POWT Algebra/NumberTheory

Question: Some corresponding temperatures in Celsius and Fahrenheit are given in the following table.
Find an equation for the Fahrenheit temperature as a function of the Celsius temperature.

Celsius 0 5 15 25 35 100
Fahrenheit 32 41 59 77 95 212

Your answer for

given question with
rationales

For this problem, I used the table to determine the change in x and the change
in y in order to determine the slope. The slope was constant for all values, so I
knew I need to build an equation for line. The slope turned out to be 9/5. Then,
I just need the y-intercept, which is given in the table where x, or degrees
Celsius, is zero. So, the y-intercept was 32. This could have also been found by
 using any of the coordinates to plug in for x or y to find b. Thus, with the
known slope and y-intercept, I found the equation to be F=9/5C+32. I also
checked my equation by graphing the coordinates and my equation on the
same graph.
How do you teach it Concept:

CCSS.MATH.CONTENT.8.F.B.4
Construct a function to model a linear relationship between two quantities.
Determine the rate of change and initial value of the function from a
description of a relationship or from two (x, y) values, including reading these
from a table or from a graph. Interpret the rate of change and initial value of a
linear function in terms of the situation it models, and in terms of its graph or a
table of values.
CCSS.MATH.PRACTICE.MP1
Make sense of problems and persevere in solving them.
CCSS.MATH.PRACTICE.MP4
Model with mathematics
CCSS.MATH.PRACTICE.MP7
Look for and make use of structure.

Teaching methods:
For this type of problem, I would step back and let the students explore their
different options and use questioning techniques to help students along. Some
examples include:
• “What patterns do you notice?
• “Is it linear or exponential, or a different behavior?”
• “Which variable is the dependent versus independent variable? Or
which should be x or y?”
• “How can we determine the slope if it is linear?”
• “How can we determine the y-intercept if it is linear?”
• “How can we verify our result is correct?”
As discussed in the Mathematical Framework on modeling, “the teacher is
seen as a guide or facilitator who allows students to follow a solution path that
they have come up, making suggestions and asking questions when necessary”
(California Mathematics Framework, 2013, p. 798). Thus, it would be
advantageous to let the students explore possibilities on their own and use
questioning and feedback to help guide them.