Key Stage 3 Mathematics
Title: Plotting distance/time graphs - Ranger device records movement and plots
distance/time graphs.
Year group: KS3 Year 8
Lesson plan
Lesson objectives
The objectives of the lesson are:

to construct linear functions from a real life problem, plot corresponding graphs,
discuss and interpret

to identify necessary information to solve the problem, represent problems and
interpret solutions in algebraic, geometric or graphical form, using correct notation
and appropriate diagrams.
Learning outcomes
All pupils will be able to:

plot distance/time graphs and interpret the data

understand the most appropriate method of displaying the data (algebraic,
geometric or graphical) and use the correct notation and diagrams.
Vocabulary
Distance/time graph, gradient, horizontal, intercept, linear relationship, slope, steepness,
vertical
Resources
Hardware

digital projector,

interactive whiteboard

laptops

CBR motion sensor
Software

Texas Instruments - TI InterActive! software
Other

handout 1 - Creating distance time graphs

help sheet Texas TI InterActive! – using the CBR

resource 1 – 'Journey stories'
Lesson preparation
Organise the classroom, motion sensor (CBR), laptop and data projector for whole-class
teaching.
Save the handout 1 file to the shared area of the network or to computers.
Organise hardware for pupil use.
Print copies of resource 1 – 'Journey Stories' - one set per two pupils.
Print Texas Instruments TI InterActive!Help sheet - using the CBR for pupils.
Lesson Activities
Starter - 5 minutes - whole class
Present word-processed file.
Graph stories to initiate group discussion about the graphs and what they represent.
Discuss the arrangement of axes in distance time graphs.
Main activity – 45 minutes - group work
Teacher opens the TI InterActive! file. Demonstrates the use of the CBR as a pupil-aided
demonstration. Pupils are shown how to manipulate the software.
Pupils then work in small groups using the laptops and CBRs to create their own distance
time graphs.
After each graph is created pupils within group collaborate to write the 'story' of the graph,
giving as much detail as they can.
Mini-plenary
To address any misconceptions such as positive gradients.
Plenary - 10 minutes - whole class
Each pupil will have resource 1 'Journey Stories'. Pupils are asked to discuss the graphs and
decide which graph matches which story. Pupils encouraged to annotate graphs in support of
the story.
After all pupils have had time to complete task draw the group together to share and discuss
outcomes.
Set homework: produce a graph and story of the journey to school.
Homework
Produce a graph and story of the journey to school.
Assessment
Question and answer session provides an insight into pupils prior knowledge and
understanding of the interpretation of graphs.
Verifies that pupils have a sound understanding of practical activity and they can relate the
movement to the graphical representation.
As teacher 'floats', he or she can address any weaknesses in pupils' knowledge and
understanding of the activity; interpretation of the graphs and their relationship to the
movements.
Assess whether the pupils have understood how the movements correspond to the resultant
graphs.
Progression
Prior
Pupils will have already experienced graphical and algebraic forms and interpretations in a
series of lesson prior to this practical application.
Future
Further activities into 'real' situations that exploit the benefits of the dynamic software in
investigating the relationships of variables in increasingly complex algebraic forms.