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The Vermillion Crossing

Module by: Interactive Mathematics Program

Intent

This activity will offer information about how well students can interpret symbolic expressions and perform substitution.

Mathematics

Students are asked to explain how a new formula for profit—a linear function of the number of wagons, men, women, and children—makes sense. They conclude the activity with substitution and evaluation practice.

Progression

Students will work on this activity individually, followed by a class discussion of various approaches.

Approximate Time

10 minutes for introduction

20 minutes for activity (at home or in class)

10 minutes for discussion

Classroom Organization

Individuals, then groups, followed by whole-class discussion

Materials

Information about each group’s four families

Doing the Activity

Tell students that the ferryboat operator in this activity, Louis Vieux, was a real individual. Pointing out the Vermillion River on a map can lend more meaning to the context. As this river is a bit tricky to locate, doing so could be a nice extension for some students.

Discussing and Debriefing the Activity

Have students share answers in their groups. The class might then discuss how the various groups’ total costs vary.

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