Hold a discussion about the routes and route descriptions students created. Provide students the time to alter their directions. This is Jose’s route each row shows Jose’s position after each minute. (e.g. after 3 minutes, – the bike is located 2 blocks to the North and 1.5 East from the starting location). (Students might ask why he took a route; some ideas might be construction, traffic jams etc.) Ask students ‘weird’ to graph the data on a North vs Time graph, then the East vs Time graph. The final graph is a North vs East graph. Students can work independently or in pairs. Time (minutes) North East (blocks) (blocks) 0 0 0 1 0 0.5 2 1 1 3 2 1.5 4 3 2 Part 1.5: Assessment of Prior Knowledge (optional): This secondary pre-assessment could occur as part of Part I: Determine the Direction of Movement of a bicycle through a city or as a stand-alone assessment Launch the PowerPoint presentation. Distribute graph paper and ask students to graph the following data in a scatterplot in order to learn whose skills need bolstering. Ask them to: Draw axes with labels and scales that make sense Include a title Plot the data. GPS Monument X As students complete the assessment activity, circulate to determine which individuals Year Position excel and which struggle. 2000 0 As your students work and you circulate, ask yourself, my students draw a graph “Can with …” 2001 2 an appropriate title and labels for each axis, 2002 3 time on the x-axis as the independent variable, position on the y-axis as the dependent variable, 2003 -1 a suitable for each axis 2004 2.5 points plotted accurately *(Ideally, students will also label the axes and provide a title.) Show your students the graph for this data, referring to the slide entitled Monument X” of the “GPS PowerPoint Presentation, and review the correct means of graphing the data set. If you have determined that a large enough sample of students lack basic graphing skills, proceed with the lesson so they can gain additional practice. Students go back to their student sheet, to Graphing of GPS data” for this section. “Introduction Differentiation: Consider avoiding mathematical like pairs” until students can “ordered graph confidently. Even using the term variable” (also called “independent “manipulated variable”) and variable” (“responding variable”) can wait until students have “dependent
Hold a discussion about the routes and route descriptions students created. Provide students the time to alter their directions. This is Jose’s route – each row shows Jose’s position after each minute. (e.g. after 3 minutes, the bike is located 2 blocks to the North and 1.5 East from the starting location). (Students might ask why he took a ‘weird’ route; some ideas might be construction, traffic jams etc.) Ask students to graph the data on a North vs Time graph, then the East vs Time graph. The final graph is a North vs East graph. Students can work independently or in pairs. Time (minutes) North (blocks) East (blocks) 0 0 0 1 0 0.5 2 1 1 3 2 1.5 4 3 2 Part 1.5: Assessment of Prior Knowledge (optional): This secondary pre-assessment could occur as part of Part I: Determine the Direction of Movement of a bicycle through a city or as a stand-alone assessment Launch the PowerPoint presentation. Distribute graph paper and ask students to graph the following data in a scatterplot in order to learn whose skills need bolstering. Ask them to: Draw axes with labels and scales that make sense Include a title Plot the data. GPS Monument X Year Position 2000 0 2001 2 2002 3 2003 -1 2004 2.5 As students complete the assessment activity, circulate to determine which individuals excel and which struggle. As your students work and you circulate, ask yourself, “Can my students draw a graph with …” an appropriate title and labels for each axis, time on the x-axis as the independent variable, position on the y-axis as the dependent variable, a suitable for each axis points plotted accurately *(Ideally, students will also label the axes and provide a title.) Show your students the graph for this data, referring to the slide entitled “GPS Monument X” of the PowerPoint Presentation, and review the correct means of graphing the data set. If you have determined that a large enough sample of students lack basic graphing skills, proceed with the lesson so they can gain additional practice. Students go back to their student sheet, “Introduction to Graphing of GPS data” for this section. Differentiation: Consider avoiding mathematical like “ordered pairs” until students can graph confidently. Even using the term “independent variable” (also called “manipulated variable”) and “dependent variable” (“responding variable”) can wait until students have
intro-to-graphing-GPS-teacher-guide.docx