Algebra 1 9th Grade Functions unit.

t. Overview: Students will complete a pre-activity where they will explore the calculations inherent in the pricing an cost of a donut shop, comparing total-costs with average-costs (unit costs). Students will create graphs and functions that model this data and will interpret these graphs. After the pre-activity, students will design a flyer that describes a pricing menu for a new, hypothetical, donut shop that they could open in hopes of competing with the one previously analyzed. Common Core Standards:
F-IF.3 Recognize that sequences are functions, sometimes defined recursively, whose domain is a subset of the integers F-IF.4 For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship. F-IF.6 Calculate and interpret the average rate of change of a function (presented symbolically or as a table) over a specified interval. Estimate the rate of change from a graph. F-BF.1. Write a function that describes a relationship between two quantities

# Students will be able to-

Blooms

Standards

1 Complete tables relating total costs and average costs of an item

(donuts) (donuts)

Apply Apply Apply

F-IF.3 F-IF.4 F-IF.3 F-IF.4 F-BF.1.

2 Graph relationships between total cost and average costs of an item 3 Create written functions to model data. 4 Analyze differences between two functions that represent real life
scenarios

Analyze F-IF.4 Create F-IF.4

5 Create a pricing menu for a product in response to an existing one. 6 Interpret comparative advantages to a customer of two products using
graphs of total cost and unit cost comparative advantage to customers.

Analyze F-IF.4

7 Defend a novel pricing menu in terms of targeted customer market and Evaluate F-IF.4

Donuts!
Look at the sign to the right Listed are the prices that a local donut shop uses to sell donuts. In this activity, you will complete some calculations about how this store runs its business. After doing this, you will use this information to help you create your own price menu for your own donut-selling stand in order to compete with them.
(If you are having trouble reading it, it says: 1 for $2, 2 for $3, 3 for $4, etc....)

Pre- Activity
Part 1: Total Cost Using the prices displayed on the sign, complete the following table. Donuts Bought (d) Total Cost (C) 1 2 3 4 5 6 10 $15.00 20 25 30 35 40 $2.00 $3.00 $4.00

Part 2: Graphing Total Cost Graph your data from the table in Part 1 in the plot below. Connect your points with a line.

Part 3: Modeling Total Cost Using your table from Part 1 and the graph from Part 2, create a linear equation in the space below. Your equation should use the following variables: C = Total cost d = Donuts purchased

Part 4: Price Per Donut But, how much does each donut really cost? Now you will calculate unit-price per donut, or the average cost per donut.
Example. 2 donuts = $3 total cost $3 / 2 donuts = $1.50 per donut

Complete the following chart. Donuts Bought Total Average cost (d) Cost (C) (A) 1 2 3 4 5 6 7 8 9 10 Part 5: Graphing price-per donut Graph your data from the table in Part 4 in the plot below. Connect your points with a line (hint, its not going to be a straight line!) $2.00 $3.00 $2.00 $1.50

Part 6: Follow up questions 1) If somebody told you that Eventually, if you buy enough donuts, the price will eventually be ZERO dollars per donut; FREE! Would they be right? Explain why or why not.

2) Let's say that it costs the donut shop about $0.50 to make each donut. The amount of profit they earn is the same as subtracting $0.50 from the price per donut when they make a sale. In the eyes of the donut-shop, when are they happiest: When people buy only a few donuts, or when people buy many donuts at one time? Explain your reasoning.

Activity
Now that you are an expert at calculating costs, you will create a new donut shop that will compete with the one we analyzed above. You will need to design your own flyer for this donut shop you plan to open in the neighborhood. On this flyer, you will include a price-plan that you believe will be competetive with the price-plan we analyzed above. As part of this activity you will create the following items A flyer for your stor pricing works Pretend this is really a business for you. Take time to make the flyer fun and appealing. You will need to come up with a name for your donut store, and include pictures or drawings to make your flyer stand out. Make sure your pricing makes sense, and is competitive A TOTAL COST graph that includes the following: A line depicting the total cost of donuts sold for the store in the pre-activity (The same line from part 2) The total cost of donuts sold for YOUR store (written on the same graph) Use the same domain as the previous line (0-40) An equation that you created that will model the total cost of donuts at YOUR store Use appropriate scaling and be sure to label each axis! An AVERAGE COST graph that includes the following: A line depicting the average cost of donuts sold for the store in the pre-activity (The same line from part 5) The average cost of donuts sold for YOUR store (written on the same graph) Use the same domain as the previous line (0-10) Use appropriate scaling and be sure to label each axis! A brief written response that explains the following aspects of your donut shop: Prompt 1: Why is your price-plan BETTER than the one from the pre-activity? Is there any point where your price-plan is not better? Use your graphs to explain your reasoning. Prompt 2: What types of customers would rather go to your store than to the one from the pre-activity? Explain your reasoning Things to consider: Your prices shouldn't be SO cheap that you put yourself out of business, nor should they be SO expensive that your customers will go to another donut shop instead. Create realistic and logical pricing for your donut store. BONUS POINT ALERT You are encouraged to create an interesting price-gimmick (If you want to, but you don't have to), but make sure your graphs reflect this gimmick. For example buy so many donuts, get so many free or buy so many donuts, get so many half-off. The donut shop in the preactivity uses an example of an interesting pricing gimmick.

Student Grading Sheet Pre-activity Part 1 Part 2 Part 3 Part 4 Part 5 Part 6 SUBTOTAL Activity Flyer Graph1 Graph 2 Response SUBTOTAL Pts Available 5 pts 3 pts 3 pts 8 pts 3 pts 8 pts 30 pts Pts Received ______ ______ ______ ______ ______ ______ ______ / 30 pts

30 pts 15 pts 10 pts 15 pts 30 pts

______ ______ ______ ______ ______ / 70 pts

Total= ____ / 100

Comments:

Teacher Rubric
Preactivity Part 1 Part 2 Part 3 Part 4 Part 5 Part 6 ACTIVITY Flyer Any pricing plan present Prices are logical & competitive Pricing is clear and understandable Flyer includes name of store Flyer has images Flyer demonstrates effort into construction Total Cost Graph Graph accurately depicts pricing data Graph includes pre-activity data Graph has appropriate axes Scales Labels Includes an equation to match line Average Cost Graph Graph accurately depicts pricing data Graph includes pre-activity data Graph has appropriate axes Scales Labels Written Response Response is legible and understandable Response to first prompt present Reasoning explained Response to 2nd prompt present Reasoning explained BONUS POINTS Pricing contains some sort of interesting gimmick that complicates the math involved (30points) 10 pts (yes/no) 5 pts (-2 for ridiculous pricing) 5 pts (yes/no) 5 pts (yes/no) 5 pts (yes/no) 5pts (-2 for notable lack of polish,
-1 for glaring spelling/grammar mistakes)

5pts 3pts 3pts 8pts 3pts 8pts

(0.5 per correct blank) (all or nothing) (1 pt if equation is attempted but not correct) (0.5 per correct blank) (all or nothing) (4 per question, 2 pts for proper reasoning on each)

(15 points) 5 pts (yes/no) 3 pts (yes/no) 1 pts (yes/no) 1 pts (yes/no) 5 pts (-2 pts if equation wrong) (10 points) 5 pts (yes/no) 3 pts (yes/no) 1 pt (yes/no) 1 pt (yes /no) (15 points) 3 pts (yes/no) 2 pts (yes/no) 3 pts (-1 if not linked to graph) 2 pts (yes/no) 3 pts (-1 if not linked to graph) 5 pts (yes/no)