Lesson 5

Downhill Racer

Est. Class Sessions: 3–4
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Mathematical Standards

4.MD.A
Solve problems involving measurement and conversion of measurements. (4.MD.A.1)
4.NF.C
Understand decimal notation for fractions, and compare decimal fractions. (4.NF.C.7)
4.OA.C
Generate and analyze patterns. (4.OA.C.5)

Standards for Mathematical Practice

MP2.
Reason quantitatively.
MP4.
Model with mathematics.
MP5.
Use appropriate tools strategically.
MP6.
Attend to precision.

Students roll cars down ramps to investigate the relationship between the height of the ramp and the distance a car travels after it has left the ramp. This lab provides a context for students to use decimals and to measure length in meters.

Content in this Lesson

  • Measuring length to the nearest hundredth of a meter [E4].
  • Naming variables (manipulated, responding, and fixed) in an investigation [E1].
  • Making a point graph using ordered pairs with decimal values [E2].
  • Making predictions and generalizations from line graphs involving decimal values [E3].
  • Comparing and ordering decimals [E8].
  • Finding the median and mean of a data set.
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Materials for Students

Daily Practice and Problems Lesson Homework Assessment

Student Books

 Student Guide
Student Activity Book

Teacher Resources

 Teacher Guide - digital

Supplies for Student Groups

incline (wood or metal, at least 50 cm long)
roller skate, pinewood derby car, or other toy car (avoid spring-loaded cars)
metersticks (two or three)
blocks (flats and packs from a set of base-ten pieces are ideal) or books (four or five, all the same size)
masking tape
calculators
centimeter ruler

Materials for the Teacher

Display of Centimeter Graph Paper Master (Teacher Guide)
Unit 10 Assessment Record

Materials Preparation

Set Up Data Collection Sites. Gather materials and prepare the site for data collection. Ask students to bring toy cars and roller skates (not in-line skates) to class for this lab. All cars should be tested prior to beginning the lab. The lab requires cars that consistently roll straight for reasonable distances. The floor where the cars are rolled should be a level surface without cracks or bumps. The blocks or books used to create different heights should all be of the same size. See Figure 1.

TIMS Tip

If a large area such as the gym or playground is not available or if you do not have access to a ramp for each group, then you can set up a smaller number of ramps. Students can draw their pictures or work on DPP items while they wait for their group's turn to collect data.

Figure 1
Figure 1: Ramp setup

Assessment in this Lesson

Assessment Expectation Assessed Math Practices Expectation Assessed

Downhill Racer
Observation
Question 9
Student Guide
Page 476
E4.
Measure length to the nearest meter and hundredth of a meter (centimeter).

Downhill Racer
Check-In: Question 16
Student Guide
Page 478
E1.
Name variables (manipulated, responding, and fixed) in an investigation.

Roberto's Data
with Feedback Box
Teacher Guide - digital
E2.
Make a point graph using ordered pairs with decimal values.
E3.
Make predictions and generalizations from line graphs involving decimal values.
MPE5.
Show my work. I show or tell how I arrived at my answer so someone else can understand my thinking.