Beacon Lesson Plan Library

How Fast Is It Traveling?

Obed Morales
Lee County School District

Description

Students manipulate toy cars and simulate various walking speeds to discover characteristics related to rate of speed, distance and time. After measuring the time and distance, the students calculate the speed.

Objectives

Solves real-world problems involving rated measures ( miles per hour, feet per second).

Materials

- Toy cars
- Tape Measures
- Stopwatches
- Calculators
- Distance Formulas Review(See Attached File.)
- Distance Formulas Data Table(See Attached File.)
- Distance Formulas Test(See Attached File.)

Preparations

1. Run Copies of distance formulas review sheet for each student.

2 Run Copies of distance formulas data table for each student.

3. Obtain 5 toy cars.

4. Obtain 5 stopwatches.

5. Obtain 5 tape measures.

6. Obtain calculators for each student.

7. Run Copies of Distance Formulas Test for each student

Procedures

Note: The duration of this lesson is projected for a remedial class. Students with advanced mathematics skills may accomplish the lesson in less time.

Day One:

1. Discuss the speed of a Boeing 747-200B jets (Air Force One with top speed of 700 miles per hour), and how long it would take to travel across the United States from Reagan International in Washington DC to Los Angeles International Airport (approximately 2680 miles).

2. Review the formulas related to distance, rate, and time. Work an example of each formula presented below.
Distance = Rate * Time
Time = Distance / Rate
Rate = Distance / Time

3. Model problems of each type of formula for example, “If the rate of 75 miles per hour and the time of 19 hours is given, what is the distance traveled?”

4. Have students work through the, “Distant Formula Review.” Instruct students to work in groups of 4. Each student will be held accountable for the review sheet. Circulate around the room and use questioning techniques to check for understanding.

5. Review with the students concepts learned throughout the class period. Instruct selected students to come to the board and explain to the class how the problems are calculated.

Day Two:

Toy Car Activity

1. Review with the students formulas covered from the day before. Allow students to work examples and explain their answers.

2. Group all students in to groups of 5.

3. Clear the room of all desks, providing enough space or take students to an auditorium with open space to launch toy cars across the floor. Give the students the precise procedures for the activity.

4. Have one group member measure the time the toy car travel, while the other pushes the wooden car. Then, have another student measure the distance the toy car traveled using the measuring tape. Have another student record the information in the “Distant Formulas Data Table.”

5. Instruct the class to repeat this process four times allowing each group member an opportunity to perform each task. Circulate around the area to insure the data is recorded in the correct place on the “Distant Formulas Data Table.”

Day Three:

Speed Walker Activity

1. Group all students in to groups of 5.

2. Take students outside to an open area to have students walk a substantial distance (at least 50 feet). Give the students the precise procedures for the activity.

3. Have one group member measure the time that a student walks at least 50 feet. Then, have two students measure the distance the student walked using the measuring tape. Have another student record the information in the “Distant Formulas Data Table.”

4. Instruct the class to repeat this process five times allowing each group member an opportunity to perform each task. Circulate around the area to insure the data is recorded in the correct place on the “Distant Formulas Data Table.”

Day Four:

1. Review formulas related to rate, time, and distance. Instruct selected students to come to the board to work example problems. Allow them to explain their answers to the class.

2. Instruct the students to calculate the speed from the “Distant Formulas Data Table.” Circulate around the room to check for understanding.

3. Instruct students to clear their desks with just pencil and calculator. Distribute post-test, 10 questions, to serve as an individual, summative evaluation.

Assessments

Evaluate real world problems involving rate, speed and distance emphasizing proper units of measurement.

Calculate rate of speed of various moving objects within the classroom setting or outside under a controlled environment.

Student distance, formulas review sheet should be formatively assessed by the teacher. See attached file for answer key.

80% of the students will make 85 or higher on the review sheet as documentation of student understanding.

Student distance, formulas test should be the summative assessment, which should be graded by the teacher. 80% of the students will make 80 or higher on the test. See attached file for answer key.

Attached Files

Distance Formula Review/Data Table/ Test.     File Extension: pdf

Answer keys.     File Extension: pdf

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