8th Grade Task: Distance from Memphis

8th Grade Task: Distance from Memphis

Standards & Objectives

Essential and guiding questions: 
  • Is there anything unique about this table? Do we have to keep the table as it is or could we change the way it looks and still do this problem?
  • Are we sure our graph should be a line? How do we know? What is the significance of the point where the line crossed the y axis? The x‐ axis? (Show both possible graphs) How can these graphs be correct, yet one has positive slope and one has negative?
  • Was the speed you found positive or negative? What is the significance of this? When you are riding in your car can your speed be negative?
  • Is this the only possible equation for the line? Is there a simpler one? What is the significance of the y‐3 in the equation? The ‐52? The x – 208? Did it matter which graph we refer to as to if the equation is correct?

Activity/Task Variations

Blooms taxonomy level: 
Understanding
Differentiation suggestions: 

If students can’t get started….
Assessing

  • How far did he drive in the first two hours? In the first five hours?

Advancing

  • How can we use this information to help us continue in the problem?
Extension suggestions: 

If students finish early….
Assessing

  • For this graph to be linear what had to happen in the story?

Advancing

  • What would happen to the graph if we added in bathroom breaks and a stop for gas and to eat? Could we graph this?