Today you will learn to translate written information into algebraic symbols and then solve the equations that represent the relationships. Day 2.

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Today you will learn to translate written information into algebraic symbols and then solve the equations that represent the relationships. Day 2

4-4. THE ENVIRONMENTAL CLUB Charles and Amy are part of the Environmental Club at school. Their service project for the semester is to get a tree for their school donated and plant it on the school grounds. Charles’ uncle owns a tree nursery and is willing to donate a 3-foot tall tree that he says will grow 1.5 feet per year. Amy goes to another nursery in town, but is only able to get tree seeds donated. According to the seed package, the tree will grow 1.75 feet per year. Charles plants his tree and Amy plants a seed on the same day. Amy thinks that even though her tree will be much shorter than Charles’ tree for the first several years, it will eventually be taller because it grows more each year, but she does not know how many years it will take for her tree to get as tall as Charles’ tree.

4-4. THE ENVIRONMENTAL CLUB (cont.) Will the trees ever be the same size? If so, how many years will it take? Your Task: Represent this problem with tables, equations, and one graph. Use each representation to find the solution. Explain how you found the solution in each of the three representations.

4-5. In the previous problem, you wrote equations that were models of a real-life situation. Models are usually not perfect representations, but they are useful for describing real-life behavior and for making predictions. You predicted when the two trees would be the same height. a)What are an appropriate domain and range for the two models of tree growth? b) Where can you find the y-intercepts of the model on the graph, in the table, and in the equation? In the situation of the story, what does the y-intercept represent?

4-6. For the following word problems, write one or two equations. Be sure to define your variable(s) and units of measurement with appropriate “let” statements and label your answers. You do not need to solve the equations yet. a) After the math contest, Basil noticed that there were four extra- large pizzas that were left untouched. In addition, another three slices of pizza were uneaten. If there were a total of 51 slices of pizza left, how many slices does an extra-large pizza have? b) Herman and Jacquita are each saving money to pay for college. Herman currently has $15,000 and is working hard to save $1000 per month. Jacquita only has $12,000 but is saving $1300 per month. In how many months will they have the same amount of savings? c) George bought some CDs at his local store. He paid $15.95 for each CD. Nora bought the same number of CDs from a store online. She paid $13.95 for each CD, but had to pay $8 for shipping. In the end, both George and Nora spent the exact same amount of money buying their CDs! How many CDs did George buy?

4-7. Solve part (b) of the last problem. In how many months would they have the same amount of savings? How much savings would they have at that time? b.) Herman and Jacquita are each saving money to pay for college. Herman currently has $15,000 and is working hard to save $1000 per month. Jacquita only has $12,000 but is saving $1300 per month. In how many months will they have the same amount of savings?

Line of Best Fit A line of best fit is a straight line that represents, in general, the data on a scatterplot, as shown in the diagram. This line does not need to touch any of the actual data points, nor does it need to go through the origin. The line of best fit is a model of numerical two-variable data that helps describe the data in order to make predictions for other data. To write the equation of a line of best fit, find the coordinates of any two convenient points on the line (they could be lattice points where the gridlines intersect, or they could be data points, or the origin, or a combination). Then write the equation of the line that goes through these two points.