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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 · The Corbettmaths Practice Questions on Distance-Time Graphs. Welcome; Videos and Worksheets; Primary; 5-a-day. 5-a-day GCSE 9-1; 5-a-day Primary; 5-a-day Further Maths; More. Further Maths; GCSE Revision; Revision Cards; Books; Distance Time Graphs Practice Questions. Click here for Questions.
Includes: - A warm up activity where students draw a location card, and have to navigate their partner to their secret location on the Magic Kingdom map. - Powerpoint lesson & student notes handout to pair with it. - A reference point project (Disney map based) with differentiated rubrics & an example project. Included.
You can calculate the length of a path, running route, fence, border, or the perimeter of any object that appears on a google map. The distance calculator will then display a measurement of the length in feet, meters, miles and kilometers.
Finally, map Jace and Teddy's route through town, calculate their speed, and create a distance-time graph of their outing! This resource includes: Four different motion graph worksheets that allow you to pick and choose or assign all four ( perfect for a sub plan!
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.
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.
