State of New Jersey, Department of Education

Classroom Activity by NJ Educators

**Title and Author**

TITLE: Copy Costs
Copyright © 2002 Educational Testing Service

Liz Marquez, Teacher-in-Residence
Educational Testing Service (ETS)
609-734-5375
E-mail: lmarquez@ets.org

**Objectives** **Standard**
Objective 1: To make reasonable conclusions about the situation being modeled.
Objective 2: To interpret rates of change from numerical data.

4.3 12.A.2, and 4.3 12.C.1
4.5.12, strands A, B, C and D


**
Goal/Overview/Purpose/Summary**
The lesson gives students the opportunity to analyze the graphs of linear functions and their rates of change in an authentic context. Emphasis is on understanding the concept of slope as opposed to the procedure for calculating it.

**
Activity
**
Note: Display a transparency of the graph as an aid to discussion.

1. Distribute the task to students and have them individually answer part a.
2. Follow this with a discussion of the answer asking the questions given with the solution.
3. Repeat for part b.
4. Have students work with a partner in answering part c. Ask pairs to share their answers and justifications with the class. Ask the questions that are given with the solution when appropriate to the discussion.


**
Assessment**

The graph above shows the total costs for copying jobs at three different copying services, R, S, and T. Based on the information represented in the graph, answer each of the questions below.
a. Which service (R, S, or T) charges the least to make 200 copies?
b. What are the least number and the greatest number of copies for which copying service S has the lowest cost?
c. If the number of copies for a certain job is increased by 100, which service (R, S, or T) charges the most for these extra copies? Give a reason for your answer.

SOLUTIONS AND DISCUSSION QUESTIONS

We recommend that when you review the solutions to the Copy Costs task with your students, you also ask questions that encourage a deep understanding of the mathematics related to this problem. There are suggested questions below that encourage deep understanding. You should consider using them as part of the discussion of the solutions to the task. The answers given are not necessarily the only acceptable answers since answers may vary depending on the question asked.

Part a. Service R
Ask students:

  • How do you know that service R costs the least to make 200 copies?
    Answer: When the number of copies is 200 (along horizontal-axis), line R is the lowest line (vertical values indicate total cost).
  • Does service R cost the least to make any number of copies?
    Answer: No, because after 500 copies, line R is never the lowest.
  • For what numbers of copies does service R cost the least?
    Answer: It costs the least when the number of copies is between 0 and 500 (for 500 copies, R & S have equal costs).

Part b. Least 501, the greatest 1499 (500 and 1500 are also acceptable)
Ask students:

  • How do you know that service S has the lowest total cost over this interval?
    Answer: Line S is lower than the other lines front 500 copies to 1500 copies (for 500 copies, R & S have equal costs and for 1500 copies, T & S have the same).
  • Which service has the lowest total cost when the number of copies is greater than 1500? Why?
    Answer:
    Line T because it is the lowest line after the number of copies exceeds 1500.
  • Which service has the lowest total cost when the number of copies is less than 500?
    Answer:
    Line R because it is the lowest line when the number of copies is less than 500.

Part c.

R because it has the greatest slope or
R because the line is the steepest or
R because it has the greatest rate or
R because it has the greatest cost per copy

Ask students:

  • How is the steepness of the lines related to the extra cost per copy at each service?
    Answer:
    The steeper the line, the greater the increase in cost for a given increase in copies. That is, for a given run, the line with the greatest rise represents the greatest increase in cost.
  • To calculate the slopes of the lines and express them as rates of change with a denominator of 1.
    Answers:
    Line R: about (200-10)/2000 or .095/1, line S: about (80-30)/1500 or .033/1, line T: about (80-55)/1500 or .017/1)
  • Does the steepest line always represent the greatest total cost of copying? Provide examples to support your answer.
    Answer:
    No, for instance R is the steepest line since it has the greatest slope but it represents the least total cost when the number of copies is less than 500. That is because, its y-intercept is less than the y-intercepts of the other lines.