Before class, interview students individually to verify that they have memorized the two facts that they chose the day before. If they have, have them blacken those two facts on their
Fact Mastery Record. Then, request that they choose two facts to learn next. As in the last lesson, have them draw a number line model of each fact on a file card, write each fact on the back on the appropriate file card, and encourage them to review these facts several times during the day and to take them home and practice them with their family. (The next day, again test each student privately on the two new facts. If the answers are given rapidly and correctly, direct the student to indicate these facts on their Fact Mastery Record.)
Pair students and distribute two copies of the Table of Values (Strides) activity sheet to each pair.
Open the Distance, Speed, and Time Simulation.
Set the simulation so that each runner is facing to the right, and move each runner to 0. Next, set the length of each runner’s stride, which will be the second factor in the equation. (The first factor is the number of strides.) Ask a volunteer to suggest how many strides each runner should take, and have students circle the boxes corresponding to that number of strides on the Table of Values (Strides) activity sheet.
Ask students to predict which runner will be farther along after each takes the suggested number of strides. [The runner with the greater stride length will be farther along.] Then, run the simulation. Have students enter the position of each runner in the appropriate box as each stride is taken. For instance, if the number of suggested strides is 4, the stride length of the boy is set at 2, and the stride length of the girl is set at 3, then students’ tables should be completed as follows:
When the suggested number of strides has been taken and the positions recorded, ask the students to verify their prediction, and explain why it was or was not correct. Ask them to represent the race on the first two number lines on the Number Lines activity sheet. Then, have them write their conclusions and share them with a friend.
Run the simulation again, using different stride lengths and number of strides. Call students’ attention to the graph after each run of the simulation. Ask them to record the values from each race on a different pair of number lines.
After the simulation has been run four times, ask the class to compare the positions of the runners in each race. Ask them if they notice a pattern in the rows of the table. [If recorded correctly, each row will represent skip counting by the stride length. For instance, a stride length of 3 will represent skip counting by 3.]
