One of the most common questions my algebra students ask me, of course, is, "When are we ever going to use this stuff?!". I've found one of the best ways to make it seem relevant is to talk about money: they don't have nearly the issues with doing the math if they can relate it to money.
This worksheet features two imaginary students, each of whom is saving up to buy some electronics, and the idea is to have students graph and do the algebra, to see that their conclusions are consistent whether they do the problems with algebra (symbol manipulation) or by just graphing it.
I use this activity within cooperative groups, and I circulate to make sure they are getting the purpose of the questions.
This worksheet is intended to be written on directly.
Please download the pdf preview file first, so you can see exactly what's included; the product file is a word document, which you may edit for your students.
Immediately before this worksheet, I use the worksheet named 'Graphing Linear Equations Fall 2013 with answer key' (http://www.teacherspayteachers.com/Product/Graphing-Linear-Equations-Fall-2013-with-answer-key-1106705
), and immediately after this worksheet, I use the assessment named 'Algebra 1 Quiz Graphing and Inequalities Fall 2013; two versions; 3 pages each' (http://www.teacherspayteachers.com/Product/Algebra-1-Quiz-Graphing-and-Inequalities-Fall-2013-two-versions-3-pages-each-1105889
Keywords: graphing, algebra, buying electronics, Jonnard