Reach for the Star | GCSE Mathematics

L043: Distance time and speed graphs

Objective

Interpret distance–time and speed–time graphs in context.

Calculator: Calculator allowed where labelled; non-calculator reasoning remains required.

Visual model for Distance time and speed graphs
Points route: Connect 2 · Share 2 · Apply 6 · Review 3 · Stretch 2 · Deep Challenge 3. Record your score honestly after you have checked your answer.

Recall

Retrieve the key fact or method needed for distance time and speed graphs.

Core practice

A runner covers 400 m in 80 s, rests for 20 s, then covers 200 m in 40 s. Find average speed for the whole journey.

Reasoning

A distance-time graph has a downward segment. Explain what the vertical axis must represent if the graph is valid.

Exam-style

A graph is drawn for a real context. Interpret the gradient, intercept or area as appropriate. State units and justify your answer.

WWW / EBI

Recall & Review: feedback and extension integration

Lesson L043: Distance time and speed graphs

Objective: Interpret distance–time and speed–time graphs in context.

60-minute structure: 0-7 Connect & Check; 7-14 Share; 14-25 Present/model; 25-44 Apply route choice/practice; 44-52 independent exam-style check; 52-60 Recall & Review, WWW/EBI and next step.

What Went Well (WWW)

I read or constructed the graph accurately, used the scale and axes correctly and linked the relevant gradient, intercept, shape or trend to my conclusion.

Even Better If (EBI)

I will label units and scale clearly, show the calculation or graphical evidence I used and check that the interpretation fits the context.

Stretch and deep challenge

Stretch: A runner covers 400 m in 80 s, rests for 20 s, then covers 200 m in 40 s. Find average speed for the whole journey.

Deep challenge: A distance-time graph has a downward segment. Explain what the vertical axis must represent if the graph is valid.