Lesson Plan

Lesson Title: Interpreting Distance-Time Graphs Grade: 8 Date: November 21, 2016

Subject: Math Strand: Data Management and Probability Location: N1 Time: 45 minutes

Lesson Plan Description

This lesson will be completed in one block. Class will start with an interactive online activity
found at https://nrich.maths.org/4802 it will be done as one group, led by the teacher. This
activity will show the class what happens as someone moves away from a particular object. The
activity creates a distance time graph which we will analyze while it is being made as well as
after. As a class we will talk about what happens when the man walks away from the object and
then towards it, taking into account the speed that he is going. We will also talk about what
happens when the man is standing still (more conversation topics in appendix C). Next, the
class will have time to ask any questions that they have. Once the class understands the
graphs we will move on to the next activity. Students will each be given a piece of paper. On
half of the classs papers will be a story, and on the other half of the classes papers will be a
distance time graph. Students will have to find the appropriate match to their piece of paper.
Once students have found their partner they will return to their original assigned seats to
complete the lesson. On the board will be a picture of a graph (appendix A). Students will copy
down the graph either in their math journals or on a piece of graph paper (to be glued in their
math journals). From this graph students will be asked to create a story that the graph is
representing, creativity is encouraged. This will be handed in at the end of class.
CURRICULUM CONNECTIONS
Ontario Curricular Overall Expectations
Collect and organize categorical, discrete, or continuous primary data and secondary data and
display the data using charts and graphs, including frequency tables with histograms, and
scatter plots.
Ontario Curricular Specific Expectations
- Read, interpret and draw conclusions from primary data and from secondary data
presented in charts, tables, and graphs.
- Identify and describe trends, based on the rate of change of data from tables and graphs
using informal language (e.g. The steep line going upward on this graph represents
rapid growth. The steep line going down on the other graph represents rapid decline.)
Learning Goals Discuss with students: What will I be learning today? (clearly identify what students are expected to
know and be able to do, in language that students can readily understand)

Today I will learn

How to interpret a bar graph
To match a story with its distance time graph
To tell a story based off of the line on a distance time graph
ASSESSMENT and EVALUATION
Success Criteria Discuss with students: How will I know I have learned what I need to learn? (clearly identify the
criteria to assess students learning, as well as what evidence of learning students will provide to demonstrate their knowledge,
skills and thinking, in language that students can readily understand)
I can: tell if someone is walking fast, slow or not at all away from a point
I can: Match a story with its corresponding distance time graph
I can: Tell a story relating to a given distance time graph
Assessment how will I know students have learned what I intended?
Achievement Chart Categories (highlight/circle the ones that apply): Knowledge and Understanding; Thinking;
Communication; Application
Assessment For, As, Of Learning (Complete the chart below)

Assessment Mode: Assessment Strategy Assessment Tool

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

 Written, Oral, Specific task for Instrument used to
Performance students record data
(Write, Say, Do) e.g., turn and talk, i.e., rubric, checklist,
brainstorming, mind map, observation sheet, etc.
debate, etc.

Assessment For Say Class conversation Class conversation

Learning
Assessment As Do Finding the match for N/A
Learning their graph/ story
Assessment Of Write Writing a story for the Checklist
Learning graph on the smart
board
CONSIDERATIONS FOR PLANNING
Prior Learning: Prior to this lesson, students will have
* basic knowledge of different types of graphs
Differentiation: Content, Process, Product
Zach (developmentally delayed, neuro-muscular disorder)
- Zach is expected to sit in his own seat during the discussion
- After the discussion is over Zach can take time to use his computer to explore the
website that was used for the opening activity.
Students with IEPs
- Many students have IEPs because they have a lower level of math skills
- These students are still expected to participate in the classroom discussion as well as the
activity that follows the discussion
Assessment/Accommodations, Modifications
Zach
- Rather than writing out a story for assessment he can act it out.
o When the graph shows walking away, he can walk away from me
o For assessing, Zach will not need to worry about time and speed of movement. As
long as he understands when the person is walking away and back towards or
stopped that is acceptable
Students with IEPs
- Assessment of their stories will be adjusted based on the grade level that they are
working at.
- Depending on the student, they can also act out the graph (similar to Zach) however,
they should be trying to show the speed at which the graph is representing (faster or
slower, not the exact speed).
Learning Skills/Work Habits
Highlight/circle ones that are addressed: responsibility, organization, independent work, collaboration, initiative,
self-regulation

Highlight/circle ones that are assessed: responsibility, organization, independent work, collaboration, initiative, self-
regulation

Vocabulary (for word wall and/or to develop schema)

Distance: the amount of space between to objects
Time: the duration of an activity
Plateau: A period or state of no growth or decline
Resources and Materials /Technology Integration List ALL items necessary for delivery of the lesson.
Include any attachments of student worksheets used and teacher support material that will support communication of instruction.
Include the use of Information Technology (ICT) in your lesson plan where appropriate.
https://nrich.maths.org/4802
Graphs and stories (Appendix C)
Distance time graph example (appendix A)
Story checklist (Appendix B)
Distance time graphs and matching stories for the matching game (Appendix D)

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

 Learning Environment
At the beginning of class students will come in, grab their math notebooks and sit at their
assigned seats (not on the couch at the back of the room). Students will pay attention and
participate in the class discussion at the beginning of the class. During the online activity
students will be asked questions related to the movements of the man and the graph (what
happens when he moves away from the sheep? What happens when he moves towards the
sheep? What happens when he stops moving? What if he moved faster?). Next, papers will be
handed out at random. Half of the class will get a story and half of the class will get a graph,
which matches the movements in the story. The class will be asked to get up and find the
person with the paper that matches. Staying standing, once everyone believes that they have
found their partner some groups will be asked to share their stories. After some stories are
heard the students will be asked to sit back at their assigned seats. A distance time graph will
be shown on the smart board, as a class we will interpret it. The students will be asked to draw
a sketch of the graph (either in their notebooks or on graph paper which will be glued into their
notebooks). From the graph they will create their own story. The story must include speed,
direction, and some creativity (see checklist in appendix B). The checklist will be shown on the
smart board while they are writing their stories.

Cross Curricular Links

- Language arts (writing)
Lesson Delivery Format
Write the lesson description with enough detail that another teacher could replicate the
lesson without a personal discussion.
What Teachers Do: What Students do:
Minds on: Motivational Hook/engagement /introduction
0-10 minutes
- Have the website open and full screen.
- Make sure that you have the class full
attention before beginning the lesson.
- Take the class through the activity - Be attentive and ask questions as they
discussing what is happening on the come up
graph as the man moves. - Participate in class discussion
- Go through the completed distance
time graph pointing out what is
happening when he moves fast vs.
slow, towards vs. away, or when he
stops moving.

Action: During /working on it

10-25 minutes

- Hand out the sheets of paper with - Listen to the directions

graphs or stories on them (Appendix D)
- Explain what the objective of the
activity is.
- Help the students find their partner if
they need it
Consolidation & Connection (Reflect and Connect)
25-45 minutes
- Put the picture of the graph (appendix
A) on the smart board.
- Discuss with the class what is
happening in the graph (i.e. is he
walking or running, is he going towards
the start or away).
- Read your piece of paper or analyze
your graph
- Find your partner
- If you have questions ask the
teacher
- Look at the graph and try to interpret it.
- Join the class discussion on what the
graph means.
- Sketch the graph in your math journal
- Write a story about what could be

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

 - Ask the students to sketch out the happening in the graph
graph in their notebooks - Keep the checklist in mind when writing
- Give instructions for the final activity your story
and let them know that it will be getting
marked.
- Once everyone has copied down or
sketched the graph put up the checklist
for success (appendix B)

Extension Activities/Next Steps

This is the last lesson in the interpretation of graphs section of the Data Management and
Probability Strand. The next lessons will be on measures of central tendency.
Personal Reflection (what went well, what would I change, what will I have to consider in my next lesson for this
subject/topic)
The Lesson:
The lesson was well received by the students. I think that they were excited to have a fresh
face teaching them. The stories that went along with the graphs could have been written
clearer in order to make the matching activity flow smoother. In this class the wording needs to
be clear and concise for them to understand what is being said, this will have to be kept in
mind for the future.

The Teacher:
The lesson plan was timed well and covered the materials necessary. The students all
understood what was being asked of them as well as how to interpret the distance time graphs.
Something that I will need to remember for the next lesson that I teach is to slow down when I
am speaking. I also realize that I am teaching grade 8 students who perhaps have not seen the
material before. Along with slowing down when I am teaching, I think that it will be beneficial to
the students if I wait longer after asking questions. Rather than picking the first student who
puts their hand up I will wait for others to think about the question that is being asked and then
pick someone to answer.

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

 Appendix A: Distance Time Graph

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

 Appendix B: Story Marking Checklist

Your story about the distance time graph must include:

Some creativity
Information about the speed that is being travelled with reference to the given line graph
Information about the direction that is being travelled in

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

 Appendix C: Conversation Topics
- Distance is on the y-axis
- Time is on the x-axis
- Some lines go up because the person is moving away from the starting point

(increasing the distance from the start)

- Some lines go down because they are getting closer to the starting point

(decreasing the distance from start)

- Some lines have steeper slopes because the object is moving faster
- Some lines are flat because they are not moving at all
- Some lines may be curved because the speed is not constant

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

 Appendix D: Distance Time Graphs and Stories

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013
Drafted by Lakehead University Orillia Faculty of Education Team-August 2013
Drafted by Lakehead University Orillia Faculty of Education Team-August 2013