Grade 6 Lesson 2
Item
Page
Lesson Plan
Page 2
Student Activity Photo
Page 4
Student Activity Handout 2
Page 5
VISION-SETTING
Marlins Think Tank: Sixth Grade Math
Lesson Plan #2
OBJECTIVE.
KEY POINTS.
What is your objective? 
What knowledge and skills are embedded in the objective? 
6.EE.9 Use variables to represent two quantities in
a real-world problem that change in relationship to
one another; write an equation to express one
quantity, thought of as the dependent variable, in
terms of the other quantity, thought of as the
independent variable. Analyze the relationship
between the dependent and independent variables
using graphs and tables, and relate these to the
equation. For example, in a problem involving
motion at constant speed, list and graph ordered
pairs of distances and times, and write the equation
d = 65t to represent the relationship between
distance and time.



Distance is equal to rate times time, d =
rt.
When two people are in motion, the
person who is moving at a faster rate will
go a farther distance when time is
controlled.
When rate is kept constant, the distance
will increase as the time increases.
SWBAT write an equation to express distance (the
dependent variable) in terms of time (the
independent variable), and use the equation to list
ordered pairs of distances and times.
ASSESSMENT.
Describe, briefly, what students will do to show you that they have mastered (or made progress toward) the objective. 
Students will solve real world problems related to distance and time.
OPENING (10 min.)
MATERIALS.
DETERMINING METHODS
How will you communicate what is about to happen?  How will you communicate how it will happen? 
How will you communicate its importance?  How will you communicate connections to previous lessons? 
How will you engage students and capture their interest? 
Invite two students to the front of the classroom. Tell the first student that each time
you clap, he/she will take 1 step forward. (Practice). Tell the second student that each
time you clap, he/she will take 2 steps forward. (Practice). Ask student volunteers to
stand shoulder to shoulder and begin the demonstration, clapping approximately every
second. After several seconds go by, ask students to describe what happened and
explain why.
INTRODUCTION OF NEW MATERIAL (10 min.)
How will you explain/demonstrate all knowledge/skills required of the objective, so that students begin to
actively internalize key points? 
Which potential misunderstandings do you anticipate? How will you proactively mitigate them?  How will
students interact with the material? 
Show students a video of Miami Marlin explaining how speed, in miles per hour, is
important to their sport.
Speed is given as a constant rate, or fraction, miles per hour. We have already seen
today how increasing one’s speed will also increase the distance that one will travel.
The student who took two steps per second got farther than the student who took one
step per second.
Today we are going to be working with the distance formula, d = rt, where d = distance,
r = rate (speed), and t = time. We can use this formula to solve for distance or time,
when given the rate.
For example, if the rate is 10 miles per hour, we could find the distance traveled in 3
hours by plugging in a 3 for t and solving for d (d = 10 x 3 = 30 miles).
Video of
Marlin, Jeff
Conine,
talking about
Speed
Chart paper
(or White
Board) and
markers
GUIDED PRACTICE (15 min.)
How will students practice all knowledge/skills required of the objective, with your support, such that they
continue to internalize the key points? 
How will you ensure that students have multiple opportunities to practice, with exercises scaffolded from
easy to hard? 
Take out a piece of paper, so we can practice together. I want you to write down only
what I write down. First, just listen to a word problem form the Marlins: J.T. Realmuto
runs at a rate of 7 miles per hour. (On our paper, let’s write down: r = 7.) How many
miles will J.T. Realmuto run in 2 hours? (On our paper, let’s write t = 2. I know that
because the unit is hours, which is a time measurement). We don’t know the distance,
so we will solve for d using our formula d = rt. Let’s write down the formula, and then
plug in our values for r and t. d = 7 x 2 = 14 miles.
Now, I want us to use our formula to create a table to show possible values of d and t.
Our rate will stay constant, J.T. Realmuto’s speed is not going to change, it will always
be 7 miles per hour. Let’s set up our table like this (Model by drawing a t-chart with
time on the left and distance on the right). We already have one pair of values—we
solved that when t = 2, d = 14. Now, let’s solve for d when t = 3 and add that to our
chart (21). Now let’s solve for d when t = 1 and add that to our chart (7). Now let’s
solve for d when t = 4 and add that to our chart (28). Ask students to describe the
relationship between d and t. (It is skip counting by sevens; d is always 7 times bigger
than t).
Last, let’s use our table to find out how long it will take Realmuto to run 21 miles. Who
can find 21 miles on our table and figure out how much time it will take Realmuto to run
that distance? (4 hours). If I wanted to know how long it takes Realmuto to run 21
miles in minutes, what can I do? (To change hours into minutes, you need to multiply
hours by the rate 60 minutes per 1 hour. So, 4 hours x 60min/1hr = 240 minutes). It
takes Realmuto 4 hours or 240 minutes to run 21 miles.
INDEPENDENT PRACTICE (20 min.)
How will students independently practice the knowledge and skills required of the objective, such that they
solidify their internalization of the key points prior to the lesson assessment? 
You are going to use what you’ve learned today to help you answer some questions
from the Miami Marlins independently.
1. Christian Yelich runs at a rate of 9 miles per hour. Write an equation to
represent the distance Yelich runs at this rate over a period of time (d = rt).
2. Draw a table to show ordered pairs of distances and times that Christian Yelich
runs using the formula you wrote in question 1.
3. How long (in minutes) will it take Christian Yelich to run 27 miles?
Lesson Assessment: Once students have had an opportunity to practice independently, how will
they attempt to demonstrate mastery of the knowledge/skills required of the objective? 
Ask students to write a math story involving distance and time about a Miami Marlin.
Their story should explain how to use the formula d = rt.
CLOSING (5 min.)
How will students summarize and state the significance of what they learned? 
2 students will share their stories with the class.
paper, pencil
Name___________________________
1. Christian Yelich runs at a rate of 9 miles per hour. Write an equation to represent the distance
Solano runs at this rate over a period of time (d = rt).
2. Draw a table to show ordered pairs of distances and times that Christian Yelich runs using the
formula you wrote in question 1.
3. How long (in minutes) will it take Christian Yelich to run 27 miles?