##
* *Reflection:
The Music Shop Model, Day 2 of 2 - Section 2: Individual Time

Students began by working individually, but while many students correctly converted the cost equation to an inequality, only one graphed it with the rest of the system without being explicitly prompted to do so. Many students were simply staring at the new inequality wondering what to do.

I pointed out to one group after another that "900B + 750G < 36,000" was structurally similar to "B + G < 50"; they should be able to include this new inequality as part of their system. This was all the help some groups needed, but others weren’t sure how to go about drawing the graph since the inequality wasn’t in a slope-intercept form. With these groups, I again suggested exchanging *B* and *G* for *y* and *x* and then converting the inequality to an equality in slope-intercept form. This was enough for all but one group of students.

Fortunately, once a student had been called to the board to explain how the inequality became a graph, it seemed that everyone understood how to interpret the graph and what its implications were for the feasible region. Class ended before anyone had a chance to investigate the maximum feasible cost, although several students intuitively reasoned that it should be one of the vertices furthest from the origin. (To this, yesterday's "fuming" student responded that he had identified *all* of the feasible solutions, and that vertex wasn't one of them because it didn't have integer coordinates.)

For homework, I asked everyone to repeat what we had just done for a minimum cost of $38,000. I want to see if everyone is able to write the inequality, graph it, and identify the new feasible region. This assignment should also draw out the fact that the cost lines are always parallel and move outward as the cost is increased.

*Making Changes on the Fly*

*Making Changes on the Fly*

# The Music Shop Model, Day 2 of 2

Lesson 3 of 15

## Objective: SWBAT interpret a system of inequalities to identify optimum solutions in the context of a small music shop.

## Big Idea: Students discover how a mathematical model can help them make sense of the complex problem of opening a small business.

*45 minutes*

#### Individual Time

*5 min*

It's important to give students some time to work quietly and individually on a problem before there can be fruitful collaboration. It's during this time that students make sense of the problem (**MP 1**) and begin considering strategies for solving it. For more information about what this time looks like in my classroom, please see my **Strategy Video on Individual Time**.

The specific aims for each student during these five minutes are to formulate the inequality that represents the minimum cost and to graph it. They will begin considering how this new equation changes the solution set and how to optimize the situation in the next section of the lesson.

*expand content*

#### Discussing the Solution

*12 min*

Use GeoGebra to model the cost equation (have cost preset to $36,000) from the The Music Shop Problem.

As a class, discuss what will happen if the cost is increased or decreased. You can use GeoGebra to display the system on the whiteboard, but do NOT make it dynamic by adjusting the cost slider yet (see the GeoGebra file in the resources). Instead, encourage students to make conjectures about what should happen as the cost is adjusted, to listen to one another, and to critique one another (**MP 3**). Students should be able to see that the slope will remain constant (m = -750/900), so the "cost lines" will all be parallel. They should also be able to explain that changing the cost will cause the x- and y-intercepts to change. From these two observations, they will be able to predict what will happen to the graph as the cost is adjusted up or down, and they should be able to give a pretty good estimate of the optimum solution.

Now, it's time to make use of the slider to confirm what the students have already discovered. The dynamic nature of the program helps to make the solution to the problem more intuitive. They can literally watch the feasible region shrink until it finally disappears, and they can point to the optimum solution on the graph. All that remains is to identify its coordinates, which some students may already have done. It's worth noting here that the optimum solution is *not* the vertex of the feasible region since this point does not have integer coordinates. The true solution will be a nearby lattice point.

*expand content*

#### Wrapping Up

*3 min*

An important final question is to ask students to identify the point of *least* cost. This will test their ability to apply the same reasoning in a slightly different way, since the direction of the inequality for the cost line will be reversed.

Since students have been focused on using the cost line to identify the point of greatest cost, it will be natural for some to use the cost line to find the least cost, as well. As they'll quickly see, the least cost occurs at the point (17, 5), which is a vertex of the feasible region. Of course, other students will take a step back and point out that this is just common sense: Jake Garcia said that these were the minimum numbers of each instrument he would buy. Of course buying the minimum number of instruments results in the least cost! I guess sometimes you really need a mathematical model, but sometimes you don't!

*expand content*

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- UNIT 1: Modeling with Algebra
- UNIT 2: The Complex Number System
- UNIT 3: Cubic Functions
- UNIT 4: Higher-Degree Polynomials
- UNIT 5: Quarter 1 Review & Exam
- UNIT 6: Exponents & Logarithms
- UNIT 7: Rational Functions
- UNIT 8: Radical Functions - It's a sideways Parabola!
- UNIT 9: Trigonometric Functions
- UNIT 10: End of the Year

- LESSON 1: What is Algebra?
- LESSON 2: The Music Shop Model, Day 1 of 2
- LESSON 3: The Music Shop Model, Day 2 of 2
- LESSON 4: Letters & Postcards, Day 1 of 2
- LESSON 5: Letters & Postcards, Day 2 of 2
- LESSON 6: Choose Your Own Adventure
- LESSON 7: What Goes Up, Day 1 of 3
- LESSON 8: What Goes Up, Day 2 of 3
- LESSON 9: What Goes Up, Day 3 of 3
- LESSON 10: The Constant Area Model, Day 1 of 3
- LESSON 11: The Constant Area Model, Day 2 of 3
- LESSON 12: The Constant Area Model, Day 3 of 3
- LESSON 13: Practice & Review, Day 1 of 2
- LESSON 14: Practice & Review, Day 2 of 2
- LESSON 15: Unit Test