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# Mathematics Matters Lesson Accounts 33 - Interpreting and Constructing Travel Graphs

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Created on 28 May 2008 by ncetm_administrator
Updated on 16 June 2008 by ncetm_administrator
 Mathematics Matters Lesson Accounts A collection of memorable mathematics lessons that conference and colloquia delegates had observed or taught which they felt were successful.  Each account refers to one or more of the values and principles in the report.

# Lesson Account 33 - Interpreting and Constructing Travel Graphs

 Written by Marion Dovey Organisation Selby College Age/Ability Range 16-18 GCSE resit. Previous grade D/E students (10)

How was the session/task introduced?
Using electronic whiteboard and software, students were shown a simple travel graph. They were asked to write down any phrases they could use to describe the journey. Through a whole class discussion a picture was developed and correct mathematical language was encouraged, e.g. accelerate, speed, time, gradient. Values of speed etc were estimated. Detail was encouraged.

How was the session/task sustained?
Students developed an interest. They encouraged each other and could relate to the task. Using the Standard unit, Improving Learning in Mathematics Resource File 1 Acitivity A5, Interpreting distance-time graphs with a computer. A set of journeys were demonstrated and descriptions encouraged through discussion.

The software animation package built up the journey second by second, then eventually shows the travel graph.

Eventually a more complex travel graph could be interpreted and students were asked for their views.

How was the session/task concluded?
Card matching activity, Standards Unit activity A6. There are 4 card sets, A, B, C, and D. They show descriptions of journeys, distance time graphs, distance time tables and speeds and accelerations. Students worked in pairs to match up the situations represented on the cards, speed-time tables, travel graphs and phrases were matched.

What were the critical moments?
Holding students’ attention. Getting them involved. The whole group was engaged. Students listening to each other.

What mathematics was learnt? (on plan and off plan) and what is the evidence of learning?
Application of mathematical interpretation to road traffic situations. Mathematical language.

How was that mathematics learnt?
Through discussion. Considering different representations of the same situation.

Other memorable outcomes

Resources

## Values & Principles

 Conceptual understanding and interpretations for representations Appreciation of the power of mathematics in society Builds on the knowledge learners already have Makes appropriate use of whole class interactive teaching, individual work and cooperative small group work Encourages reasoning rather than ‘answer getting’ Uses resources, including technology, in creative and appropriate ways

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