Page 144 - LZ-IM_FL_Grade 7_Print Sample

4.3 Activity: Denver to Chicago
Card 19 of 31
4.3 Synthesis: Denver to Chicago
Card 20 of 31
4. If represents the distance that the plane ies at this speed for hours, write an equation that relates and .
Teaching notes
5. How far would the plane y in 3 hours at this speed? in 3.5 hours? Explain or show your reasoning.
Pacing: 10 minutes for entire activity
This entire activity spans 6 cards. This is card 5 of 6. Student response
4. Equation: or equivalent
5. 1,830 miles; 2,135 miles; I multiplied each number by 610.
Let's discuss some of our strategies for solving.
Teaching notes
time (hours)
distance (miles)
speed (mph)
1
610
610
1.5
915
610
2
1,120
610
2.5
1,525
610
t
610t
610
How did you complete the table?
What was di cult about this activity?
How could we describe this context with an equation?
Pacing: 10 minutes for entire activity
This entire activity spans 6 cards. This is card 6 of 6. Activity Synthesis
Select students to discuss and share their solutions. Ask them to identify di culties which might include: getting started, noticing the pattern, dividing with decimals, completing the values in the table, creating
the equation.
This problem increases the level of di culty by having so much missing information, and by using decimals in the table.
It is important to identify if there are parts that are confusing for students to move them forward.
As part of the discussion, write the equation for all to see, and ask students to describe in words how to interpret its meaning in the context of the situation (To nd , the distance traveled by the plane in miles,multiplythehoursoftravel, ,bytheplane’sspeedinmilesperhour,610.).