Task Teacher Guide

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Students will create a graphical representation to compare two marathon runners’ progress at various time checkpoints throughout the race. They will use this information to predict a winner.

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In this task, students will explore continuous data. They will graphically represent each runner’s progress along the course of the marathon at various time intervals. Both variables in this context are continuous, meaning that they are measurable and they can have any value (within a range). Students will use this information to predict a winner. Some of the big ideas that may emerge in today’s task include:  

• There are different types of data;
• Data is often characterized as continuous or discrete;
• Continuous data is measurable and can take any value (within a range);
• The slope of a line in a continuous line graph can help us draw conclusions; 
• Average speed is the total distance divided by time through partitive division.

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Spark

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[accordion-item title=”What Do You Notice? What Do You Wonder?”]

Show students this video:

Then, ask students:

What do you notice?

What do you wonder?

Give students 60 seconds (or more) to do a rapid write on a piece of paper.

Then, ask students to share with their neighbours for another 60 seconds.

Finally, allow students to share with the entire group.

Some of the noticing and wondering that came up in a class recently included:

• I notice the word marathon.
• I wonder how long a marathon is.
• I wonder how long it takes.
• I notice that there are two tables.
• I notice there is a table for runner 1 and runner 2. 
• I notice that runner 1 ran 20 kilometers in one hour. 
• I notice that runner 2 was faster at the start.
• And many more. 

At this point, you can answer any notices and wonders that you can cross off the list right away.Share the following information:

The marathon at the Summer Olympics is the only road running event held at the multi-sport event. The race is approximately 42 kilometers long (26 miles). The tables that we saw represent the distance travelled by two female runners competing in this event. 

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[accordion-item title=”Prediction: Prompt”]

Student prompt:

Who is more likely to win this event, Runner 1 or Runner 2?
Justify your answer.

We can now ask students to make a prediction (not a guess) as we want them to be as strategic as they can possibly be. This will force them to use reasoning to try and come up with a reasonable prediction. 

Let them chat with their neighbours and challenge them to justify their prediction.

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[accordion-item title=”While Students Are Predicting…”]

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Sense Making

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[accordion-item title=”Crafting A Productive Struggle: Prompt”]

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During Moves

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[accordion-item title=”Student Approach #1: Digital line graphs and rate”]

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[accordion-item title=”Student Approach #2: Double line graph and trend”]

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Next Moves

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[accordion-item title=”Consolidation: Making Connections”]

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[accordion-item title=”Reveal”]

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[accordion-item title=”Reflect”]

Provide students an opportunity to reflect on their learning by offering these consolidation prompts to be completed independently.

Consolidation Prompt #1:

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Consolidation Prompt #2:

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We suggest collecting this reflection as an additional opportunity to engage in the formative assessment process to inform next steps for individual students as well as how the whole class will proceed.

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Resources and Downloads

Explore The Entire Unit of Study

This Make Math Moments Task was designed to spark curiosity for a multi-day unit of study with built in purposeful practice, and extensions to elicit and emerge mathematical models and strategies.

Click the links at the top of this task to head to the other related lessons created for this unit of study.