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8th Grade Task: Speed Limit

Standards & Objectives

Essential and guiding questions:

Is it necessary to use the same units of measure in comparing the speeds Kana traveled on her way home? Why or why not?
How did you determine if the speed was 100 mph or over?
What is the relationship between the speed at which Kana traveled and the slopes of the graphs?

Activity/Task Variations

Blooms taxonomy level:

Understanding

Differentiation suggestions:

If students can’t get started….

You might ask them to think about a simpler problem such as how can you compare the value of 20 cents to 1 dollar and 75 cents to 100 pennies?
Would one penny be the same as 1 dollar? How could you use a fraction to describe the differences in the use of the “ones” in this comparison?

In an advancing question….

How could the fractional value help to find the slope of the equation when modeling the different speeds Kana may be driving?

Extension suggestions:

If students finish early….

Ask the students to graph hours per mile. Then have the students compare and contrast the two graphs.

Originator:

Tennessee Department of Education