The purpose of this activity is to engage students in using arithmetic and pre-algebra techniques to solve a financial problem.

The background knowledge and skills that need to be established before and/or during this activity are outlined in the diagram below:

Click to show example questions for each heading

This activity may be carried out with step by step guidance, or by allowing the student to follow their own method of solution. The approach should be chosen in sympathy with students' skills and depth of understanding.

Charlie plays tennis, with one ladder competition day each week.

It costs $70 for the season’s subs and his mother drives him the 10 km each way to the tennis club (running costs for the car are 70 cents per km).

If the season runs for 14 weeks, what is the cost of competing in this tennis club ladder?

If he finds a way to share transport with another player (so his Mother only needs to take him every second week), what would the cost for the season become?

Are the savings worthwhile?

### The arithmetic approach (show more)

- The student is able to explore, with appropriate calculations, to solve a problem involving a linear relationship.

### The conceptual approach (show more)

- The student is able to represent linear problems algebraically, with a rule and/or a graph, in order to solve a problem.