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Why do this problem?
offers an opportunity to combine skills from mathematics and science. It can be solved numerically, algebraically or graphically, so can offer a useful opportunity for discussing the merits of different methods.
This printable worksheet may be useful: Temperature.
Introduce the boiling and freezing point of water in Celsius and Fahrenheit.
"What other information can you deduce from these temperature facts?"
Give the class some time to discuss in pairs, then bring the class together to collect ideas on the board. Possible responses might be:
"$50^\circ C = 122^\circ F$ because it's halfway between."
"$200^\circ C = 392^\circ F$ because it's another $180^\circ F$."
"A temperature increase of $100^\circ C$ is the same as a temperature increase of $180^\circ F$."
"Can you use everyone's ideas to deduce any more information about the temperature scales?"
Again, give the class some time to discuss in pairs, and then collect ideas once more.
"Is there a temperature where the reading in Celsius is the same as the reading in Fahrenheit?"
Give the class plenty of time to approach this problem. Most students are likely to use a numerical approach. If some students use algebraic or graphical methods, ask them to share their approaches with the rest of the class.
If nobody uses algebra or graphs, ask the class to consider first how a graph might help:
"Can you represent the original information graphically in a way that could have helped you to solve the problem?"
The graphical method can then lead on to a discussion of the algebraic representation of the straight line graph and hence algebraic methods of solution.
Take time to discuss the merits of the different methods and then challenge students to show how to use each solution method to solve problems such as:
"Is there a temperature at which the Fahrenheit reading is 20 degrees higher than the Celsius reading?"
"Is there a temperature at which the Celsius reading is 20 degrees higher than the Fahrenheit reading?"
Does every method give the same answer?
What are the merits of the different methods?
See the extension challenge introducing the Kelvin scale of temperature in the problem.
Spend lots of time discussing how to deduce information from the initial temperature facts given. Perhaps it would help students to suggest new values if the information is presented in a table.