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Core concept: The duration of 2 events can be compared.
Which one is fastest? – 25 minutes
Which one is fastest? – 25 minutes
Provide students with 2 simple challenges, for example:
Provide students with 2 simple challenges, for example:
- run to a specific landmark and back
- complete a short obstacle course.
Allow students to complete the tasks.
Allow students to complete the tasks.
- Gather students together and ask:
- Which took the longest amount of time? Which took the shortest amount of time?
- How long did each task take? How do you know?
- How else could you describe the length of time the tasks took?
- Is there a way we could measure how long tasks like this, or other events, take?
- Can we compare the lengths of time of events?
Establish a method for measuring the duration of an event, for example, singing a familiar song while each event occurs.
Establish a method for measuring the duration of an event, for example, singing a familiar song while each event occurs.
Consolidation and meaningful practice: The fastest way – 25 minutes
Consolidation and meaningful practice: The fastest way – 25 minutes
Students turn and talk to a partner about how they could investigate which ramp is the fastest. Students share their thinking.
Students turn and talk to a partner about how they could investigate which ramp is the fastest. Students share their thinking.
As a class, decide on a way to determine which ramp would make the toy car roll the fastest. For example, measure the time it takes for the toy car to reach a designated point. This could be the bottom of the ramp or a finish line on the floor. Explain that students will use an informal unit of measurement to measure the length of time each car takes.
As a class, decide on a way to determine which ramp would make the toy car roll the fastest. For example, measure the time it takes for the toy car to reach a designated point. This could be the bottom of the ramp or a finish line on the floor. Explain that students will use an informal unit of measurement to measure the length of time each car takes.
Students work in small groups, using a toy car, blocks and stiff cardboard to create 2 ramps.
Students work in small groups, using a toy car, blocks and stiff cardboard to create 2 ramps.
Students use the same toy car to roll down each ramp. They use an informal method of measurement to determine the length of time each car takes to reach the designated point. Students repeat the investigation at least 3 times for each ramp, to be sure of results.
Students use the same toy car to roll down each ramp. They use an informal method of measurement to determine the length of time each car takes to reach the designated point. Students repeat the investigation at least 3 times for each ramp, to be sure of results.
As a class, provide students with the opportunity to share what they have found out using questions, such as:
As a class, provide students with the opportunity to share what they have found out using questions, such as:
- What did you notice about the speed of the car on each ramp?
- How did you measure the time it took the car to go from the top of the ramp to the finish line?
- What challenges did you need to solve to make sure the results were fair?
- Which ramp would you recommend to Yoko and Ravi and why?
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