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

2. 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

3. 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

4. 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

5. 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

6. 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?

7. 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

8. 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

9. TWO TIMERS and ONE RECORDER from each table10 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

10. 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

11. 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

12. 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

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

14. 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)