road trip project answer key

Pre-Algebra Road Trip Project

By: Author Sarah Carter

Posted on Published: July 22, 2012  - Last updated: December 3, 2022

Categories Projects , Ratios/Proportions

Well, since I’m preparing to start my first year of teaching, I decided that I really needed to finish posting the last few projects I did during my student teaching. 

During my last week of student teaching , my cooperating teacher asked me to come up with a creative way to review some of the 8th grade math standards. 

A lot of my students had been struggling with the concept of proportions.  With lots of practice, they had been improving, but many students still weren’t comfortable with solving proportions. 

I wanted to show students that proportions were definitely applicable to their lives.  So, I created this pre-algebra road trip project.  It actually turned into a 3-part project because the students were enjoying it so much. 

Each student chose 5 cities to travel to on their road trip.  Using a ruler, they drew out their route on a US map.  Then, using the map scale, students determined the length of their road trip in miles.

Day 2 of the road trip project was spent using gas mileage and fuel costs for various vehicles to determine which vehicle students would take on their road trip.  

On Day 3, we calculated food costs, hotel costs, and rental car costs.  By the end of the 3-day project, students were much, much, much more comfortable working with ratios and proportions. 

It was an amazing experience to see the light bulbs go off with so many of my students.

Looking back at Day 2 and 3, there are a ton of little things I would change.  I actually changed the rental car problem on Day 3 because my students were having a ton of trouble with it.  I just did a flat rate per day.

This pre-algebra road trip project is easily adjusted based on your time limitations and the level of your students.  This was never intended on being a 3-day project.  It just sort of evolved into one. 

My 8th graders really enjoyed it.  My cooperating teacher enjoyed it.  My University Supervisor even observed me on Day 3 of the project. 

The lesson was a little more chaotic than I had planned, but my supervisor complimented me on the project.  He even asked for electronic copies of the files to send to some math teachers in China.   

Edited to Add : I have also done this with my Algebra 1 students.

Since I had already done this project with 8th graders, I thought my Algebra 1 students would be able to whiz right through it.  I was wrong.  I had to teach many of my students how to read a ruler. 

Rounding to the nearest quarter inch was a disaster.  And, the questions students asked me made me feel more like a geography teacher than a math teacher. 

These are actual conversations I had with my Algebra 1 students during this activity.

Me: Class, today we are going on a road trip.  If we’re going on a road trip, that means we will be traveling on… Class: Roads! Me: Yes, so that means we can’t travel to… Class: Hawaii Student 1: Why can’t you drive to Hawaii?  Me: Hawaii is an island.  That means it is surrounded by water. Student 2: Why does Hawaii look so weird? Custodian who just happens to be emptying the trash at this point: Hawaii is a series of small islands. Student 3: Do you mean you can’t drive between the little islands? Custodian: No.  When I was in Hawaii, we traveled between the islands by taking ferries. 

Student 1: Is Washington, D.C. here? [The student is pointing at Washington state.] Me: No. Student 2: No, Washington, D.C. is in Virginia.

Student 1: I think this map is wrong. Me: Why? Student 1: Oklahoma City should be above Tulsa.

Student 1: Do you mean Nashville, Tennessee is in the United States? Me: Yes.  Nashville is in the U.S. Student 1: I’ve heard of it before, but I didn’t realize it was in the U.S.

I required my students to write both the city and the state they were visiting on their assignment.  One student wrote that she was traveling to New Jersey, PA. 

Free Download of Pre-Algebra Road Trip Project

Road Trip Project Day 1 (WORD) (4453 downloads )

Road Trip Project Day 2 (WORD) (3320 downloads )

Road Trip Project Day 3 (WORD) (2886 downloads )

Road Trip Project Map and Rubric (PDF) (3145 downloads )

Video with Instructions on Completing the Road Trip Project

I ran across a YouTube video that someone created to walk students through completing the Road Trip Project. I thought I would link it here in case it was of use to anybody.

More Activities for Teaching Ratios and Proportions

Wednesday 4th of September 2019

Any chance you have the CC standards that are associated with this project?

Monday 27th of May 2019

Great project!

Friday 25th of January 2019

FOR STEP FOUR OF DAY ONE DID YOU HAVE THE STUDENTS USE THE UNIT CONVERSION OF MILES TO INCHES AND THEN SET THAT EQUAL TO THEIR DISTANCE?

Tuesday 30th of October 2018

i think she used a lot of creativity to make this project.

Monday 20th of February 2017

what is the cost/gallon of the fuel? Where do you get it from?

Thursday 18th of May 2017

I'm was the one that needed help that says anonymous

And my email is eliasdaniel4599[at]gmail.com, thank you

Hello their Sarah I'm having trouble with this project if you could plzz send me the answers like all of it plzzz:( this is due Friday my grade is at a D right now just plzz I'm sorry for bugging like asap lol thank you

Sarah Carter (@mathequalslove)

Friday 3rd of March 2017

I got the fuel data for 25 miles from https://www.fueleconomy.gov/

• $ 0.00 0 items

Real World Math | The Algebra of Planning a Road Trip

When you plan a road trip, you use math literally every step of the way. What you may not know, however, is the right math term for what you’re calculating. So today, I’m going to walk you through a few steps of planning a road trip so you can see how Algebra helps you get from point A to point B successfully.

The first place you will encounter math when planning a road trip is by figuring out how far it is from where you want to start to where you want to go. For the sake of this example, we are going to plan a road trip from AskDrCallahan’s headquarters in Birmingham, Alabama all the way to Maine.

The first thing you’ll notice is how awesome the map looks. After that, though, pay attention to the three lines shown on the map. See how there are three different mapped out routes from Alabama to Maine?

And they all have different distances. Different distances means it takes longer to travel some of the routes than others.

But is that accurate?

Look again.

Notice some routes have extensive construction where other routes have far less. The number of times you stop along your chosen route, including construction zones, can make a shorter distance take longer to travel.

So how do you decide which one is right for you? Well, you have to use your logical thinking cap to consider which variables matter most to you, and you can apply a little Algebra .

In Algebra 1 you are taught a formula called The Distance Formula.

Distance = Rate (Time)

It allows you to calculate the distance, rate, and time of any given trip..

That means, if you plug in a slower rate for a longer trip, you might find that the longer route actually gets you there faster if it has less construction and allows you to go at a faster rate (speed).

A second place you will encounter Algebra 1 when planning a road trip is with your GPS.

Now, I know, you’re thinking—wait! GPS is a mapping service and it works by itself. I definitely will NOT need math when I’m using GPS.

Well, it turns out, when you take a long road trip there are things like wrecks, batteries that die, and just straight getting lost that can confuse both you and your onboard GPS to such a degree that you need to do your own recalculating.

Will you be able to get yourself to your desired destination if the GPS goes out? What will you do when the GPS isn’t aware of a road hazard that’s only been updated locally and therefore isn’t showing up on your GPS’s navigation system? Will you be able to take an alternate route?

The basics of using a good old fashioned paper map include two main math equations: Scale and Coordinates.

Scale is the idea that a large distance is represented by a small measurement. On a map, it might be shown as 1 cm = 10 miles. Therefore on your paper, the 1413 miles between Alabama and Maine would be a distance on paper of 141.1 cm. That allows you to hold an entire country in your hands (or in your car).

Coordinates on a map are written a lot like what you learn in Algebra 1 when you learn to graph on a coordinate plane. There are lines that run vertically, called Longitude lines and horizontal lines that are called Latitude. In Algebra 1 , you call these the x and y axes.

On a map, the equator is represented as 0 degrees and you count up and down from there to find different points on the globe.

Try it At Home

You can try your hand at reading a map by finding the country located at (0 degrees, 60 degrees West)

The west designation there is included to let you know to look in the western hemisphere. Give it a try. Did you find it? (Post your answer in the comments!)

Now there’s a massive amount of additional Algebra and Geometry you can practice when planning a road trip, but hopefully, this gives you a nice introduction to exactly how math helps make traveling a lot more fun, and a lot less dangerous! Just planning one road trip you will use the Algebra concepts of estimation, rounding, decimals, fractions, ratio, proportion, rational expressions, conversions, rates, and The Distance Formula. Not to mention the regular operations of additional, multiplication, division, and subtraction.

Math is a powerful tool that works behind the scenes on many of our everyday activities—like going on vacation, enabling us to do more and go further by knowing how to use it.

Can you go an entire day without math? No numbers, no measuring, and no calculating of any kind for a full 24 hours.

Can you do it report back to us in the comments., 1 thought on “ real world math | the algebra of planning a road trip ”.

Thanks, it’s quite informative

Comments are closed.

Project-Based Learning

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Project Based Learning Idea: Plan a Road Trip

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Project based learning is a great way to expose students to real world problems and activities. PBL activities engage them in learning skills and problem solving in a way that traditional class activities don’t. If you’ve never tried a PBL project, you will love it, AND your students will ask for more! These project based learning ideas for middle school and elementary students are just what you need to get started.

Who doesn’t love an epic road trip? Road trips are filled with memories, fun, adventure, and excitement.  But planning a road trip is anything but easy. There are so many amazing math, reading, writing, map reading and problem solving skills involved in a road trip that it is the perfect task for a fun project based learning activity.

Plan a Road Trip Project

This project based learning activity  will have your students planning a road trip from start to finish.  Students can work independently or in small groups as they work through this PBL project. Although working in small groups can sometimes be more difficult, it also gives students opportunities to develop communication skills and inter-personal problem solving skills.

A great way to introduce this project is to show kids a variety of print or video commercials for vacation destinations. Show pictures from a personal road trip that you’ve taken. You can even ask your students to talk about road trips they have taken with their families or friends. Once the class is excited about the topic, it’s time to let them get started

The  Plan a Road Trip PBL Project  has everything you need to get you class started. Just choose the activities from the packet you want your students to complete. Start with the planning pages included in the project. You can then do all of the activities or choose the ones that best meet your own learning objectives.

This resource includes a variety of printable activity pages and 3 final projects – more than enough for a great PBL unit. You can choose to have the students complete one final activity at the end, or weave them into the project so they ultimately complete all three projects.

1. Choose a Destination

Students start by choosing 4 possible destinations for their road trip. After doing some basic research on each location they then narrow down their options to one final destination.

Let your students determine whether they will visit one place or make a loop from start to finish in order to see multiple locations, or whether to travel near or far. For older students, a great way to add a new level of complexity to the project is to give them an overall road trip budget.

After students choose their destination, you could add in project #1, Mapping the Route. This would be a great place to have students create a map of the road trip with labeled states and destinations!

2. Prepare for the Road Trip

Choosing the destination is just the start! Students will then work on planning their road trip. In this planning phase they will be working on activities like:

• The Packing List
• Must-See Spots
• Places to Stay
• Distance Traveled
• Time and Money on the Road
• So Much More!

As students research and complete the pages, they use many different problem-solving skills, while strengthening their reading, writing, and math skills. As you can see there is no academic skill loss in this project!

Students will document their amazing  road trip project  by creating their own road trip selfies, music play list and more.  They will send postcards to their friends from one or more locations and they can even design a billboard for one of the tourist attractions they visit.

3. A Virtual Road Trip

Once back home from their virtual road trip students will spend some time reminiscing!  They will love writing about their favorite places and activities along the way. This is the perfect place for project #3 – An Amazing Destination. In this persuasive writing activity, students write about their destination in an attempt to get others to visit it too!

Finish up with your very own Travel TV Show where students present their road trips to the class.  A fun way to end is to let students vote on where they want to go next based on their classmates presentations!

4. The Final Projects

Once students have completed the planning pages, it’s time to assign one (or all) of the three final projects! You can choose any or all of these final projects. And yes, the scoring rubrics are included!

Final Road Trip Project Options:

• Mapping the Route
• Create a Destination Brochure
• An Amazing Destination Paragraph Writing

Once back home from their virtual road trip students will spend some time reminiscing!  They will love writing about their favorite places and activities along the way.  This is the perfect place for project #3 – An Amazing Destination.  This persuasive writing activity has students write about their road trip or one destination in an attempt to get others to visit it too!

Ready to get started?

If you need more ideas on  how to use project based learning in your classroom, check out this blog post filled with ideas .

Are you a parent or family getting ready to go on an actual road trip? Check out this great list of  30 Road Trip Trivia Games  by Outdoorish.com!

SAVE THIS POST FOR LATER

If you are not quite ready for this fun and engaging project, then pin it to your favorite classroom Pinterest board so you can find it quickly when you are ready!

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Hi, I’m Shelly! Thank you for being here. I love helping third, fourth, and fifth grade teachers with fun and engaging activities that require no to little prep! Let me help you by taking some of the stress and work off your plate.

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Illest RoadTrip of all TIME

Welcome to the most interesting blog post I’ve ever done! My PLP math 9 Teacher assigned our class induvidual projects called “MTVs illest road trip of all time) where you have to plan a road trip and have 10 000 dollars to spend! This blog is going to breakdown each part of the road trip, lets go!

First, you need to know the following: The road trip is just me, its 7 days and I’m driving from New York to Nova Scotia. Ok now lets actually start.

PART 1 – Lodging and Food

I decided to be boujiee for this trip, as its just going to be me. I have lots of money to spend so I chose the most expensive hotels, food, and luggage. I will be spending my nights in 5 star hotels, eating 5 star food and my luggage will be in a Gucci bag. Yes, I know, very extra.

The equation that will show me how expensive it will be for the amount of days I am going is: Y=700 x + 300

I used that equation to find that the Lodging and Food will cost me 5200$ for 7 days.

PART 2 – Route

Now I’m going to show some pictures of the places I’m most excited to go to off the list.

PART 3 – Vehicle

Y= 160x + 184.

I will be spending 1304$ on car related things.

PART 4 – Calculating it all

I decided after all this math I was going to keep my trip 7 days even though I’m only spending 6504$. What am I going to do with the extra 3496$ you ask? Spend it at a Gucci store in the Moncton City Mall.

PART 5 – Sponsorship

In this part, we have the choices of Coca Cola, Pepsi, and Snapple for sponsorships. After doing all the math I found that Coca Cola would give me 146$ in 7 days if I placed there product in my roadtrip. Coca Cola was the best offer as Pepsi was 130$ and Snapple is $ -74! Now I have an extra $ 146… hmmm.. more money to spend at the Gucci store!

PART 6 – OVERALL

Now that my road trip is planned, I’m ready to go! I ended up spending 6504$ on maditory costs, 3496$ on Gucci stuff, and I got 146$  from Coca Cola. Adding that all up, I will be spending 10 146 $. How exciting!

I really enjoyed this project. It was a good way to connect real life to school as one time in my life I will probably have to do this for a real trip! I got better at Algebra in this project as I had to practice it a bunch. Nova Scotia here I come!

24 comments

i love this so much

thank you guys for helping me with this today i hate my AEP teachers because she didn’t even wat to help me ana she is he one who gave it to me.

Thank you for helping me to i hate my AEP math teacher because she don’t even want to help me and she is the one who gave it to be duhhhhh

Hi Alayzha! From student to student, I’m happy I could help!

Hahaha. What grade are you in? I did this project in grade 9

im in 8th grade and my math teacher made us do this im not sure why though

You make math seem fun

*Laughs* When I am doing this it doesn’t seem fun

I did this when I was in 9th grade as well.Trust me math is hard but you’ll get through it just keep going!

You went over your budget, I am doing the same project

You could have cut down of Gucci stuff

You had to come in the 9500 to 10000 range

I have to do this over winter break along with a science project

May or may not have used your places for my project. erci beaucoup pour tout le travail que vous avez fait pour moi

I got assigned no this over the weekend. I didn’t do it so now I’m in school, 20 minutes before class doing this. Seems pretty easy.

How did you get the point to graph for the x and y axis?

Ha lol I actully came here for hw answers… thanks though u made the equation easy for me to do.

You really messed up. You went over budget and followed no rules. Where is your reflection

Sir I was young when I did this I promise I am better at math now!

im doing this in 7th grade

My man spends his leftover money at the Gucci store smh.

What grade did you get on this?

I was looking at the sponsorship part an I’m confused on how you got your equation? but overall good job helped me a lot

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Civil Rights Road Trip

Taking a civil rights road trip today is a great way to see America. But in the 1950s and 1960s, traveling the area shown on this map could be difficult and even dangerous.

In 1963, Martin Luther King Jr. wrote about the discrimination that African Americans faced—on the road and elsewhere—and why they were so impatient for change.

“…When you take a cross-country drive and find it necessary to sleep night after night in the uncomfortable corners of your automobile because no motel will accept you … then you will understand why we find it difficult to wait,” he wrote.

King and other African Americans were tired of waiting for civil rights—the right to vote, the right to go to good schools, the right to participate in normal life without fear. The U.S. Constitution guaranteed them those rights. And they were the same rights that white Americans had long enjoyed.

King was not the only activist traveling in this struggle for civil rights. “Freedom Riders” rode buses and risked beatings or jail time to integrate the nation’s transportation system. Civil rights workers drove cars to Mississippi to register and educate voters. And thousands made the long march on foot from Selma to Montgomery in Alabama, calling for the right to vote.

You can travel the path to equality with this Teaching Tolerance map. From the 1954 Brown v. Board of Education ruling to King’s assassination in 1968, this map illustrates an important time and place in our nation’s history.

Use these postcards and posters in your classroom (click the images for larger versions) and check out the related activities below.

Throughout the 1950s and 1960s, brave men, women and children fought in different ways for their civil rights and the rights of those who followed. By tracing in their footsteps, you may begin to think about how you can use your own voice to make positive changes that just may change the lives of those in your community–or perhaps the world–for generations to come.

boycott [ boi kot’] (noun) to refuse to deal with

discrimination [dih-skrim-uh- ney -shuhn] (noun) unfair treatment of a person or group based on prejudice

harmony [ hahr -muh-nee] (noun) agreement in action, opinion, feeling

integrate [ in -ti-greyt] (verb) to bring together into a whole

segregation [seg-ri- gey -shuhn] (noun) separating or creating separate facilities

• A civil right is a right that is guaranteed to citizens by their country’s laws and constitution. What are some examples of your civil rights? Which rights do you most value? How would you feel if those rights were taken away?
• How do you think Ruby Bridges and the Central High students felt as they stood up to powerful people in an attempt to peacefully claim their rights? 
• How would you feel if you had to go to a separate school from other people your age, just because you were a different race or religion or had different beliefs?
• In his famous March on Washington speech, Martin Luther King Jr. talked about his dreams for his children’s future. What are your dreams as they relate to equal rights for all?

Imagine that you have been invited to take a real civil rights road trip! Complete the activities or questions below to help you plan your trip!

• You can bring one other person along with you on the road trip. Whom will you bring and why?
• Your road trip will include five of the destinations on the map. You can choose any five! Write the names below of the places you will visit:
• Once you have chosen your five destinations, find the locations on a real U.S. map. Which is closest to your hometown? Which is farthest? If possible, research the distance you would travel from your hometown to each one of the five destinations and back again.
• What will you need to bring with you on the road trip? Think about the climate, the most appropriate clothing and what will help you best remember this special trip. List at least 10 items you will pack in your suitcase below:
• Visit the websites of the five places you have chosen, to help you visualize what a real visit would be like. Then write a journal entry that describes your imaginary experience at one of the sites. 

With a few classmates, choose one of the civil rights stories outlined on the poster and write a one-page script that reflects the actions and feelings of those involved. You may want to do a little extra research about the event or people involved. It’s OK to take a little creative freedom and imagine what you think the people involved would have said and done! Act out your script for the class.

It’s important for students learning about civil rights history to put themselves in the shoes of those who were there. Have them commemorate their own civil rights road trip by writing postcards from the past. This activity helps students imagine being in another place and time by writing about a moment on the path to equality.

Essential Questions 

What would it have been like to be a young person living through the civil rights movement and experiencing the events firsthand?

• “Civil Rights Road Trip: Travel the Path to Equality” map
• Civil Rights Road Trip postcards  
• Student Writing Prompts  (PDF)

Using the postcards provided, have students write a message from one of the states featured on the civil rights map. Their messages will tell about a key event that took place in that state during the civil rights era.  

Step 1 Take your class on a civil rights road trip, using the map and additional information provided in Teaching Tolerance , Spring 2012 . 

Step 2 Students choose a key event and state to write about. Depending on the time, resources available and grade level, students can do further research on the civil rights events and history from that time and place.

Step 3 Students choose a role and audience for their postcard writing. Here are five suggested prompts for students’ writing. Each prompt includes suggestions for differentiation to accommodate a range of grade and readiness levels (mild, medium, spicy).  

Step 4 Students write rough drafts of their message and receive peer and teacher input and editing.  Final drafts are written onto the civil rights road trip postcards.

Step 5 Students share what they’ve written by passing their postcards around the room or taking turns reading them aloud to the class. Allow discussion if students have questions for each other.

Step 3 Students choose a role and audience for their postcard writing. Below are five suggested prompts for students’ writing. Each prompt includes suggestions for differentiation to accommodate a range of grade and readiness levels (mild, medium, spicy).  

Prompt A : Imagine you are a young person growing up in a place and time on the civil rights map. Write a postcard to a friend or relative living in another part of the country during that time.

• Mild: What is happening in your state and how do you feel about it? What might you ask your friend or relative?
• Medium: What is happening in your state and how do you feel about it? Include historically accurate facts or details about that event. What help might you ask for from your friend or relative?
• Spicy: What is happening in your state and how do you feel about it? Make a connection to something that’s happened in your friend or relative’s state during that same time period. Include historically accurate facts or details.  

Prompt B : Imagine you have traveled back to a place and time on the civil rights map. Write a postcard from that place and time to your present-day self. 

• Mild: What did you witness and how did you feel about it? Describe the people, places and events you saw.
• Medium: What did you witness and how did you feel about it? Share how you think things have changed since this time in American history.
• Spicy: What did you witness and how did you feel about it? Connect an issue of equity or social justice from today to a person or event you witnessed on your trip to the civil rights past.

Prompt C : Imagine you have opened your mailbox and found a postcard from the past. A person your age from a place and time on the civil rights map has written to you.

• Mild: What does the person from the past tell you about the events happening in her state? What does he want to know about the future?
• Medium: What is that person’s opinion of the events happening in his state? What concerns does she express about the future? What advice does he give to you based on what she experienced?
• Spicy: What is that person’s perspective on the events happening in his state? What questions and concerns would she express about the future? What request does he  make of you and your generation? 

Prompt D : Imagine you are a young person growing up in a place and time on the civil rights map. Write a postcard to your grandchildren living in the future.

• Mild: What do you want your grandchildren to learn about this time in history?
• Medium: What do you ask your grandchildren to remember? What lessons can you offer to them for their lifetime?
• Spicy: What do you want your grandchildren to learn and remember about this time in history. What wisdom do you offer them? What is their inherited responsibility from the struggle for civil rights?

Prompt E : Imagine you are a young person growing up in a place and time on the civil rights map.  Write a postcard to a public official living at that time, such as civil rights leaders, community figures, mayor, governor, judge, President.

• Mild: What do you think they should do to help the people in your state?
• Medium: What is the main problem facing your state and what solution would you suggest?
• Spicy: What specific action would you like to see leadership take in response to the problems happening in your state? How would you convince them?
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Road Trip (Problem Solving)

Plan a cross-country road trip through various U.S. state capitals. First choose a vehicle to drive, and then fill up the tank with gas and go! Find the range and gas mileage of each vehicle, and discover the shortest path between two cities.

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LEARNING OBJECTIVES:

• Calculate the gas mileage of a car based on how far it goes and how many gallons of gas are used.
• Collect data to compare the gas mileage and range of different cars.
• Use a map to find a route from one city to another.
• Plan a budget for a road trip.

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• budget, gas mileage, odometer, range

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