Reflection: Checks for Understanding Calculating Speed Day 2 - Section 4: Work Time


I collected students’ graphs at the end of the lesson.  Here are some of my observations.


This student created a graph that is organized, straight, and easy to read.  The points for student F (pink),  student S(green), and student G (blue) are accurate.  This student struggled to plot the data from student L (black).  According to the table, student G is the fastest with a speed of 11.4 feet/second, however the graph has student L (black) as having a faster speed than student  G.  It seems as though this student plotted student L’s distance of 11.1 feet before the one second line, creating a line that is steeper than it should be.


This student is in the same group as Student 1.  This student struggled to plot the data for each student at 3 seconds.  These incorrect points made it difficult for this student to create straight lines.  She also, like student 1, created a graph that shows student L as being the fastest, which is different than the data in the table.


This student created a graph that is organized, straight, and easy to read.  This student rounded student J and student K’s speeds off to the nearest foot, changing the lines for these students slightly.  Despite this error, the graph accurately compares the speed of each student with student J (red) as having the steepest line and student M (yellow) as having the flattest line.


This student is in the same group as Student 1.  Created an accurate line for student K (green) but struggled to create accurate lines for the other students.  This student did not understand that multiple lines could all begin at point (0,0).  Instead this student started the other lines above (0,0) which caused problems.  Also, with the line for student J (red) it seems as though the student was unsure what to do if the distance for 3 seconds was over 30 feet, so he put the point at (3, 30).

By looking at my students’ graphs it was clear that there were some common struggles and misunderstandings.  During the next lesson, I will pass out the graphs and a new sheet Preparing For Your Graph.  I will ask students to fill out the sheet and compare the graphs of their group members.  The next time I teach this lesson, I will include this section in the packet, forcing students to make their calculations and predictions before actually creating their graphs.

  Checks for Understanding: Looking at Sprinting Speed Graphs
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Calculating Speed Day 2

Unit 5: Proportional Reasoning: Ratios and Rates
Lesson 12 of 21

Objective: SWBAT: • Make conversions to determine my speed using different units • Use multiplication and division to calculate rates • Use data to plot points on a line graph. • Compare speeds.

Big Idea: Who’s faster? During the second day of this investigation, students use conversions and rates to calculate and compare their speeds. Students also use their data to plot points on a line graph.

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