Cell Phone Wars – Comparing Graphs
Webquest, MovieMaker
Center #3
Developed by: Brandi Sharpton
Sam Houston High School
GLEs:
1. GLE-9: Model real-life situations using linear expressions, equations, and inequalities (A-1-H) (D-2-H) (P-5H)
2. GLE -13: Translate between the characteristics defining a line (i.e., slope, intercepts, points) and both its
equation and graph (A-2-H) (G-3-H)
3. GLE-15: Translate among tabular, graphical, and algebraic representations of functions and real-life
situations (A-3-H) (P-1-H) (P-2-H)
Introduction:
You have been learning about linear equations in class and how to graph those equations. In this learning
center, you will apply that knowledge by creating a video with your team members that will help others
understand how graphing can aid us in deciding which cell phone plans are best for us. The video will also
answer the following essential questions.
Essential questions:
1. What does the graph of a cell phone plan (minutes vs cost) look like?
2. What is the y-intercept of the graph?
3. What are the slopes of the pieces of the graphs?
4. What do the slopes represent in the problem?
Task:
Suppose your parents are selecting a cell phone plan for you. Help them out by comparing a cell phone plan
from 3 different cell phone companies by looking online or calling local wireless companies. (Suggestions –
AT&T wireless, Sprint, T-Mobile) Suppose that you will be using between 800 and 900 minutes per month with
an individual plan. Sorry, no texting or internet access for your monthly plan. You will make a commercial
comparing and contrasting the different plans. Your team will use Windows Live Moviemaker to prepare your
video.
Process:
To accomplish this task, you and your team will complete the following step-by-step instructions):
1. Your team will research cell phone plans on the site http://trackstar.4teachers.org Type in track number 430359
and begin your research. Individual team members will investigate different companies to come up with the top
three plans that will best fit the criteria.
2. Each group member will need to select a phone company to research. Fill out a attached data collection sheet
worksheet3_video.doc for each plan selected. You will need to choose 3 or 4 that best suit your needs.
3. You will then need to go back to the same track on Trackstar to access the online graphing tool or visit
www.chartgo.com . Input the data so that all three graphs are plotted on the same grid.
4. Once the graph is complete, use the SnipIt tool to make the graph an image to be used in Moviemaker. The file
can be saved on the desktop. Quicktip Sheet for SnipIt tool
5. According to the data, the graph, and the other information, discuss which cell phone option would be best for
your group and why.
6. Your team will now select individual roles and responsibilities to complete the commercial.
Videographer: Your responsibility is to video the commercial.
Director: Your responsibility is to direct the commercial.
Narrator: Your responsibility is to narrate the entire process.
Movie Editor: You will be responsible for assembling the Movie. You will add and organize the
video, the graph, and the narration into a movie. To help you with this task, you can use the
Quicktip Sheet for Windows Movie Maker Live.
*Note: The video should include some or all of the research process, the discussion process, and any
other additions that will help “sell” the selected cell phone plan(s) to your parents. The video should be
between 2 and 4 minutes long.
7. As a team, review the final project for accuracy. Be sure to include a Title Page at the beginning of the video and
a Credits Page at the end so that all team members are acknowledged for their work.
8. Save your project using one team member’s first.lastname plus the hour (ex. jane.doe_3rd)
9. Save the final project to your class folder on the desktop.
Evaluation:
See attached rubric rubric3_video.docx
Reflective Question or Constructive Response:
Upon completion of this learning center, you should have learned …
1. How to use the graphing process to compare data and make informed decisions.
2. How to use technology to aid in the research and graphing process.
Try this constructed response problem as an extension of the lesson:
Each of the two companies charges a fixed monthly fee plus an additional charge for each
minute in excess of the free time allowance.
Mobile Phone Service
Company Monthly Fee Free Minute
Cost for Each
Allowance per Month Additional Minute
Cellco
Firstfone
$35
$22
300
400
$0.08
$0.15
Larissa plans to use her mobile phone as her only phone and predicts that she will use it between 600 and 900
minutes per month. To find t, the total monthly charge for each company based on m minutes of phone use,
Larissa wrote the two equations shown below.
Cellco:
t = 35 + (m − 300)(0.08) for m ≥ 300
Firstfone: t = 22 + (m − 400)(0.15) for m ≥ 400
a. Which is the less expensive plan for 600 minutes of phone use per month? Show or explain how you
obtained your answer.
b. Which is the less expensive plan for 900 minutes of phone use per month? Show or explain how you
obtained your answer.
c. Determine the number of minutes for which the monthly charges for the two companies would be
exactly the same amount. Show or explain how you obtained your answer.
How can Larissa use the results for parts a, b, and c to make her selection of a cell phone company? Explain
your reasoning.
Place the response to your constructed response on the attached handout. cr_cellphone3_video.docx
Adapted from resources found at the following website
http://webquest.sdsu.edu/templates/lesson-template1.htm
Based on a template from The WebQuest Page