Unit 5: Day 1: Match Me! Grade 9 Applied
Materials Math Learning Goals ； viewscreen ； Use Calculator Based Ranger (CBR?) and graphing calculators to analyse ； graphing calculators motion graphs in terms of starting position, direction of motion, and rate of ； BLM 5.1.1, 5.1.2 change (speed).
Opportunities Minds On ... Whole Class ; Demonstration
Using the CBR? (motion detector), graphing calculator, and viewscreen, with a student volunteer demonstrate connections between the shape and
position of the graph and the direction, speed (including stopped), and
starting position of their walk. Before each walk, students predict what they
think the graph will look like and draw the actual graph after the walk
Action! Pairs ; Peer Coaching
Students investigate the connection between the shape and position of the graph and the direction, speed, and starting position by using the “DIST
MATCH” application of the Ranger program (BLM 5.1.2). One student
reads the graph and gives walking instructions to a partner who cannot see
the graph. They reverse roles.
Students match as many graphs as possible in the allotted time.
Consolidate Whole Class ; Summarizing Debrief Discuss the key understandings involving the starting position relative to the CBR?, direction of walk, speed of the walk.
Whole Class ; Exploration
Learning Skill (Teamwork/Initiative)/Observation/Rating Scale: Assess
students’ ability to work collaboratively and to take initiative.
Check that students understand the difference between the path walked and
shape of the graph by asking students to predict which alphabet letters can
be walked, e.g., a student could make the letter “w” but the letter “b” is not
possible. Ask students to explain why.
Discuss which letters of the alphabet can be “walked” using the CBR?.
Students use a CBR? to verify/disprove predictions about the shape of
distance time graphs.
Home Activity or Further Classroom Consolidation Draw a graph to match the following descriptions: Application ； Stand 4 metres from the CBR? and walk at a constant rate towards the Concept Practice CBR? for 5 seconds. Stand still for 3 seconds then run back to the
； Begin 0.5 metres from the CBR?, run away for 3 seconds at a constant
rate, then gradually slow down until you come to a complete stop.
5.1.1: Walk This Way
1. Student walks away from CBR? (slowly).
2. Student walks towards CBR? (slowly).