parent portal
report bullying
digital forms
required postings
header logo
on track and leading the pack
Algebra 1

Fast Talker - due TBD

Radio announcers have to time their speech so that commercials and news updates are the correct length. Do you know how fast you talk? How about your friends? Try saying these tongue twisters: “The sunshade sheltered Sarah from the sunshine.” --- “Lavonne lingered, looking longingly for her lost laptop.”

What to turn in:
Present your project as a poster. All answers to questions as well as the summary should be typed:
Activity 1
  • Table of Data
  • Scatter Plot of the Data 
Activity 2
  • Table of Data
  • Graph of the Data (Independent and Dependent Variables Identified)
Activity 3
  • Table of Data
  • Graph of the Data (Independent and Dependent Variables Identified)
  • Answer to Activity 3 Questions
Activity 4
  • Graph the Data (Independent and Dependent Variables Identified)
  • Answer to Activity 4 Questions
Activity 1 - Doing
Work in a Group:
  • Choose a tongue twister from the introduction.
  • Time one person saying the tongue twister. Record the time to the nearest tenth of a second.
  • Time two people saying the tongue twister. Be sure they speak one after the other.
  • Add more people.
On Your Own:
  • Make a table for the data you collect.
  • Draw a scatter plot for all the data; describe any correlation you see.
Activity 2 - Graphing
Sopchoppy, Florida, is the home of the Sopchoppy Shoe Shop.
Work in a Group:
  • Time the tongue twister, “The Sopchoppy Shoe Shop sells shoes.” Use the same method you used in Activity 1.
On Your Own:
  • Identify the dependent and independent variables.
  • Record your data in a table.
  • Display the data in an appropriate graph.
Activity 3 - Writing
The function t(n) = 4.3n predicts the time t (in seconds) it takes n people in a row to say the tongue twister: “A cricket critic cricked his neck at a cricket match.”
On Your Own:
  • Find t(5). Explain what it represents.
  • What does t(0) = 0 mean?
  • Suppose the output is 34.4s. How can you find the input? What does the input represent?
  • Make a table of values for the function and graph it.
Activity 4 - Analyzing
Think of a tongue twister not yet used in this project. (You may know one in a language other than English.)
Work in a Group:
  • Use the same method to record times as you did in Activity 1.
On Your Own:
  • Graph the data.
  • Do your data points form a line? Explain.
  • Write a function rule that you could use to predict time for n people to say your tongue twister.
Wrap up the project by answering the following questions:
  • Did you have any difficulties completing this project? If so, how could they have been avoided?
  • Which scatter plot(s) were functions? Explain your reasoning.
  • Which scatter plot(s) were not functions? Explain your reasoning.
  • What did you learn from this project?
  • In what ways are scatter plots useful in analyzing data?
  • How could function rules that predict the length of time for a person to say something be useful to an advertising company?  
Helpful Resources:
Project Rubrics
Slidell Independent School District: 1 Greyhound Lane,  Slidell  TX  76267 | 940.535.5260
© 2019 Slidell Independent School District. All Rights Reserved.