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DISTANCE-TIME GRAPHS – PRACTICE QUESTIONS 1. Clive drove to an office for a meeting. After the meeting, he drove straight back home. The distance-time graph below shows his journey. (a) How many kilometres away is the office from Clive’s home? (b) How long was the meeting? (c) How long did it take Clive to drive to the meeting? 2. Danny ...
2 wrz 2019 · Distance Time Graphs Practice Questions. Click here for Questions. Click here for Answers. travel graphs, distance-time. Practice Questions. Previous: Stem and Leaf Practice Questions. Next: Indices Practice Questions. The Corbettmaths Practice Questions on Distance-Time Graphs.
The distance-time graph shows the speed of the cyclist over a 20km race. He travels at a constant speed for the first 10km and then slows down over the second 10km. a. Calculate the average speed of the cyclist over the whole race. b. Calculate the difference in the speed of the cyclist over the first half and second half of the race.
2. Calculate the average speed for Runner 2 in graph B. 3. What is the total distance for Runner 2 in Graph A?_____ 4. In Graph B, about how long did it take for Runner 1 to travel between 10 and 20 yards?_____ 5. Which runner traveled the farthest in Graph D?_____ 0
The distance-time graph shows the time it takes two runners to sprint 60m. George is shown in blue and William is shown in orange. a. Which of the sprinters finished first? George b. What was the difference in time between the two sprinters? 2 seconds c. What average speed did George sprint at? 7.5 m/s Question 8
Reading Distance-Time Graphs 1. Level 3. Read and interpret a distance-time graph (Speed) Tasks. Read and interpret a distance time graph: 3 sections. Read and interpret a distance time graph: 3 sections. Read and interpret a distance time graph: 3 sections. Read and interpret a distance time graph: 5 sections.
Interpreting Distance–Time Graphs. MATHEMATICAL GOALS. This lesson unit is intended to help you assess how well students are able to interpret distance–time graphs and, in particular, to help you identify students who: • Interpret distance–time graphs as if they are pictures of situations rather than abstract representations of them.
