Rules, Tables, and Graphs: Part 1 › em-crosswalk › ... · of values and make line graphs from the table data. EXTRA PRACTICE Analyzing Two Rates Math Masters, p. 300B Students

www.everydaymathonline.com

Lesson 10�4 803

Advance PreparationDisplay the rates and ratios you have collected for the Rates and Ratios Museum. Invite students to add to the

museum over the next few days.

Teacher’s Reference Manual, Grades 4–6 pp. 64–68, 164, 278–289

Key Concepts and Skills• Use table data to create line graphs.

[Data and Chance Goal 1]

• Represent functions with tables, graphs,

and formulas.

[Patterns, Functions, and Algebra Goal 1]

• Extend patterns in graphs and tables

to solve problems.

[Patterns, Functions, and Algebra Goal 1]

Key ActivitiesStudents review the concept of rates and

practice representing rates with formulas,

tables of values, and graphs.

Ongoing Assessment: Recognizing Student Achievement Use journal pages 348 and 349. [Data and Chance Goal 1]

Key Vocabularyrate � formula � variable � line graph

MaterialsMath Journal 2, pp. 346–349

Student Reference Book, pp. 78 and 225

Study Link 10�3

slate � straightedge

Math Boxes 10�4Math Journal 2, p. 345

Students practice and maintain skills

through Math Box problems.

Study Link 10�4Math Masters, p. 301

Students practice and maintain skills

through Study Link activities.

ENRICHMENTSolving Rate ProblemsMath Masters, p. 302

Students use a formula to solve rate

problems in which the rate or the unit is

not known.

EXTRA PRACTICE

Graphing “What’s My Rule?” TablesMath Masters, p. 303

Students use rules to generate tables

of values and make line graphs from the

table data.

EXTRA PRACTICE

Analyzing Two RatesMath Masters, p. 300B

Students use rules, tables, ordered pairs,

and graphs to analyze data.

ELL SUPPORT

Describing Exhibits in the Rates and Ratios MuseumStudents describe rate situations and

different representations of rates in the

Rates and Ratios Museum.

Teaching the Lesson Ongoing Learning & Practice Differentiation Options

�

Rules, Tables, andGraphs: Part 1

Objective To develop representational forms for rates.

eToolkitePresentations Interactive Teacher’s

Lesson Guide

Algorithms Practice

EM FactsWorkshop Game™

AssessmentManagement

Family Letters

CurriculumFocal Points

Common Core State Standards

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Speed and DistanceLESSON

10 �4

Date Time

Math Message

1. A plane travels at a speed of 480 miles per hour. At that rate, how many miles will it travel in 1 minute? Write a number model to show what you did to solve the problem.

Number model: Distance per minute: miles

Rule for Distance Traveled

2. For an airplane flying at 8 miles per minute (480 mph), you can use the followingrule to calculate the distance traveled for any number of minutes:

where d stands for the distance traveled in miles and t for the time of travel inminutes. For example, after 1 minute, the plane will have traveled 8 miles (8 º 1).After 2 minutes, it will have traveled 16 miles (8 º 2).

3. Use the rule d � 8 º tto complete the table at the right.

8480 � 60

Time (min) Distance (mi)(t ) (8 � t )

1 8

2 16

3 244 325 406 487 568 649 7210 80

Distance traveled � 8 � number of minutesor

d � 8 � t

Math Journal 2, p. 346

Student Page

804 Unit 10 Using Data; Algebra Concepts and Skills

Getting Started

Mental Math and Reflexes Describe number relationships. Have students identify the mystery numbers. Suggestions:

My number times 25 will equal 100. What is my number? 4

15 divided by my number will equal 6. What is my number? 2.5

Let y represent my number. 3y = 60; y = 20

Math MessageComplete the problem at the top of journal page 346.

Study Link 10�3 Follow-UpHave partners share answers and resolve differences. Discuss students’ solution strategies for Problems 3 and 4.

1 Teaching the Lesson

▶ Math Message Follow-Up WHOLE-CLASSDISCUSSION

(Math Journal 2, p. 346)

Algebraic Thinking Remind students that a rate describes a relationship between two quantities. Point out that the two quantities that make up a rate have different units, for example, miles and hours, dollars and pounds, days and months. A rate tells how many of one type of thing there are for a certain number of another type of thing. To support English language learners, write the important ideas and examples regarding rates on the board.

A basic example for rates is speed. A speed tells how many units of distance there are for a given unit of time. Sixty miles per hour, for example, is a rate that says a distance of 60 miles is traveled for each hour of time.

Rates are often expressed with phrases that include the word per, as in 480 miles per hour, $2 per pound, and 10 rainy days per month. Rates can also be expressed as fractions: 3 apples

_ 89¢ , 12 inches _ 24 hours , 36 inches _ 1 yard . Ask students to give other examples of rates they have seen or used.

Have students share their solution strategies to the Math Message problem. Because there are 60 minutes in 1 hour, divide 480 by 60. Thus the distance traveled in 1 minute is 8 miles.

480 miles per hour and 8 miles per minute are equivalent rates. Ask volunteers to suggest an equivalent rate for 36 inches per 1 yard. 12 inches per foot

ELL

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Speed and Distance continuedLESSON

10 �4

Date Time

4. Complete the graph using the data in the table on page 346. Then connect the dots.

Use your graph to answer the following questions.

5. How far would the plane travel in 1 �12

� minutes?

6. How many miles would the plane travel in

5 minutes 24 seconds (5.4 minutes)?

7. How long would it take the plane to travel 60 miles?

12 miles(unit)

(unit)

(unit)

43.2 miles, or about 43 miles

7.5 minutes

1 2 3 4 5 6 7 8 9 10

10

30

20

40

50

60

70

80

90

Dis

tan

ce

(m

i)

Time (min)

00


Student Page

Lesson 10�4 805

NOTE Continuous quantities can be divided

into smaller and smaller amounts. Measures,

such as the height or the weight of a student

in your class, are continuous quantities.

Discrete quantities are countable things that

cannot be broken up into smaller amounts.

The number of students in your class is a

discrete quantity.

The rates in this lesson can be represented

by line graphs because most of the variables

represent continuous, not discrete, quantities.

▶ Displaying a Rate of Speed

WHOLE-CLASS ACTIVITY

(Math Journal 2, pp. 346 and 347)

Algebraic Thinking Pose problems based on the rate 8 miles per minute:

● At 8 miles per minute, how far will a plane travel in 10 minutes? 80 miles In 2 1 _ 2 minutes? 20 miles

Ask students to share their solution strategies. To calculate the distance traveled, multiply the number of minutes of travel by 8. Explain that the solution can be expressed by the rule:

Distance traveled = 8 ∗ number of minutes

or, in abbreviated form, by d = 8 ∗ t. Remind students that this kind of rule is called a formula and the letters d and t are called variables. Variables used in formulas describe relationships.

Assign Problems 2– 4 on journal pages 346 and 347. Students use the formula d = 8 ∗ t to build a table of values and then display these values on a line graph. Circulate and assist.

When students have finished, discuss Problems 5–7 on journal page 347 as a class. Ask volunteers to use these problems to explain how to obtain values from the graph. For example:

� Problem 5

To find out how far the plane would travel in 1 1 _ 2 minutes, move along the horizontal axis to 1 1 _ 2 , which is halfway between 1 and 2 minutes, and mark the point on the line that is directly above 1 1 _ 2 . Then move left from there to 12 on the vertical axis. Thus, the plane would travel 12 miles in 1 1 _ 2 minutes.

10

30

20

40

50

60

0

Dis

tanc

e (m

i)

1 2 3 4 5 6 7 80

Time (min)

� Problem 7

To find out how long it would take the plane to travel 60 miles, reverse the procedure. Start at 60 on the vertical axis, move right to the line, and then work down to 7 1 _ 2 on the horizontal axis. It would take the plane 7 1 _ 2 minutes to travel 60 miles.

Point out that the table of values on journal page 346 is an example of a “What’s My Rule?” table. Also point out that when the dots on the graph are connected, they form a straight line.


Representing Rates LESSON

10 �4

Date Time

$44

�Complete each table below. Then graph the data and connect the points.

1. a. Andy earns $8 per hour. Rule: Earnings = $8 ∗ number of hours worked

b. Plot a point to show Andy’s

earnings for 5 1 _ 2 hours.

How much would he earn?

2. a. Red peppers cost $2.50 per pound. Rule: Cost = $2.50 ∗ number of pounds

b. Plot a point to show the cost

of 8 pounds. How much would

8 pounds of red peppers cost?

10

20

30

40

50

Earn

ings (

$)

1 2 3 4 5 6 7

Time (hr)

00

$20 4 8 12

10

20

30

Cost ($

)

Weight (lb)

00

Time (hr) Earnings ($) (h) (8 ∗ h)

1 8 2 16 3 24 5 40

7 56

Weight (lb) Cost ($) (w) (2.5 ∗ w)

1 2.50 2 5.00 3 7.50 6 15.00

12 30.00

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Student Page

Representing Rates continuedLESSON

10 �4

Date Time

3. a. Frank types an average of 45 words per minute.

Rule: Words typed = 45 ∗ number of minutes

b. Plot a point to show the number of words Frank

types in 4 minutes. How many words is that?

4. a. Joan’s car uses 1 gallon of gasoline every 28 miles.

Rule: Distance = 28 ∗ number of gallons

b. Plot a point to show how far the car

would travel on 1.4 gallons of gasoline.

How many miles would it go?

180 words

Nu

mb

er

of

Wo

rds

1 2 3 4 5 6

Time (min)

0

100

200

300

0

Gasoline Used (gal)

1 2 3 4 5 60

Dis

tan

ce

(m

i)

100

200

0

39.2 miles

Time (min) Words (t) (45 ∗ t)

1 45 2 90 3 135 5 225

6 270

Gasoline (gal) Distance (mi) (g) (28 ∗ g)

1 28 2 56 3 84 5 140

5 1 _ 2 154

�

333-368_EMCS_S_MJ2_G5_U10_576434.indd 349 4/6/11 11:02 AM


Student Page


▶ Making Line Graphs from PARTNER ACTIVITY

Tables of Values(Math Journal 2, pp. 348 and 349; Student Reference Book, pp. 78 and 225)

Algebraic Thinking Have partners solve problems involving other rate situations on journal pages 348 and 349. Circulate and assist.

When students have finished, ask questions such as the following:

● For Problem 1 on journal page 348, would you use the graph, the rule, or the table to find out how long it took Andy to earn $42? Explain. Sample answer: It is easy to locate $42 on the graph.

● For Problem 4 on journal page 349, would you use the graph, the rule, or the table to find the distance traveled on 4 3 _ 7 gallons? Explain. Sample answer: It is easiest to use the rule and find 28 ∗ 4 3 _ 7 .

Ask: How could you use the Distributive Property to solve the problem 28 ∗ 4 3 _ 7 ? Refer students to Student Reference Book, pages 78 and 225 as a reminder. 28 ∗ (4 + 3 _ 7 ) = (28 ∗ 4) + (28 ∗ 3 _ 7 ); 28 ∗ 4 = 112; 28 ∗ 3 _ 7 = 12; 112 + 12 = 124 Ask students to solve the Check Your Understanding problems on Student Reference Book, page 78 using the Distributive Property.

Ongoing Assessment: Journal

Pages 348 �and 349Recognizing Student Achievement

Use journal pages 348 and 349 to assess students’ ability to use table data to

plot points on a graph. Students are making adequate progress if their

responses to Problems 1 and 3 are correct.

[Data and Chance Goal 1]

▶ Comparing Three Ways of WHOLE-CLASSDISCUSSION

Representing Rates(Math Journal 2, pp. 346–349)

Algebraic Thinking Point out that tables, formulas, and graphs are simply different ways of representing the same relationships. There are advantages to each way:

� Tables are often the easiest to understand.

� Formulas are the shortest forms of representation. They summarize the relationship and can be used to find other values in the table. (Rules expressed in words or by formulas are very much the same. Formulas are more compact, which can make them easier to use.)

� Graphs can help you understand the relationship, but are not as useful for finding precise values.

� Many relationships do not have formulas and can be reported in tables or graphs only. The sports and financial sections of the newspaper have tables and graphs that are examples of such relationships.

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BBBBBBBBBBBBBBBBBBB EEELEMMMMMMMMOOOOOOOOOOBBBBLBLBLBLBBLBBROOOOROROROROROROROROROO LELELELEEEEEELEMMMMMMMMMMMMLEMLLLLLLLLLLLLLLLLLLLLRRRRRRRRRRRGGGGLLLLLLLLLLLLLVVINVINVINVINVINNNVINVINNVINVINVINVINV GGGGGGGGGGGOOOOLOLOLOOLOO VINVINVVLLLLLLLLLLVINVINVINVINVINVINVINVINVINVINVINVINVINVINNGGGGGGGGGGOLOOLOLOLOLOLOLOOO VVVVVLLLLLLLLLLVVVVVVVVVVOOSOSOSOSOSOSOSOSOSOOSOSOSOOOOOSOSOSOSOSOSOSOSOSOSOOSOSOSOSOSOSOSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSS VVVVVVVVVVVVVVVVVVVVVVLLLLLVVVVVVVVVLLLLVVVVVVVLLLLLLLLVVVVVLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLSSSSSSSSSSSSSSSSSSSS GGGGGGGGGGGGGGGGGGGOOOOOOOOOOOOOOOOOOOO GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGNNNNNNNNNNNNNNNNNNNNNNNNNNNNIIIIIIIIIIIIIIIIIIIIISOLVING

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Lesson 10�4 806A

▶ Analyzing Two Rates WHOLE-CLASSDISCUSSION


Remind students that they can also use tables, formulas, and graphs to compare situations in which there are two different rates. Refer students to Problem 4 on journal page 349. Write the following on the Class Data Pad:

Joan’s car: 28 mi _ 1 g Rule: Distance = 28 ∗ number of gallons

Tom’s car: 42 mi _ 1 g Rule:

Gasoline

(g)

Joan’s Car:

Distance (mi)

Tom’s Car:

Distance (mi)

0 0 0

1 28 42

2 56 84

3 84 126

4 112 168

5 140 210

Ask: What rule describes the distance Tom’s car travels for a given number of gallons of gasoline? Distance = 42 ∗ number of gallons Ask a volunteer to write the rule for Tom’s car next to his rate.

Have volunteers complete the table for Joan’s and Tom’s cars. Then have a volunteer provide the ordered pairs for Tom’s car. (0,0), (1,42), (2,84), (3,126), (4,168), (5, 210)

On journal page 349, Problem 4, ask students to plot the ordered pairs for Tom’s car on the grid. Have students label the respective graphs, Joan’s Car and Tom’s Car.

Gasoline Used (gal)

0 1 2 3 4 5 6

Dis

tance (

mi)

100

200

0

Joan’s carTom

’s ca

r

Ask: For each number of gallons of gasoline greater than 0, how does the distance Tom’s car travels compare with the distance Joan’s car travels? Each distance Tom’s car travels is 1 1 _ 2 times the distance Joan’s car travels. Ask students to explain how they used the rules, table, ordered pairs, and/or graph to help them answer the question. Answers vary.

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Math Boxes LESSON

10 �4

Date Time

4. Circle the figure below that has the same area as Figure A.

1. Make a magnitude estimate for the product. Choose the best answer. 0.4 ∗ 6.5

tenths

ones

hundreds

thousands

ten-thousands

3. a. Mark and label −1.7, 0.8, −1.3, and 1.9 on the number line.

b. What number is 1 less than −1.7? −2.7 c. What number is 1 more than 1.9? 2.9

2. Circle the numbers below that are divisible by 9.

3,735 2,043 192 769 594

-2 -1 0 1 2

-1.7 -1.3 0.8 1.9

A

5. Find the volume of the prism. Circle the best answer.

A 10 ft3

B 30 ft3

C 17 ft3

D 60 ft3

Volume = length ∗ width ∗ height

5 ft

3 ft

2 ft

247–250

92–94

189 197

11

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Student Page

STUDY LINK

10�4 Representing Rates

301

Gasoline (gal)

Dis

tanc

e (m

i)

0

100

200

300

0 5 10 15

Cos

t ($)

Weight (lb)

00 5 10

5

10

15

20

25

Complete each table below. Then graph the data and connect the points.

1. a. Cherry tomatoes cost $2.50 per pound.

Rule: Cost = $2.50 ∗ number of pounds

b. Plot a point to show the cost of 8 pounds.

How much would 8 pounds of cherry tomatoes cost?

c. Would you use the graph, the rule, or the table to find out how much

50 pounds of cherry tomatoes would cost? Explain.

2. a. Chantel is planning a trip to drive across country.

Her car uses 1 gallon of gasoline every 24 miles.

Rule: distance = 24 ∗ number of gallons

Weight (lb) (w) Cost ($) (2.50 ∗ w)

1 2.50 3 7.50 6 15.00

10 25.00

Gasoline (gal) (g) Distance (mi) (24 ∗ g)

1 24 4 96 7 168

13 312

b. Plot a point to show the distance the car would travel

on 6 gallons of gasoline. How many miles would it go?

c. Would you use the graph, the rule, or the table to find out

how far the car would travel on 9 gallons of gasoline? Explain.

I can easily

are at the same point.

144 mi

$20.00

look for 9 gallons on the graph to see how many miles

103–105124

Name Date Time

Sample answer: I would use the rule because I could

easily multiply 50 pounds by $2.50 to get the cost.

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Math Masters, p. 301

Study Link Master

806B Unit 10 Using Data; Algebra Concepts and Skills

2 Ongoing Learning & Practice

▶ Math Boxes 10�4

INDEPENDENT ACTIVITY


Mixed Practice Math Boxes in this lesson are paired with Math Boxes in Lesson 10-2. The skill in Problem 5 previews Unit 11 content.

Writing/Reasoning Have students write a response to the following: In Problem 2, explain how to determine whether 3,735 is divisible by 9 without actually dividing. Sample

answer: Add the digits together. If the sum is divisible by 9, then the number is divisible by 9.

▶ Study Link 10�4


(Math Masters, p. 301)

Home Connection Students complete rate tables. They graph the data on line graphs.

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distance = rate ∗ gallons of gas d = r ∗ g

distance = miles per gallon ∗ 14 gallons of gas 357 = 25 1 _ 2 ∗ 14

rate =

LESSON

10�4 Solving Rate Problems

Rate describes a relationship between two quantities with different

units. Rate tells how many of one type of thing there are for a certain

number of another type of thing. Rates are often expressed with

phrases that include the word per. For example, miles per hour,

cost per ounce, or books per student.

One example of rate is speed. A basic formula is distance = rate ∗ time.

Multiplication can be used for many different problems involving rates.

For example, distance = rate ∗ gallons, total cost = rate ∗ ounces, or

total books = rate ∗ students.

To solve a problem using a formula, first replace variables with the known values.

Example:

Maribel can travel 5 miles per hour on her skateboard. How far will she travel in 2 hours?

Maribel can travel 10 miles.

Use the formula to solve the following problem.

1. Samuel’s go-kart can travel 357 miles on 14 gallons of gas. His go-kart

travels how many miles per gallon?

2. Samuel’s go-kart can travel miles per gallon of gas.

Explain your solution.

distance = rate ∗ time d = r ∗ t

distance = 5 miles per hour ∗ 2 hours 10 = 5 ∗ 2

distance = 10 miles

Name Date Time

25 1 _ 2 miles per gallon

Sample answer: The rate is the distance for 1 gallon of

gas, so I divide 357 by 14 to get 25 1

_ 2 miles per gallon.

25 1

_ 2



Teaching Master

LESSON

10�4 “What’s My Rule?”

in out (n) (15 - n)

1 14 2 13 8 7 10 5

18 -3 15 0

in out

4 2

12 6

16 8

2 1 7 3 1

_ 2

310 155

in out

1 1

2 3

3 5

4 7 5 9 10 19

in out

1 3 1

_ 4

2 3 1

_ 2

3 3 3

_ 4

4 4 8 5 16 7

in out (x) ((2 ∗ x) + 3)

2 7 4 11 6 15 8 19

12 27 0 3

Complete each table below according to the rule.

1. Rule: Subtract the in

number from 15.

2. Rule: Triple the

in number.

3. Rule: Double the

in number and add 3.

in out (d) (3 ∗ d)

7 21 12 36 8 24

0.3

1

9

_ 10 , or 0.9

3

_ 2 , 1 1

_ 2 , or 1.5

Complete each table below. Write the rule in words or as a formula. On the

back of the page, graph the data in Problems 4 and 5.

4. Rule:

5. Rule:

6. Make up your own.

Rule:

in by 4 and add 3.

Sample answer: n _ 2 ; Divide

in by 2. Multiply in by 2.

(n ∗ 2) -1;

n _ 4 + 3; Divide

and subtract 1.

231 232

Name Date Time

1 _ 2



Teaching Master

Lesson 10�4 807

3 Differentiation Options

ENRICHMENT


▶ Solving Rate Problems 5–15 Min

(Math Masters, p. 302)

Algebraic Thinking To apply students’ understanding of the basic rate formula, have students solve problems in which the rate or unit is unknown.

When students have finished, ask them to use the variables in the formula d = r ∗ t and to write two division equations. r = d/t; t = d/r Emphasize that the relationships in the formula also reflect the relationships between operations.

EXTRA PRACTICE


▶ Graphing “What’s My Rule?” 5–15 Min

Tables(Math Masters, p. 303)

Algebraic Thinking Students use rules to generate tables of values and make line graphs from the table data.


Name Date Time

Analyzing Two RatesLESSON

10� 4

Each day, Taylor practices the piano 1 1

_ 2 hours and Kim practices

3

_ 4 hour.

1. In the tables below, write a rule for each student that gives the total number

of hours (h) practiced for a given number of days (d ).

2. Complete the tables to show the total amount of time each student practiced

during a 5-day period.

3. Use the data to write a set of ordered pairs in the form

(Days, Hours) for Taylor and Kim. Graph the data, connect

the points for each student, and label each graph.

Taylor Kim

(1,1 1

_ 2 ) (1, 3 _

4 )

(2,3) (2,1 1 _

2 )

(3,4 1 _

2 ) (3,2 1 _

4 )

(4,6) (4,3)

(5,7 1 _

2 ) (5,3 3 _

4 )

4. After each day, how does the total amount of time

practiced by Taylor compare to Kim’s time? Explain.

Sample answer: After each day, Taylor has practiced twice

as long as Kim. This is because his rate is twice as great.

Hou

rs P

ract

iced

Days0 1 2 3 4 5

0

1

2

3

4

5

6

7

8

Taylo

r

Kim

Kim’s Practice

Rule: h = 3

_ 4 ∗ d

Days Hours

1 3 _

4

2 1 1 _ 2

3 2 1 _ 4

4 3

5 3 3 _ 4

Taylor’s Practice

Rule: h = 1 1

_ 2 ∗ d

Days Hours

1 1 1 _

2

2 3

3 4 1 _ 2

4 6

5 7 1 _ 2

300A-300B_EMCS_B_MM_G5_U10_576973.indd 300B 4/6/11 11:12 AM

Math Masters, p. 300B

Teaching Master


EXTRA PRACTICE


▶ Analyzing Two Rates 5–15 Min

(Math Masters, p. 300B)

Students use rules, tables, ordered pairs, and a graph to identify a relationship between corresponding terms based on two rates.

ELL SUPPORT

SMALL-GROUPACTIVITY

▶ Describing Exhibits in the 15–30 Min

Rates and Ratios MuseumTo provide language support for rates, have students look at the Rates and Ratios Museum and describe some of the situations for which rates are used. Have students discuss different representations of rates displayed in the museum. Have them make a list of words associated with the rates in the museum to add to the display.

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Copyrig

ht ©

Wrig

ht G

roup/M

cG

raw

-Hill

Name Date Time

300B

Analyzing Two RatesLESSON

10� 4

Each day, Taylor practices the piano 1 1

_ 2 hours and Kim practices

3

_ 4 hour.

1. In the tables below, write a rule for each student that gives the total number

of hours (h) practiced for a given number of days (d ).

2. Complete the tables to show the total amount of time each student practiced

during a 5-day period.

3. Use the data to write a set of ordered pairs in the form

(Days, Hours) for Taylor and Kim. Graph the data, connect

the points for each student, and label each graph.

Taylor Kim

(1,1 1

_ 2 )

4. After each day, how does the total amount of time

practiced by Taylor compare to Kim’s time? Explain.

Hou

rs P

ract

iced

Days0 1 2 3 4 5

0

1

2

3

4

5

6

7

8

Kim’s Practice

Rule: Days Hours

1 3 _

4

2

3

4

5

Taylor’s Practice

Rule: Days Hours

1 1 1 _

2

2 3

3

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Rules, Tables, and Graphs: Part 1 › em-crosswalk › ... · of values and make line graphs from the table data. EXTRA PRACTICE Analyzing Two Rates Math Masters, p. 300B Students