Rate, Time and Distance--A Graphing Project

In Math we began a unit on patterns, functions and change. We kicked off the unit with some data gathering. Our mini lessons included conversations about variables--intentional ones and accidental ones, how distance, time, and speed relate, and how to graph your data.

During our work we made sure to keep things the same so we wouldn't influence the data with accidental variables, making sure to  measure carefully, line up and push off the car the same, start the timer at the same time.

L: "We need to be exact. Remember, variables. You need to do it the same."

We had some questions about the data we were collecting.

D: I thought the speeds were going to be different."

Ms Emma: "Are speed and time the same?"

L: "It depends on what the distance is." 

J: "Are we measuring to the back of the car or to the front? That is important make sure we don't introduce another variable."

Then the students took their data and plotted line graphs, we quickly discovered our data was skewed. A mini lesson on figuring out the rate the cars traveled helped make our graphs more representative of our data. 

C: "The data is very broad and scattered."

We asked the students how distance, speed and time are related. Here's one students answer:

"I think they are related because when you mention one (let's say, distance) you sort of have to use the other ones! So, the distance you're going is three miles, and the speed you're going is 3 mph, then the time you'll get there is one hour. An example of this is a person is hiking a 12-mile hike, going 4 mph, he will get there in three hours." Avery R.

Students are now using Google Sheets to create graphs with their data. All have decided this is a much easier and more efficient way to make graphs and interpret the results.