<p> Name ______</p><p>Pledge Plans</p><p>Several students are participating in a 10-kilometer walk-a-thon to raise money for charity. They need to decide on a plan for sponsors to pledge money for the walk-a-thon.  Jeff: $1.50 per kilometer  Rachel: $2.50 per kilometer  Annie: Donation of $4.00 and then $0.75 per kilometer.</p><p>1. Complete the tables below showing the amount of money a sponsor would owe under each of the pledge plans.</p><p>Jeff’s Plan Rachel’s Plan Annie’s Plan Distance Amount Distance Amount Distance Amount (km) $ (km) $ (km) $</p><p>2. On the coordinate grid below, make a graph for each of the three pledge plans. Use a line to connect the points. Make a key to indicate the plan for each line. </p><p>Adapted from Navigating Through Algebra in Grades 6-8, NCTM Publications 3. For each of the three pledge plans, use words to describe the relationship between the money earned and the distance walked.</p><p>Jeff: ______Rachel: ______Annie: ______</p><p>4. Using m to represent the money owed, write an equation that can be used to compute the money owed under each pledge plan, given the distance, d, the student walks.</p><p>Jeff: ______Rachel: ______Annie: ______</p><p>5. Describe how increasing the amount of the pledge per kilometer affects the table, the graphs, and the equations.</p><p>Table: ______Graph: ______</p><p>Adapted from Navigating Through Algebra in Grades 6-8, NCTM Publications Equation: ______</p><p>6. Describe wheat is different about Annie’s plan. What happens in the table, the graph, and the equation when Annie’s plan is introduced? Difference about Annie’s plan: ______Table: ______Graph: ______Equation: ______</p><p>Adapted from Navigating Through Algebra in Grades 6-8, NCTM Publications</p>