Who Will Get There First? Using the Rate Time and Distance Formula

This has been my favorite lesson of the year so far. I gave it to my Intro to Algebra Students during the Solving Equations unit. It just uses the simple rate*time=distance formula. The students have a lot of choices for the project. It took them 2-3 class days. The most important part of the project was explaining what the variable represented. You can see from the student examples below that they did not all do it correctly. However, overall I really was pleased with the engagement level and the end product. (See student examples below) I have given the directions to the project below as well.  
Positives: Student Choice, Engagement Level, Problem Solving Skills, Messy Numbers, Differentiated learning, Real World problem, Outrageous, 

To Work On: Find a way to access at the halfway point of the project. Some students don't get on track early enough.

Who Will Get There First?
You get to chose a destination.  You and a friend are going to race to a destination.  Your friend gets the faster transportation choice.   You get a 6 day head start.  Do all the calculations and see who will get there first.  

Here are your modes of transportation choices.

Bike:  3.5 miles per hour average*

Scooter:  1.1 miles per hour average*

Skateboard:  1.3 miles per hour average*

Walk:  .9 miles per hour average*

Pogo Stick:  .5 miles per hour average*

Big Big Wheel:  2 miles per hour average*

Roller Blades:  2.5 miles per hour average*

Run:  1.8 miles per hour average*

*All average speeds are accounting for sleep and eating.

You may pick your own mode of transportation, but you must get it approved first.  It may not be motorized.

                     

Destination Restrictions:  Between 500-1000 miles away from here.  Pick a city.    

Equation 1:  You must have a variable in your equation to figure out how much time it will take you to get to your destination.  

Equation 2:  You must have a variable in your equation to figure out how much time it will take your friend to get to your destination.

Conclusion:  You must justify who arrived first and by how much time.  Your answer MUST BE GIVEN IN DAYS and HOURS, not just hours.  

You must give your results in a video link or digital document link with all information given.

Padlet, Google Document, Video, Presentation

Rubric

Chosen City with mileage by 10 minutes in.  5 points

Equation 1.  5 points

Equation 2.  5 points

Conclusion:   5 points

Resources:

https://padlet.com/

https://awwapp.com/  

https://sketch.io/sketchpad/

HERE ARE THE STUDENT RESULTS

Created with Padlet

You take the Left side and I'll take the Right side

As a math teacher, I give a lot of problems to my students that are equations. This provides a great opportunity for students to work together to solve a problem. Put one student on the left side of the problem and another student on the right side of the problem. Then they can only do things on their "side" of the problem. It was amazing. Basically, it forced my students to work in tandem and at the same speed. Even better was the fact that they had to talk the math out. So one person added something to her side of the equation. That meant that their partner had to add something to their side as well. They would each discuss what had to be done next. If one student tried to do something to one side, the other person would not do anything to their side until things were explained. It was a magical moment. So here is how I designed it.

I did a podcast on this very topic at www.teachingwithsmartboard.com . Check out Podcast #81.

We were doing 2 step equations in Introduction to Algebra

1. Have the students working in pairs. Have them move their desks next to each other.

2. Have one sheet of paper per pair of students.

3. Tell the student in the left desk that they are only allowed to write on the left side of the equation. Also, the person in the right desk are only allowed to write on the right side of the equation.

4. Give a question to your students that is an equation.

5. Watch your students work together to solve the problem.

6. Monitor your students to see when they might be getting done.

7. Pick a student at random to come to the board with their partner and explain the problem. The pair should bring up the paper they were working on to guide them.

8. The pair should "JUSTIFY" what they do. I like to have both students alternate talking.

9. Enjoy having your students engaged!