Gr+7-8+-+Walking+the+Line+-+Part+1+(Alg)

=Walking the Line - Part 1: Using Motion Sensors to Graph Slope=

//Traci Seto - Joseph Kerr Middle School//


 * Subject Area** - Math (Algebra)
 * Grade Level** - Middle School


 * Overview:** To make the abstract concept of the relationship between motion and slope more concrete, students will connect the everyday, physical activity of walking to a graphing activity.


 * Objectives:**
 * Students will make connections of slope (rate of change) of a line to motion of an object (distance vs time).

media type="youtube" key="Ou8eF3z68iQ" width="420" height="315" align="center"
 * Lesson Video:**

> 1. Start at the CBR (motion sensor) and walk away at a slow steady rate. > 2. Start at the CBR and walk away at a fast steady rate. > 3. Start at opposite end of room and walk towards CBR at slow rate. > 4. Start at the CBR and walk away at a slow steady rate at 3 meters stop for 2 seconds then walk at a faster rate to the end. > 5. Start at the CBR and walk away at a fast steady rate, at 3 meters stop for 2 second then walk at a slow rate to the end. > 6. Start at the CBR and walk away at a fast steady rate turn around at 4 meters and walk back towards CBR at a slow rate. > 7. Start at the CBR and walk away at a slow rate speeding up over the 5-meter walk. > • have students describe the walk in words > • have students make a prediction about the graph and share their prediction > • have student volunteers walk according to the conditions in the teacher section. > • observe the graph of the motion and sketch the graph on the worksheet > • copy the data points information for student table > • calculate the slope (after the data has been collected of all walks)
 * Procedure:**
 * Set up motion detector, overhead or document camera, and teacher workstation. Explain the hardware set up to students and give a brief explanation on how the motion sensor works. Pass out Student Worksheet 1.
 * Explain possible student walking conditions:
 * Ask for student volunteers to demonstrate one - or a combination - of the above walking conditions. For each walk:
 * After students have made and shared predictions for each walk, project (on overhead or document cam) and discuss the graph.
 * Use trace function to get 4 representative data points. Data points should be significant graph events (places where slope is changing). //Note:// slopes can be calculated after all of the motion information has been collected.

//Note:// This lesson has been adapted from a workshop by Gail Standiford for CMETS Middle Grades Summer Institute 2002.


 * Materials:**
 * TI83+ Teacher’s edition with [[file:Motion Panel overhead.docx]] and motion detector
 * Computer with TI Graph Link 83+ (optional)


 * Lesson Resources:**
 * [[file:Motion Activity Worksheet 1.docx]]


 * Standards**

//ISTE NETS://
 * Collaborate with peers, experts, and others using telecommunications and collaborative tools to investigate curriculum-related problems, issues, and information, and to develop solutions or products for audiences inside and outside the classroom.
 * Select and use appropriate tools and technology resources to accomplish a variety of tasks and solve problems.

//Common Core Standards – Mathematics//
 * Grade 7 - Analyze proportional relationships and use them to solve real-world and mathematical problems
 * Grade 8 - Understand the connections between proportional relationships, lines, and linear equations.
 * Algebra I - Create equations that describe numbers or relationships; represent and solve equations and inequalities graphically.

//California Content Standards for Mathematics//

7th Grade
 * Algebra and Functions 1.5 - Represent quantitative relationships graphically and interpret the meaning of a specific part of a graph in the situation represented by the graph.
 * Algebra and Functions 3.3 - Graph linear functions, noting that the vertical change (change in y-value) per unit of horizontal change (change in x-value) is always the same and know that the ratio (“rise over run”) is called the slope of a graph.

Algebra I
 * Algebra 6.0 – Students graph a linear equation and compute the x- and y- intercepts.