Walking+Graphs

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= = http://www.thefutureschannel.com/dockets/hands-on_math/new_york_city_subway/index.php = = = Summary =

===Students go outside and walk, walk faster, then run, each time with a 100 meter string that is marked every 10 meters. Go to classroom and create graphs with a distance and a speed axis, then plot the walkers’ coordinates on the graph for each of the measured walks (walk, walk faster, run). ===

= CCSS Alignment for Grades 6-8 =


 * ===__**6.RP.3 **__: //Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations.// Students calculate ratios based on rate variables (walk, walk fast, run) and convert units between standard and imperial metrics (meters to yards, etc.). ===
 * ===__**7.RP.1 **__: //Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units.// Students can graph according to different combinations of variables and calculate rates with different lengths or in different units. ===
 * ===__**8.EE.5 **__: //Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways.// Students graph the results of their experiment and compare across speed variables (walk, walk fast, run) as well as across group experiments to determine differences in variables. ===