Lesson At-A-Glance

Learning Goals
I can explore the relationship between
time and walking distance and use data
to make predictions.
Standard(s) Addressed:
7.RP.2b Identify the constant of
proportionality (unit rate) in tables,
graphs, equations, diagrams, and
verbal descriptions of proportional
relationships.
7.RP.2c Represent proportional
relationships by equations.
7.EE.3 Solve multi-step real-life and
mathematical problems posed with
positive and negative rational numbers
in any form (whole numbers, fractions,
and decimals), using tools strategically.
Apply properties of operations to
calculate with numbers in any form;
convert between forms as appropriate;
and assess the reasonableness of
answers using mental computation and
estimation strategies.
7.EE.4 Solve problems involving scale
drawings of geometric figures, including
computing actual lengths and areas
from a scale drawing and reproducing a
scale drawing at a different scale.

Skills and Understandings

What skills or procedures will students learn how to do, or use? What will
students learn conceptually about the procedures or ideas they are applying?

Students will examine patterns of change between two variables in

the context of a walkathon. Students will determine walking rates
and write an equation that models the distance walked over time.
Students will question the meaning of walking at a constant rate.
They will calculate and graph their own walking rate and use it to
make predictions.

Lesson Tasks
What tasks will be used to help students learn the skills
and understandings?
Students will complete a table that records the distance
they covered at different time intervals. The students will
graph their data and use the graph to hypothesize a
method to make predictions. They will attempt to create an
equation which accurately depicts their data. The students
will use this information to make predictions.
Materials
Moving Straight Ahead student book
MSA Inv. 1.1 WS Walking Marathons
CBR2
Inspire CX calculators

Formative Assessment Opportunities

What questions will you ask during the lesson to assess
students progress in achieving the learning goals? How will
you use those questions to help students assess their own
learning?
What information does the rate tell you?
When might you use this rate be helpful?
How does the equation show the relationship between
the two variables?
Explain what information the numbers and variables
in your equation represent.
Which variable is the independent variable?
Dependent variable?
What does it mean to walk at a constant rate?
How is the walking rate represented in the graphs?

Lesson At-A-Glance
How does the walking rate show up in a table?
If these two students start walking at the same time,
how far apart are they after 10 seconds? After
hour?

Activity Flow
Provide a brief description of the order in which key tasks will occur, how students will be organized to do the work, and
the estimated amount of time for each task.
Launch: Walking rate in a walkathon (5 mins) class
CBR2 Introduction (10 mins) class
Data collection (25 mins) groups (materials manager, table consultant, graph guru, equation expert, magic eight-ball)
Problem MSA 1.1 Exploration (15 mins) groups
Summary (5 mins) class
Summary: What are the big take-away ideas of the lesson? How do these connect to what you will do in the next
lesson?
Constant rates can be represented by tables, graphs and equations which can be used to make predictions.
Next lesson students will use their experience with creating representations of constant rates to determine whether certain
tables, graphs and equations represent linear relationships.