Name: Elizabeth Prendergast

Date
Grade Level
Content
Class Length
SOL(s) for specific lesson

4/21/15
High School Math Analysis
Position vs. Time Graph
90 minutes
CCSS.MATH.CONTENT.HSF.IF.B.4

For a function that models a relationship between two quantities, interpret key
features of graphs and tables in terms of the quantities, and sketch graphs
showing key features given a verbal description of the relationship. Key
features include: intercepts; intervals where the function is increasing,
decreasing, positive, or negative; relative maximums and minimums;
symmetries; end behavior; and periodicity.*
CCSS.MATH.CONTENT.HSF.IF.B.5

Relate the domain of a function to its graph and, where applicable, to the
quantitative relationship it describes. For example, if the function h(n) gives
the number of person-hours it takes to assemble n engines in a factory, then
the positive integers would be an appropriate domain for the function.*
CCSS.MATH.CONTENT.HSF.IF.B.6

Calculate and interpret the average rate of change of a function (presented

symbolically or as a table) over a specified interval. Estimate the rate of
change from a graph.*

Purpose/Enduring
Understanding(s)
(So what, Who cares?)

Graphs are sued to represent information about a situation. In order

to be able to interpret the information, we must be able to interpret
the graph that is representing it.
Different parts of graphs can represent many different things
depending on the contextual information of the data.

Learning Objective(s)
- Should relate to
SOL(s)

SWBAT
Interpret position versus time graphs
Interpret different slopes meanings within the context of the
situation represented in the data
Understand positive and negative slope as direction of movement at
specific times
Tell a story about the situation given in a position versus time graph

Assessment(s) --Tied to
Purpose, Learning
Objective(s), & SOL(s)

Pre-Assessment (if applicable):

N/A
Formative Assessment(s):
Classwork Data Table, Graph, and Analysis Questions
Summative Assessment (if applicable):
1

N/A
Elements

Introduction of Lesson

Connect to Prior
Learning:
(How will you remind
students what theyve
been learning all
week/month, etc.?)

We have spent time interpreting and

analyzing the key features of graphs in
our previous units (Function Families;
Polynomial End Behavior), but today we
are going to look at a specific kind of
graphPosition VS. Time!!

Hook/Anticipatory Set/
(Engage):

We are going on a trip!~!~!~!!

We are going to go to Williamsburg,
maybe youll go to the outlets or Great
Wolf Lodge or to Busch Gardens, but we
are all going to travel 40 miles to
Williamsburg.
We are so lucky because JMHS is the
first school to implement floor tile travel
simulation. We are going to be
simulating our road trip to Williamsburg
via floor tiles.

Resources/Materials

10 min.

Every floor tile will represent one mile of

our trip. The finish line (Williamsburg) is
40 tiles (miles) from the start line
(Richmond). The only difficulty with our
travel simulation is that it is dependent
on drawing cards I have a deck of
cards and every action you make on your
road trip will depend on what card you
draw. Every card drawn will represent 1
hour of your trip. If you draw a black
card, move forward that many spaces. If
you draw a red card, move backward
that many spaces. Move the spaces
indicated by the number on the card. If
you draw a face card, that means you
dont move that turn. If you draw a
Joker, return to the start line.
*Distribute handout*

1 Handout per Pair

You need a road trip partner. Get

together with a partner and I am going to

Time

distribute the handout. You only need one

per group.
Next to your names on your paper,
determine who is going to be the
recorder/passenger and who is going to
be the driver. After every card you pull,
the driver will walk that many tiles
(miles) and the recorder is going to fill
out the chart on your paper. In the first
column, you write what # card or turn
this is for you. This is also how many
hours you are into your road trip. In the
middle column, write the card you drew
and what action that told you to drive. In
the last column, I want you to write what
mile marker you are at, at the end of that
turn. Any questions?
Transition

5 min.
SINGLE FILE LINE AS WE WALK
INTO THE HALL!

Elements

Long hallway with

minimal classrooms
around

Instruction/Core Tasks

Resources/Materials

Time

Teacher distributes one card at a time to

each group. The teacher will make
rounds getting to one pair at a time,
ensuring they have recorded their
previous move before getting another
card.

Deck of cards
(Split between black
and red and remove
half of the red cards
from the deck)

30 min.

Core Task

Assessment (if
appropriate)

This process continues until students

Mile Markers on
make it to mile marker 40 (Williamsburg) Floor Tiles or Walls
or until they have completed their chart,
whichever is most time effective.
Transition
Once you reach Williamsburg, or you fill
your table, return to the classroom.
Core Task
Now you are going to need to graph your

Graph Paper

20 min.

Assessment (if
appropriate)

data. We are going to use our hours and

location as our x- and y- values. But what
data should be our x-values? What data
should be our y-values? Why?
Once you have plotted your data points,
connect each point with a line. Using
three different markers, color the lines
that connect your dots. Use one color to
represent moving forward, one to
represent moving backward, and one to
represent staying still. Draw a key on
your graph indicating which color
represents what.

Markers Each
group needs 3
different colors.

After you have colored your graph,

answer the questions on the back of your
paper.

Handout

15 min.

After you have answered all of your

questions, create a story describing your
road trip. This can be done on your
graph. Create stories as to why you had
to drive forward or backwards, or why
you had to stop for an hour.
Transition
Now its storytime
Core Task
Assessment (if
appropriate)
Closure
(Procedural and
Content);
Homework
(If
applicable/meaningful)

The teacher will randomly call groups to

come up and present their graph and road
trip story.

Graph Story wrap up review with

students what each slope of their graph
indicated: Negative slope Backwards;
Positive slope Forwards; Zero slope
Constant

Document Viewer

10 min.

N/A
Lesson Extender
(whole class &
individual)
(e.g., an additional
activity that will enhance
the learning of this
concept)

Walk a specific way down the classroom

and have students make up a graph
representing your movement over time.
Laying the Foundation - Road Trip
Find the slope between each point.
During which hour of your trip were you
travelling the fastest?
What is your average rate of change?
Have students compare their average rate
of change. The teacher can graph an
equation for each student and see where
they would meet if they were travelling
at different rates on their trip.