See my Do Now in my Strategy folder that explains my beginning of class routines.
Often, I create do nows that have problems that connect to the task that students will be working on that day. Today I want students to be able to compare speeds to determine who is faster. A common mistake is for students to think that the person with the lower speed is faster. They may be thinking of a finishing time, rather than a speed. I remind students that the faster person goes further in the same amount of time. Therefore Morgan is faster because she goes further than Jamie in the same amount of time.
Students participate in a Think Pair Share. I call on students to share their ideas. If needed I get two volunteers to model Morgan and Jamie’s speeds. Students may notice that Morgan’s speed is twice as fast as Jamie’s speed. I am interested to see what students think about question (c). It is okay if they are unsure about (c), we can return to this question during the closure.
I want students to be able to take a speed and translate it into a graph. I want students to recognize that if Agedel travels at a speed of 9 feet per second, then after two seconds he will go 18 feet. Students sometimes struggle with what happens at 0 seconds. I tell students that 0 seconds is before they start moving, so they have traveled 0 feet.
We complete the first table together and students work on the other tables independently. I call on students to share out their answers.
On the next page, we plot the data onto a graph. I model how we can use the data in our table to plot each point. Students finish the other two graphs on their own. Students are engaging in MP4: Model with Mathematics.
I ask, “What do you notice?” Some students may notice that the points create a straight line. Some students may notice that the lines do not have the same steepness. I want the students to be able to see that the graphs also show that N’Yshma is the fastest, since she travels farther in the same amount of time.
I read over the to do list with students. I tell students to get out their previous day’s packet. Each group needs to check in with me before they move onto the next item on the to do list.
Each student has unique data, but they will be able to ask each other questions about how to change their rates and measurements. I walk around to monitor student progress and behavior. Students are engaging in MP1: Make sense of problems and persevere in solving them, MP2: Reason abstractly and quantitatively, MP5: Use appropriate tools strategically, and MP6: Attend to precision.
If students are struggling, I may ask the following questions:
If students are struggling with the actual calculations, I have calculators for students to use. If a student uses a calculator, I still require them to set up the rates and show the calculations he/she is making to get the answer.
If students need extension, I may ask them the following questions:
If students successfully complete steps 1-3 on the to do list, they can move onto the challenge problems.
I re-read problem 1c from the do now and ask students to share their ideas. I want students to recognize that since we are just converting the measurements from feet per second to miles per hour, that Morgan’s speed will be double Jamie’s speed.
I tell students that Morgan’s speed is 9.54 miles per hour and I ask them to figure out what Jamie’s speed in miles per hour is. Students participate in a Think Pair Share. I call on students to share their ideas. Students are engaging in MP8: Look for and express regularity in repeated reasoning.