1. Linear Plots Graph scatter plots of recursive sequences Continue to explore the connection between graphs and tables and how they can be used to solve problems Build toward an introduction of the intercept form of a line

2. Linear Plots Materials Needed Graph paper

3. You walk into an elevator in the basement of a building. Its control panel displays “0” for the floor number. As you go up, the numbers increase one by one on the display, and the elevator rises 13 feet for each floor. The table shows the floor numbers and their heights above ground level. Floor Number Height (Ft) 0 (Basement)-4 19 222 335 448 ……

4. Write a recursive routine for the two number sequences in the table. Enter both routines into the calculator. Define variables and plot the data in the table for the first few floors. Does it make sense to connect the points on the graph? Floor Number Height (Ft) 0 (Basement)-4 19 222 335 448 ……

5. What is the highest floor with a height less than 200 feet? Is there a floor that is exactly 200 ft high? How do you get to the next point on the graph? This is called a linear relationship. Floor Number Height (Ft) 0 (Basement) -4 19 222 335 448 ……

6. On the Road Again Page 166 Materials Needed The worksheet: On the Road Again Grid

7. Read the paragraph on page 166 in the investigation. We’ll use www.keymath.com/DA and click on chapter 3: On the Road Again to model this problem.www.keymath.com/DA We’ll also set up the same problem on our calculator.

8. Read the problem and complete steps 1-3 together. Be prepared to explain your solutions to each step. Complete steps 4 and 5 with your group. Use the graph and/or table to complete steps 6-12. Be prepared to discuss your solutions to each step.

9. Review Assigning Homework Turn to page 168 in the teacher’s edition. Study the various type of problems presented in this lesson. Study how the descriptions help you see how to assign exercises for further study. Think about how you would use the suggestions to make up an assignment for your students on this lesson. Essential: 2-4, 6, 7 Performance Assessment: 8,10 Portfolio: 6 Journal: 7, 8 Group: 6, 9 Review: 1, 5, 11-14

10. These two tables show the changing depths of two submarines over time. USS ALBUQUERQUE Time (s) 051015202530 Depth (ft) -39-32-25-18-11-43 USS SPRINGFIELD Time (s) 051015202530 Depth (ft) -45-37.5-30-22.5-15-7.50

11. Graph both sets of data using L1 (time), L2 (depth for USS Albuquerque), and L3 (depth for USS Springfield). Describe how the graphs are the same and how they are different. Write a recursive sequence for each submarine that will describe its time and depth. Explain the meaning of your recursive sequence. Does it make sense to draw a line through the data? Explain. What is the meaning of the points (30,3) for the USS Albuquerque and (30,0 ) for the USS Springfield? What is the meaning of the points (0,-39) for the USS Albuquerque and (0, -45) for the USS Springfield? USS ALBUQUERQUE Time (s) 051015202530 Depth (ft) -39-32-25-18-11-43 USS SPRINGFIELD Time (s) 051015202530 Depth (ft) -45-37.5-30-22.5-15-7.50