We've all seen those celebrity couples whose age difference is a little creepy. But how much of a difference is okay? The popular rule of thumb says that the youngest person you should date is seven years older than half your age. For instance, when Demi Moore was 42, anyone younger than 28 would be considered creepy... which didn't stop her from marrying 25-year-old Ashton Kutcher!

In this lesson, students use linear relationships to examine the May-December romance and ask whether the Half Plus Seven rule (and its inverse, Minus Seven Times Two) is a good one. When dating, how young is too young? And how old is too old?

Students will

Write and manipulate linear equations and inequalities in two variables

Find the inverse of a linear function

Graph a system of linear inequalities, determine constraints with a problem's context, and interpret the results

Reason algebraically or numerically to determine wait-times for couples outside the bounds of Half Plus Seven

Before you begin

Students should be able to write the equation of and graph a linear inequality. This lesson can be used as a context to introduce writing a function's inverse, but will progress more quickly if students are already familiar with inverse functions.

Do social networks like Facebook make us more connected? Students create a quadratic function to model the number of possible connections as a network grows, and consider the consequences of relying on Facebook for news and information.

Topic:
Building Functions (BF), Creating Equations (CED), Interpreting Functions (IF)

What's the ideal size for a soda can? Students use the formulas for surface area and volume of a cylinder to design different cans, calculate their cost of production, and find the can that uses the least material to contain a standard 12 ounces of liquid.

How far away from the TV should you sit? Students use right triangle trigonometry and a rational function to explore the percent of your visual field that is occupied by the area of a television.

Topic:
Building Functions (BF), Creating Equations (CED), Interpreting Functions (IF), Reasoning with Equations and Inequalities (REI), Similarity, Right Triangles, and Trigonometry (SRT)

Why hasn't everyone already died of a contagion? And, if vampires exist, shouldn't we all be sucking blood by now? Students model the exponential growth of a contagion and use logarithms and finite geometric series to determine the time needed for a disease to infect the entire population. They'll also informally prove that vampires can't be real.

Topic:
Creating Equations (CED), Linear, Quadratic, and Exponential Models (LE), Seeing Structure in Expressions (SSE)

How much do you really pay when you use a credit card? Students develop an exponential growth model to determine how much an item really ends up costing when purchased on credit.

Topic:
Building Functions (BF), Creating Equations (CED), Linear, Quadratic, and Exponential Models (LE)

Could Inspector Javert have survived the fall? Students use quadratic models to determine how high the bridge was in Les Misérables, and explore the maximum height from which someone can safely jump.

Topic:
Building Functions (BF), Creating Equations (CED), Interpreting Functions (IF)

How has the iPod depreciated over time? Students compare linear and exponential decay, as well as explore how various products have depreciated and what might account for those differences.

What are some ways to encrypt secret messages? Students explore function concepts using ciphers to encrypt messages both graphically and algebraically; they try to decrypt some messages too. In the end, they’ll learn what makes for a useful cipher, and what makes a cipher impossible to decode.

Topic:
Building Functions (BF), Functions (F), Interpreting Functions (IF)

What’s the best strategy for creating a March Madness bracket? Students use probability to discover that it’s basically impossible to correctly predict every game in the tournament. Nevertheless, that doesn’t stop people from trying.

Topic:
Conditional Probability and the Rules of Probability (CP), Creating Equations (CED), Linear, Quadratic, and Exponential Models (LE)

In which MLB ballpark is it hardest to hit a home run? Students find the roots and maxima of quadratic functions to model the trajectory of a potential home-run ball.

Topic:
Creating Equations (CED), Interpreting Functions (IF), Reasoning with Equations and Inequalities (REI)

How much should Nintendo charge for the Wii U? Students use linear functions to explore demand for the Wii U console and Nintendo's per-unit profit from each sale. They use those functions to create a quadratic model for Nintendo's total profit and determine the profit-maximizing price for the console.

Topic:
Creating Equations (CED), Building Functions (BF), Interpreting Functions (IF), Reasoning with Equations and Inequalities (REI)

Which size pizza should you order? Students apply the area of a circle formula to write linear and quadratic formulas that measure how much of a pizza is actually pizza, and how much is crust.

Topic:
Building Functions (BF), Creating Equations (CED), Interpreting Functions (IF), Reasoning with Equations and Inequalities (REI)

How have video game console speeds changed over time? Students write an exponential function based on the Atari 2600 and Moore's Law, and see whether the model was correct for subsequent video game consoles.

Topic:
Building Functions (BF), Interpreting Categorical and Quantitative Data (ID), Interpreting Functions (IF), Linear, Quadratic, and Exponential Models (LE)

Do social networks like Facebook make us more connected? Students create a quadratic function to model the number of possible connections as a network grows, and consider the consequences of relying on Facebook for news and information.

Topic:
Building Functions (BF), Creating Equations (CED), Interpreting Functions (IF)