />

The x values are 2, 3,<br />

4, and 5, and <strong>the</strong><br />

answer is y=2x+1.<br />

1.1.3 The student will<br />

apply addition, subtraction,<br />

multiplication,<br />

and/or division of<br />

algebraic expressions<br />

to ma<strong>the</strong>matical and<br />

real-world problems.<br />

APPENDICES<br />

Again, <strong>the</strong>re are infinitely many<br />

possible answers.<br />

This problem requires only<br />

arithmetic and careful reading.<br />

Can solve by checking—this is<br />

actually easier than coming up<br />

with <strong>the</strong> equation for <strong>the</strong> line.<br />

This is where <strong>the</strong> usual abstract,<br />

symbolic manipulations of<br />

algebra ought to appear. There<br />

are only two questions, both<br />

word problems. The level of<br />

algebraic sophistication<br />

required is minimal.<br />

<strong>Doing</strong> <strong>the</strong> <strong>Math</strong> 51

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