Systems of Equations Unit: Electric vs. Gas Cars

Grades8, 9, 10, 11, 12Economics, Mathematics

Provided by Skew the Script

What it is

This Algebra 1 unit uses systems of linear equations to investigate whether electric cars are actually better for the environment and worth the price compared to gas cars, weighing both emissions and cost trade-offs.
Across seven lessons, students estimate solutions with tables and graphs, solve systems by substitution and elimination, work with systems of inequalities and feasible regions, and compare quantitative variables using dotplots, five-number summaries, and boxplots.

Preparation:

Prerequisites:

Ensure students are able to graph equations and inequalities and are familiar with box plots and dot plots.
Ensure students are familiar with the concept of greenhouse gas emissions and their impact on the planet.

Scientist's Notes:

Additional problems at the end of the lesson (formalizing and fluency problems) reinforce the math concepts and are unrelated to the electric vs. gas car topic. Some basic background familiarity with climate change and carbon emissions is needed.

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Standards alignment · D2.Eco.1.6-8 + 7 more

College, Career, and Civic Life (C3) Standards

D2.Eco.1.6-8Explain how economic decisions affect the well-being of individuals, businesses, and society.
D2.Eco.6.6-8Explain how changes in supply and demand cause changes in prices and quantities of goods and services, labor, credit, and foreign currencies.
D2.Eco.3.9-12Analyze the ways in which incentives influence what is produced and distributed in a market system.
D2.Eco.1.6-8.Explain how economic decisions affect the well-being of individuals, businesses, and society.
D2.Eco.2.6-8.Evaluate alternative approaches or solutions to current economic issues in terms of benefits and costs for different groups and society as a whole.

Common Core Math Standards (CCSS.MATH)

CCSS.MATH.CONTENT.HSA.CED.A.3Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret solutions as viable or nonviable options in a modeling context. For example, represent inequalities describing nutritional and cost constraints on combinations of different foods.
CCSS.MATH.CONTENT.HSA.REI.C.6Solve systems of linear equations exactly and approximately (e.g., with graphs), focusing on pairs of linear equations in two variables.
CCSS.MATH.CONTENT.HSA.REI.D.11Explain why the x-coordinates of the points where the graphs of the equations y = f(x) and y = g(x) intersect are the solutions of the equation f(x) = g(x); find the solutions approximately, e.g., using technology to graph the functions, make tables of values, or find successive approximations. Include cases where f(x) and/or g(x) are linear, polynomial, rational, absolute value, exponential, and logarithmic functions.