We were given the challenge to pin out a "road trip" as inspired by MTV's original show, "The Amazing Road Trip." The instructions were simple, we had a total of ten thousand dollars and we were required to spend at least nine thousand five hundred dollars of it in order to qualify. With the money, we would then spend it on lodging, baggage, food, gas, and finally, car rentals.

Our group chose to spend our trip driving in a Cadillac Escalade Hybrid for a cost of ninety eight dollars per day and a total of twenty one miles per gallon. After driving for 5,565 miles, we needed a total of two hundred and sixty five gallons and spent seven hundred and sixty five dollars on gas. With a ninety eight dollar rental cost per day, and a cost of seven hundred forty two dollars to spend on gas, we spent a total of $2114. This left us with an equation of y= 98x + 742.

We chose to spend a total of two hundred dollars on the high quality and fancy restaurant food package. This left us spending four hundred dollars each day on food. We also determined that we would spend one hundred dollars every day on a hotel room and a total of six hundred dollars on baggage for designer bag luggage. This left us spending a total of $7,650 on food, lodging, and baggage throughout our whole trip. We then found our equation of y= 500x + 150.

Some of the most important qualities that our group had in this project were communication, collaboration, and critical thinking. I think that, personally, it is a lot harder to work with a group because your chances for getting off track are higher and it gives you the opportunity to have your ideas clashed and challenged. And this in fact did happen at times, but we were able to overcome them by calmly talking things out and being patient with each other. I think that the hardest part of this project was having to open my eyes to my partners opinion and really find a middle ground for most of our situations since a majority of our ideas were always on a different page. The learning targets that we used were 3A; I can calculate the rate of change for a function. (Slope) I can interpret the units of the slope, 3B; I can create linear equations with two variables and use them to solve real world problems, 3C; I can graph a linear function and label the key features, 3D; I can sketch and describe key features of a graph. (Growth, X-intercepts, Y-intercepts, Max/Min, Vertex, Axis of Symmetry), 3G; I can determine if a solution is viable or non-viable, 3H; I can see the connections between the four representations of a linear function: equation, table, graph, situation. This project deepened my understanding of learning targets 3B and 3H because for 3B I was able to really connect my understanding of slope to the real world by seeing how it could be used. I was able to have a deeper understanding of unit 3H because after numerous times of trial and error, I was really able to comprehend how to do it.