Year group: ks3 Year 8 Lesson plan Lesson objectives

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Key Stage 3 Mathematics

Title: Plotting distance/time graphs - Ranger device records movement and plots distance/time graphs.

Year group: KS3 Year 8

Lesson plan

Lesson objectives

The objectives of the lesson are:

  • to construct linear functions from a real life problem, plot corresponding graphs, discuss and interpret

  • to identify necessary information to solve the problem, represent problems and interpret solutions in algebraic, geometric or graphical form, using correct notation and appropriate diagrams.

Learning outcomes

All pupils will be able to:

  • plot distance/time graphs and interpret the data

  • understand the most appropriate method of displaying the data (algebraic, geometric or graphical) and use the correct notation and diagrams.


Distance/time graph, gradient, horizontal, intercept, linear relationship, slope, steepness, vertical



  • digital projector,

  • interactive whiteboard

  • laptops

  • CBR motion sensor


  • Texas Instruments - TI InterActive! software


Lesson preparation

Organise the classroom, motion sensor (CBR), laptop and data projector for whole-class teaching.

Save the handout 1 file to the shared area of the network or to computers.

Organise hardware for pupil use.

Print copies of resource 1 – 'Journey Stories' - one set per two pupils.

Print Texas Instruments TI InterActive!Help sheet - using the CBR for pupils.

Lesson Activities

Starter - 5 minutes - whole class

Present word-processed file.

Graph stories to initiate group discussion about the graphs and what they represent.

Discuss the arrangement of axes in distance time graphs.

Main activity 45 minutes - group work

Teacher opens the TI InterActive! file. Demonstrates the use of the CBR as a pupil-aided demonstration. Pupils are shown how to manipulate the software.

Pupils then work in small groups using the laptops and CBRs to create their own distance time graphs.

After each graph is created pupils within group collaborate to write the 'story' of the graph, giving as much detail as they can.


To address any misconceptions such as positive gradients.

Plenary - 10 minutes - whole class

Each pupil will have resource 1 'Journey Stories'. Pupils are asked to discuss the graphs and decide which graph matches which story. Pupils encouraged to annotate graphs in support of the story.

After all pupils have had time to complete task draw the group together to share and discuss outcomes.

Set homework: produce a graph and story of the journey to school.


Produce a graph and story of the journey to school.


Question and answer session provides an insight into pupils prior knowledge and understanding of the interpretation of graphs.

Verifies that pupils have a sound understanding of practical activity and they can relate the movement to the graphical representation.
As teacher 'floats', he or she can address any weaknesses in pupils' knowledge and understanding of the activity; interpretation of the graphs and their relationship to the movements.
Assess whether the pupils have understood how the movements correspond to the resultant graphs.


Pupils will have already experienced graphical and algebraic forms and interpretations in a series of lesson prior to this practical application.


Further activities into 'real' situations that exploit the benefits of the dynamic software in investigating the relationships of variables in increasingly complex algebraic forms.

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