Beacon Lesson Plan Library

Going My Way (High School Math)

Johnny Wolfe
Santa Rosa District Schools

Description

When an object moves at a constant speed, or rate, it is said to be in uniform motion. The formula d = rt is used to solve uniform motion problems.

Objectives

Understands and explains the effects of addition, subtraction, multiplication and division on real numbers, including square roots, exponents, and appropriate inverse relationships.

Materials

-Overhead transparencies (if examples are to be worked on overhead) for GOING MY WAY (See attached file)
-Marking pens (for overhead)
-GOING MY WAY EXAMPLES (See attached file)
-GOING MY WAY WORKSHEET (See attached file)

Preparations

1. Prepare transparencies (if teacher uses overhead for examples) for GOING MY WAY EXAMPLES. (See attached file.)

2. Have marking pens (for overhead).

3. Have GOING MY WAY EXAMPLES prepared and ready to demonstrate to students. (See attached file.)

4. Have enough copies of GOING MY WAY WORKSHEET for each student. (See attached file.)

5. Have enough copies of GOING MY WAY CHECKLIST for each student. (See attached file.)

Procedures

Prior Knowledge: Students should be familiar with basic operation skills, such as addition, subtraction, multiplication, division, exponents, fractions, decimals, solving equations, and the four-step approach to problem solving.

1. Get students' attention by making the statement, “How many of you have ridden in an automobile and noticed the speed on the speedometer?” Get their responses and then ask, “What does it mean when it reads 55 miles per hour?” Get their responses and make sure they understand the difference between “instantaneous” velocity and “average or uniform” velocity.

2. Introduce the formula for “distance, rate, and time (d = rt).” (See attached file: GOING MY WAY EXAMPLES.)

3. Work example #1 from GOING MY WAY EXAMPLES. (See attached file.) Answer student questions and comments.

4. Go over “DISCUSSION QUESTION 1.” (See attached file: GOING MY WAY EXAMPLES.)

5. Work example #2 from GOING MY WAY EXAMPLES. (See attached file.) Answer student questions and comments.

6. Work example #3 from GOING MY WAY EXAMPLES. (See attached file.)

7. Work example #4 from GOING MY WAY EXAMPLES. (See attached file.) Answer student questions and comments.

8. Distribute the GOING MY WAY WORKSHEET. (See attached file.)

9. Distribute the GOING MY WAY CHECKLIST. (See attached file.) Describe what constitutes an “A,” “B,” “C,” “D,” and an “F” in the CHECKLIST.

10. The students will write their responses on the worksheet.

11. Move from student to student observing the students' work and lending assistance.

Assessments

Student worksheets will be taken up and scored according to the GOING MY WAY CHECKLIST. (See attached file.)

Extensions

Have students do a time test on a track (suggest 100 yards) and record results. Then have students compute average “constant” velocity for each student.

Web Links

Web supplement for Going My Way
MATH FORUM PROBLEMS LIBRARY MIDDLE SCHOOL DISTANCE RATE TIME

Web supplement for Going My Way
SOLVING RATE TIME DISTANCE AND OTHER RATE PROBLEMS

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