When given one of the three representations of motion, students will be able to create quantitative position vs. time graphs, velocity vs. time graphs and motion maps.

Students examine how numbers play an important role in representations of motion.

40 minutes

This lesson focuses on students drawing and writing multiple representations of motion from one representation of motion. Students will be using their skills when interpreting graphs to equations and other pictorial and graphical representations of the same situation. My goal for the students in this lesson is to become comfortable with quantitative representations of motion and analyzing the graphs and motion maps. In this lesson, students finish work on Worksheet #2- Multiple Representations of Motion Part 2 and prepare a whiteboard to present.

Students will come to class with problems #1 and #2 completed as homework from the night before. My first direction for students is to compare their answers from the first two problems with their group members' answers and to come to a consensus. This takes students at least 10 minutes to do. I like to have them do this to make sure each student has an understanding of how to do the first two.

As they are finishing up with going over the first 2 questions, I tell the students that their job today is to finish Worksheet #2- Multiple Representations of Motion Part 2. Students work with their tables to complete the remaining 5 problems as I move around the classroom to help groups as needed. I like to have the students work with their groups so they can work through the problems as a team, which typically leads to asking less questions to me and more to their peers. When they ask their peers, more students are getting a chance to explain how to complete the problems. By working with their groups, I am trying to promote more conversations about the content to help students learn the material better. The Unit 1 Worksheet #2 KEY is what I walk around with to make sure that students are on track as they are answering the questions.

15 minutes

After groups finish up the worksheet, I have each group call me over once they have all of the problems completed. I ask the group to choose between two problems that I present to them based on my observations of the students throughout the work time. Prior to giving them a choice I also look through their packets so that I am choosing two problems that they have mostly to completely correct. Once students have chosen a problem, I tell them that they are going to complete a Digital Whiteboard of their problem.

Students have completed a Google Drawing whiteboard previously so they know that they are expected to include all aspects of the problem. My expectations are that students include all of the work that was required to solve the problem on the Google Drawing. I give each group tips about how to put some of the information on the board based on which problem they have. Some of the problems have pictures that they need to draw so I have them take a picture with their phone or Chromebook and have them place it on the whiteboard. Additionally, if there are multiple questions, I ask them to make sure to put a separate text box for each questions. Here is a Student Created Whiteboard that I ask students to share in the next lesson in a whiteboard session.

5 minutes

After students have created their digital whiteboards, I ask them to do a stoplight exit slip. They have done this once before during the previous unit but I want to refresh their memory on how it works, so I ask what they should do first. Students say that they must choose the red, yellow or green light based on what they feel about the lesson. If they choose the Red Light, students write about what stopped their learning. If they choose the Yellow Light, students write about what they considered or questioned in this lesson. If they choose the Green Light, students write about what they learned in class and why the learned it.