Unit 2: Velocity Day 1 Notebook Check, Variables for real, Walk-Jog-Run, Review Check for Understanding.

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Unit 2: Velocity Day 1 Notebook Check, Variables for real, Walk-Jog-Run, Review Check for Understanding

Warm Up: Notebook Check USE: The checklist to make sure your notebook is up to date Check off each thing you HAVE Make sure that it meets ALL the criteria SIGN YOUR NAME: At the bottom of page Signing means you have all checked requirements are in the notebook TRADE WITH A PARTNER: Check each other’s notebook and write and sign your name on partner’s check list TIME: 7 MINUTES WHEN DONE: Open Your Notebook to page 17

Wrapping Up Unit 1: Patterns If you have a passing score (2.5 or above) on your “Spring Stretch Graph”, tape it into page 17 If you DO NOT have a passing score (2.5 or below) on “Spring Stretch Graph” complete corrections as homework (due next class) Then have your notebook open to page 20

Agenda Variable Relationships, for real Run, Jog and Walk Activity Check for Understanding Understanding your score What to do if you scored below a 3 (or want to move up to a 4) Data from Run, Jog and Walk Activity

Unit 2 Learning Target: I can model the velocity of an object using tables, graphs and equations DO: At the top of page 20, write in big letters, “Unit 2: Velocity” and glue in learning target on page 21 TIME: 2 minutes WHEN DONE: Close notebook and place in front of you on your table

Variables in the World Take out your phone Text 3504 to 27299 If you don’t have a phone, look at your partner’s What is in the return text? Who did you text? What information did you get?

What information does Tri-Met need to have in order to predict when the bus is going to get to the stop? FIND A PARTNER: At your table STAND UP AND FACE: Your partner DISCUSS: The question above for the next 30 seconds SIT DOWN: When you have an answer Starting point of bus (GPS) and average speed/velocity of bus

Run, Jog, Walk Who wants to run, jog and walk? Who wants to be a timer? (2 per table) Who wants to be recorder (at least 1 per table) Record your ROLE and PLACE ON THE FIELD in your handout To get to the field: Out the front door Down Central, right on Burr Enter track by side gate Go to end zone Table 1 = 10m Table 2 = 20 m Table 4 = 30 m Table 5 = 40 m Table 6 = 50 m

TWO TIMERS and ONE RECORDER from each table 10 20 30 40 50 End Zone END ZONE Table 6: Fill in if students are absent Table 1 Table 2 Table 3 Table 4 Table 5 TWO TIMERS and ONE RECORDER from each table

Run, Jog, Walk To get to the field: Out the front door Through field, right on Burr Enter track by side gate Go to end zone Table 1 = 10m Table 2 = 20 m Table 4 = 30 m Table 5 = 40 m Table 6 = 50 m

Data Share! HAVE IN FRONT OF YOU: Data table from Run, Jog and Walk Activity EACH TABLE: Needs share the data they recorded so Ms. Myriah Day can add it to the data table under the camera ALL STUDENTS: Need to write the data on data tables

Check for Understanding GLUE: Feedback Sheet (fold in half) into your notebook, on page 18 (next Spring Stretch Graph) Missed a question? IDENTIFY the page in your notebook that includes info about that question Is your score a 1, 1.5, 2 or 2.5? You need to come to during lunch or after school until 4:15 TOMORROW to get help WRITE: On the back of your CFU graph, respond to this prompt: What is the connection between the work you did in class and the score you earned? 1st – ended here

Individual work expectations Stay in seat Focus on task Ask questions Work quietly

Graphing FIND: Average time for each distance GRAPH: ALL THREE SETS OF DATA on one set of axes AVERAGE TIME vs. DISTANCE What is the Independent Variable? TIME. The time spent running, jogging or walking DETERMINED the distance travelled. What is the Dependent Variable? DISTANCE. The distance travelled DEPENDED on the time spent running, jogging or walking TIME: 14 minutes WHEN DONE: Highlight and date the learning target for today (2a)