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PROJECT

OBJECTIVE

The purpose of this lesson is have students understand how rate (slope) is

calculated from two data points. This is done by collecting data (time,

distance) on battery operated cars. The students will also relate the y- Concepts

intercept to the starting point of the car. This activity also offers a context Rate; y-intercept; writing,

for the students to understand the variables and various solutions of the solving and graphing equations

equation that they will be learning to write. of lines in slope-intercept form

The cars need a smooth flat surface (classroom carpet, or hallway floor) that

is about twenty feet long and about ten feet wide. Choose a place where Materials

the students can take measurements, record data, and complete Battery operated cars (two

calculations. The classroom works best if there is enough room. On the types/speeds for each group of

floor, place seven parallel lines of masking tape every three feet. Write the students), stop watches, student

assigned distance on each line, ranging from -6 feet to 12 feet. (See handout, graph paper.

diagram on student handout.)

Preparation

Assign students to pairs or groups. When the students are timing the cars, Find a venue for the lesson, and

make sure that the person starting the car says go, and then the timekeeper establish the "race course" by

starts the watch. If the timekeeper says go, there will be a lag before the placing masking tape at the

car is actually released. designated intervals.

The students start the car at the starting line (distance of zero), and time the car to the first mark (3 feet). They

should record this data as an ordered pair. For example, if the car took 1.5 seconds to get to the first mark, this

data would be represented as (1.5, 3). The group should time the car again, this time to the second mark and

record the data, again as an ordered pair. The first mark is then used to calculate the rate of the car. In our

example above, the car traveled 3 feet in 1.5 seconds, or at a rate of 2 feet per second. The rate is then

calculated using the second data point. The two calculated rates should be nearly equal.

Writing the equation to relate the car’s distance to time follows the well-known formula: d= rt. For our

hypothetical car, the students should write d = 2t. This equation is then used to answer the next two questions.

In order to predict the distance that the car will travel in 10 seconds, we substitute 10 in for t and find that the

car should travel 20 feet. In order to predict the time it will take the car to reach the third mark, the students

should substitute 9 in for d, and get a time of 4.5 seconds. Once the students have calculated their predictions

algebraically (showing all their work, of course), then they are to test their

predictions by timing the car for 10 seconds, and timing how long it takes

the car to reach the third mark.

For the graph, the students should plot the four ordered pairs that they

produced for the lesson. The points will nearly form a straight line,

although error in the data collection may produce some slight variance.

The students will get the point though: the equation is linear because

the car's rate is constant. The class discussion should center around the

following concepts: 1) the slope of the line, the coefficient of x and the

rate of the car are all the same thing, 2) the y-intercept is zero because

the car started at the starting line, 3) the domain and range of the data

determine the scales for the axes.

60 MPJ’s Ultimate Math Lessons

PROJECT

PART TWO: Finding the Starting Point of the Car

This next phase focuses on calculating the slope from two data points (rather than one) and on calculating the y-

intercept. The students are now to time a different car, beginning at a location other than the starting line. Mark

the starting point of each car with a piece of masking tape, and mark the tape with a number designating the

group. Note that now the distance will be recorded in inches, and the time will be recorded for the first and the

third mark. When the students attempt to find the rate, though, many of them will make the mistake of using

the two data points separately, as was done with the previous car, rather than finding the difference between the

two points. This is exactly the mistake that we hope they make! This common error offers the prime teachable

moment: Did the car really travel the entire distance of the mark in the recorded time?

For example, let us assume that a car starts an unknown distance in front of the starting line, and reaches the

first mark in one and a half seconds, and reaches the third mark in ten and a half seconds. This would yield the

following data points: (1.5, 36) and (10.5, 108). We can show the students that, no, the car did not travel all 36

inches in 1.5 seconds, nor did it travel all 108 inches in 10.5 seconds. Where on the course, then, can we find a

corresponding distance and time? Between the two marks! Yes, and we can find that distance and time by

subtracting the coordinates of the data points. The car actually traveled 72 inches (108 - 36) in 9 seconds (10.5 -

1.5). By dividing as we have before we get a rate of 8 inches per second. The students are then prompted to

formalize this process with an equation: m = (y2 - y1)/(x2 - x1)

Once the students calculate this rate, they will then be asked to find the car's starting point. Allow the students

to wrestle with this one for awhile, until they understand that they can figure the distance forward to the first

mark, then subtract to get the distance backward to the starting line. In our example, the car traveled at 8 in/sec

for 1.5 seconds, which means, it traveled 12 inches. Therefore, it started 24 inches in front of the starting line.

The students will follow the reasoning rather easily, but they must be pressed to communicate it algebraically and

to write the equation as follows.

In order to protect the integrity of these lessons in the classrooms, the solutions have been removed from this version of the

project. For a copy of the entire project, including all of the solutions, order MPJ’s Ultimate Math Lessons at

http://www.mathprojects.com or call 1-800-247-6553 to order over the phone.

Once the students calculate the starting point, they should use a ruler to

measure the actual starting distance. They will be impressed by their own

accuracy. In the subsequent questions, making the predictions, taking the

actual measurements and drawing the graphs are all handled similarly to

those with the first car. The obvious point of emphasis here is the relation

of the y-intercept to the starting distance of the car.

If possible, have the students use a different car (different rate) for the

final phase of the lesson. This phase runs identically to the previous one,

with the simple exception that the car begins behind the starting line

yielding a negative y-intercept. Again, push them to show the

calculations algebraically.

MPJ’s Ultimate Math Lessons 61

STUDENT HANDOUT

You have a toy car. Determine its speed, and use that data to determine other valuable information of the car.

Gather your data using the established race course. Each mark is 3 feet apart as shown in the diagram below.

1. Place Car #1 on the starting line and time how long it takes to reach the first mark. Repeat this process for the

second mark. Write the data as an ordered pair (t, d).

( , ) ( , )

2. Calculate the rate of the car twice, once with your first data point, then again with the other. If the two rates

differ dramatically, feel free to time your car again.

(1st mark) (2nd mark)

3. Write an equation to represent the relationship of the car's distance, d, to time, t. _______________________

4. Use your equation to predict how far the car will go in 10 sec. Then test your result.

5. Use your equation to predict how long it would take to get to the third mark. Test your result.

6. Graph your data points from numbers 1, 4, & 5. Draw a line through these data points. Show the slope of the

line. How does this relate to your answer in number 2? What does the y-intercept of the graph represent?

62 MPJ’s Ultimate Math Lessons

STUDENT HANDOUT

7. Place Car #2 somewhere between the starting line and the first mark. Time how long it takes the car to get

to the first mark. Then place the car at the same starting point and time how long it takes to reach the third

mark. Write the data as an ordered pair (t, d).

1st Mark 3rd Mark

( , ) ( , )

8. Calculate the rate of the car. Then start the car at the starting line and test your prediction.

Prediction Actual

9. Describe how to calculate rate when the starting point is not the starting line, given two data points.

11. Calculate the starting point of the car, then measure the actual starting point.

12. Write an equation to represent the relationship of the car's distance, d, to time, t. ___________

13. Use your equation to predict how far the car will go in 15 sec.

14. Use your equation to predict how long it would take to get to the second mark. Test your result.

15. Graph your data points from numbers 7, 11, 13, & 14. Draw a line through these data points. Show the

slope of the line. How does this relate to your answer in number 8? What does the y-intercept of the graph

represent? How does it relate to your answer in number 9?

MPJ’s Ultimate Math Lessons 63

STUDENT HANDOUT

16. Place Car #2 somewhere BEHIND the starting line, but not at any of the established marks. Determine two

data points (t, d).

1st Point 2nd Point

( , ) ( , )

17. Calculate the rate of the car.

18. Calculate the starting point of the car, then measure the actual starting point.

19. Write an equation to represent the relationship of the car's distance, d, to time, t. ______________________

20. Use your equation to predict how far the car will go in 15 sec.

21. Use your equation to predict how long it would take to cross the starting line. Then test your result. Where is

this point on the graph?

22. Graph your data points from numbers 16, 20, & 21. Draw a line through

these data points. Show the slope of the line. How does this relate to your

answer in number 17? What does the y-intercept of the graph represent?

How does it relate to your answer in number 18?

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