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In the Zones (New!)

How hard should you exercise?

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In the Zones (New!)

How hard should you exercise?

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In the Zones - Student Handout.pdf
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In the Zones - Teacher Guide.pdf
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2023-2024 Versions

In the fall of 2024, Citizen Math released updated versions of every lesson in our library, plus a few new ones! We know you may have already prepped an earlier version or planned a repeat of last year, so we're continuing to make these earlier versions available through Thursday December 5, 2024.

You can find the new lessons through the regular search, and we hope you love them as much as we do. You can read more about these updates in Our Community.

How fast does your heart beat? What’s the fastest it could beat? And when you exercise, how hard should you be pushing your heart?

In this lesson, students write and graph an equation for a person’s maximum heart rate in terms of his or her age. Next, they learn about the effects that different heart rates have on the body and calculate ideal heart rate zones for different types of workouts. Do your students know how hard they have to work in order to burn fat? The answer may surprise them!

REAL WORLD TAKEAWAYS

  • When we exercise, we want to exercise hard enough that we work our heart, but not so hard that we overtax our heart. Exercise is beneficial when we operate between our minimum heart rate and maximum heart rate.
  • The maximum and minimum heart rates are a function of age. As we get older, our max. and min. heart rates go down.
  • In addition to the general range, there are four specific target heart rate zones, each with its own health benefits.
  • Fitness experts typically recommend exercising in each heart rate zone, with most of the exercise time allocated towards the least- intensive zone and only a small amount allocated towards the highest-intensity zone.

MATH OBJECTIVES

  • Write a linear equation to model a real-world situation; evaluate the equation for different values of x
  • Write an inequality between two lines and shade in the corresponding region
Appropriate most times as students are developing conceptual understanding.
Algebra 1
Solving Linear Systems
Algebra 1
Solving Linear Systems
Content Standards A.CED.2 Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales. A.REI.12 Graph the solutions to a linear inequality in two variables as a half- plane (excluding the boundary in the case of a strict inequality), and graph the solution set to a system of linear inequalities in two variables as the intersection of the corresponding half-planes. F.IF.5 Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes. For example, if the function h(n) gives the number of person-hours it takes to assemble n engines in a factory, then the positive integers would be an appropriate domain for the function. F.BF.4 Find inverse functions. (a) Solve an equation of the form f(x) = c for a simple function f that has an inverse and write an expression for the inverse. For example, f(x) =2 x<sup>3</sup> or f(x) = (x + 1)/(x &mdash; 1) for x = &dash;1. (b) (+) Verify by composition that one function is the inverse of another. (c) (+) Read values of an inverse function from a graph or a table, given that the function has an inverse. (d) (+) Produce an invertible function from a non-invertible function by restricting the domain.
Mathematical Practices MP.4 Model with mathematics. MP.5 Use appropriate tools strategically.

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Appropriate most times as students are developing conceptual understanding.

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Great anytime, including at the beginning of a unit before students have any formal introduction to the topic.

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How should police departments address excessive use of force?

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One-Variable Statistics
Great anytime, including at the beginning of a unit before students have any formal introduction to the topic.

Billions & Billions

What are the consequences of human population growth?

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Exponential Functions (Beg.)
Great anytime, including at the beginning of a unit before students have any formal introduction to the topic.

Wage War

What are the pros and cons of increasing the minimum wage?

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Solving Linear Systems
Great anytime, including at the beginning of a unit before students have any formal introduction to the topic.

Prescripted (Updated!)

How much should medications cost?

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Parabolas & Quadratics
Appropriate most times as students are developing conceptual understanding.