11
CS in Algebra | Lesson 11

Solving Word Problems with the Design Recipe


Lesson time: 30-60 Minutes

Lesson Overview

Students will continue to practice the Design Recipe with a series of word problems.

Lesson Objectives

Students will:

Anchor Standard

Common Core Math Standards

Additional standards alignment can be found at the end of this lesson

Teaching Summary

Getting Started

1) Introduction

Activity: Solving Word Problems with the Design Recipe

2) Online Puzzles

Teaching Guide

Getting Started

1) Introduction

The students will do lots of dragging and dropping as they fill in the missing pieces of different parts of various contracts. It should be noted that the examples must be filled in completely. The error message when the example is incomplete is "You have a block with an unfilled input."

Activity: Solving Word Problems with the Design Recipe

2) Online Puzzles

In this stage you'll use the Design Recipe to create functions that solve word problems. Head to CS in Algebra stage 11 in Code Studio to get started programming.

Standards Alignment

Common Core Math Standards

  • 5.OA.1 - Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols.
  • 5.OA.2 - Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation “add 8 and 7, then multiply by 2” as 2 × (8 + 7). Recognize that 3 × (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product.
  • 6.NS.8 - Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate.
  • 6.EE.9 - Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. For example, in a problem involving motion at constant speed, list and graph ordered pairs of distances and times, and write the equation d = 65t to represent the relationship between distance and time.
  • 7.EE.4 - Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities.
  • 8.F.1 - Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output.1
  • 8.F.2 - Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). For example, given a linear function represented by a table of values and a linear function represented by an algebraic expression, determine which function has the greater rate of change.
  • A.CED.1 - Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and quadratic functions, and simple rational and exponential functions.
  • A.CED.2 - Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.
  • A.CED.3 - Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret solutions as viable or non- viable options in a modeling context. For example, represent inequalities describing nutritional and cost constraints on combinations of different foods.
  • A.CED.4 - Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. For example, rearrange Ohm’s law V = IR to highlight resistance R.
  • F.IF.1 - Understand that a function from one set (called the domain) to another set (called the range) assigns to each element of the domain exactly one element of the range. If f is a function and x is an element of its domain, then f(x) denotes the output of f corresponding to the input x. The graph of f is the graph of the equation y = f(x).
  • F.IF.2 - Use function notation, evaluate functions for inputs in their domains, and interpret statements that use function notation in terms of a context.
  • F.IF.3 - Recognize that sequences are functions, sometimes defined recursively, whose domain is a subset of the integers. For example, the Fibonacci sequence is defined recursively by f(0) = f(1) = 1, f(n+1) = f(n) + f(n-1) for n ≥ 1.
  • 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. Key features include: intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicity.★
  • F.IF.5 - Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes. For example, if the function h(n) gives the number of person-hours it takes to assemble n engines in a factory, then the positive integers would be an appropriate domain for the function.★
  • 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.IF.7 - Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases.★
  • F.IF.9 - Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). For example, given a graph of one quadratic function and an algebraic expression for another, say which has the larger maximum.
  • F.BF.1 - Write a function that describes a relationship between two quantities.
  • F.BF.2 - Write arithmetic and geometric sequences both recursively and with an explicit formula, use them to model situations, and translate between the two forms.★
  • F.LE.1 - Distinguish between situations that can be modeled with linear functions and with exponential functions.
  • F.LE.2 - Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two input-output pairs (include reading these from a table).

Common Core Math Practices

  • MP.1 - Make sense of problems and persevere in solving them.
  • MP.2 - Reason abstractly and quantitatively.
  • MP.3 - Construct viable arguments and critique the reasoning of others.
  • MP.4 - Model with mathematics.
  • MP.5 - Use appropriate tools strategically.
  • MP.6 - Attend to precision.
  • MP.7 - Look for and make use of structure.
  • MP.8 - Look for and express regularity in repeated reasoning.

Derived from