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In this problem, students will use the scenario of walking to an ice cream shop to explore the effect of walking rate on time and distance walked.
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| GPS Addressed (click [+] to expand)
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M7A3.
Students will understand relationships between two variables. |
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a. Plot points on a coordinate plane.
b. Represent, describe, and analyze relations from tables, graphs, and formulas.
c. Describe how change in one variable affects the other variable.
d. Describe patterns in the graphs of proportional relationships, both direct (y = kx) and inverse (y = k/x). |
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M7P1.
Students will solve problems (using appropriate technology). |
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a. Build new mathematical knowledge through problem solving.
b. Solve problems that arise in mathematics and in other contexts. |
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M7P3.
Students will communicate mathematically. |
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a. Organize and consolidate their mathematical thinking through communication.
b. Communicate their mathematical thinking coherently and clearly to peers, teachers, and others. |
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M7P5.
Students will represent mathematics in multiple ways. |
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a. Create and use representations to organize, record, and communicate mathematical ideas. |
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Use these questions to guide
your thinking about some of the
important teacher ideas in the lesson
featured in the video clip.
- How does the teacher help the students develop an intuitive understanding of rate?
- How is the teacher gauging
students’ current understandings
and building from those understandings?
- How does the teacher help eliminate students' confusion when moving between minutes and seconds?
- Consider the GPS standards
listed with this video. How does
the lesson featured in this video
address each of these?
- What makes this lesson different
from lessons you have taught on
this topic? What is similar between
this lesson and lessons you have
taught?
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| Classroom Materials / Lesson Outlines |
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