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#### Description:

Learn to differentiate between graphs of forward and backward motion. Predict what graphs look like before using a motion sensor, and then compare your predictions with real data. Respond to questions about several other position-time graphs and also explore position-time graphs that do not start at the origin (0,0). Motion Toward and Away is the second of five SmartGraphs activities designed for a typical physical science unit of study on the motion of objects.

#### Subjects:

• Mathematics > General
• Education > General

• Grade 1
• Grade 2
• Grade 3
• Grade 4
• Grade 5
• Grade 6
• Grade 7
• Grade 8
• Grade 9
• Grade 10
• Grade 11
• Grade 12

#### Keywords:

slope,Grade 6,NSDL,Active Learning,Motion in One Dimension,Grade 8,slope of the line,Mathematics,coordinate plane,graphing model,linear motion,Grade 7,NSDL_SetSpec_ncs-NSDL-COLLECTION-000-003-112-092,Algebra,Classical Mechanics,Modeling,P-T graph,y-intercept,Informal Education,Graphing techniques,Middle School,Vocational/Professional Development Education,Position and Displacement,oai:nsdl.org:2200/20140422151633794T,Position vs. Time,Physics,Inquiry Learning,graph model,Education Practices,motion graph,Education,Technology

English

#### Access Privileges:

Public - Available to anyone

#### License Deed:

Creative Commons Attribution Non-Commercial Share Alike

#### Collections:

None
Update Standards?

#### CCSS.Math.Practice.MP2: Common Core State Standards for Mathematics

Reason abstractly and quantitatively.

#### CCSS.Math.Practice.MP4: Common Core State Standards for Mathematics

Model with mathematics.

#### CCSS.Math.Content.5.G.A.1: Common Core State Standards for Mathematics

Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate).

#### CCSS.Math.Content.5.G.A.2: Common Core State Standards for Mathematics

Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation.

#### CCSS.Math.Content.6.EE.C.9: Common Core State Standards for Mathematics

Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation.

#### CCSS.Math.Content.8.EE.B.5: Common Core State Standards for Mathematics

Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways.

#### CCSS.Math.Content.8.F.B.5: Common Core State Standards for Mathematics

Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing or decreasing, linear or nonlinear). Sketch a graph that exhibits the qualitative features of a function that has been described verbally.
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