Name of Teacher Huzaifa Aman Subject Mathematics 4024

Topic Kinematics Date Date : 27 February 2025

Class X Duration 40 minutes

Attainment Target
To enable students understand the distance- time and speed-time graphs.
Learner profile
Inquisitive, Empathetic, Globally Aware, Ethical, healthy and active, Digitally literate
Attributes

Learning Outcomes
Students should be able to
(Knowledge, Skills ● Apply the concept of distance-time and speed-time graphs in real-world scenarios.
and Attitudes ● Accurately plot distance-time graphs using given data.
● Analyse the graph to calculate speed and recognize uniform motion.

Content and teacher activity Student activity Tim Learning materials and Formative assessment
e resources (Day to day assessment)

How are you explaining and What are the students doing to help What resources will you How do you plan to assess
demonstrating the topic? (The teaching them understand the topic? use that will support the learning as it is happening?
strategies/ methodology selected) teaching and learning
activities?
1. Icebreaker: Ask, "How does a Match the Motion Activity  Visual Aids: I will assess learning
train move compared to a Images or short throughout the lesson using
runner?" Show four motion  Display four real-life motion 10 videos showing the following methods:
scenarios and have students scenarios: a moving train, a min different motions:
predict their graphs.
2. Explain Graphs: Describe the x- runner speeding up, a stationary o Moving  Pair Discussions in
axis (time) and y-axis object, and a decelerating car. train "Match the Motion"
(distance/speed). Discuss graph  In pairs, students match each (constant Activity
types: straight = constant speed, scenario to the correct speed) I will listen to student
flat = no movement, curved = distance/speed-time graph. o Runner conversations as they
acceleration/deceleration.  Discuss: speeding match motion
3. Pair Activity: Students match o What type of motion does up scenarios to graphs.
scenarios to graphs and answer each graph show? o Stationary To check
guiding questions about slopes o Why is time on the x- object understanding, I will
and acceleration. axis? o Decelerati ask guiding questions
4. Class Discussion: Pairs explain o What does a straight-line ng car like “How do you know
their choices while key concepts graph mean?  Matching this graph represents
are reinforced. Worksheet: A acceleration?” or
5. Real-Life Connections: Relate Student Engagement: worksheet where “Why is this line
graphs to everyday motions like students match straight?”
traffic lights, cyclists, and planes. 1. Observe & Identify motion motion  Quick Questioning
types in real-life examples. descriptions to During Teaching
2. Collaborate & Match scenarios graphs or draw I will pause at key
with graphs. them. points to ask students
3. Interpret & Discuss key graph  Whiteboard & to explain concepts,
features. Markers / such as “What does a
4. Justify & Explain reasoning Interactive steeper slope
with peers. Display: For indicate?” I will call on
5. Connect to Real Life for sketching graphs, different students to
deeper understanding. explaining ensure active
concepts, and participation and
discussing engagement.
answers with
students.
Teaching exposition (Main Guided Practice with
Methodology): Graph Plotting Activity Graph Plotting
10 https://www.youtube.co
Graph Interpretation & Real-World Distance-Time Graph Question min m/watch?v=H5HkS5Rnh  I will monitor students
Application Sc as they plot graphs,
1. A student walks 2 meters every checking for accuracy.
 LiveDemonstration: second for 5 seconds at a  I will ask students to
o Show a digital constant speed. describe key features
simulation of moving o Time (s): 0, 1, 2, 3, 4, 5 of their graphs to
objects (or use a pre- o Distance (m): 0, 2, 4, 6, reinforce
recorded video). 8, 10 understanding.
o Ask students to
describe the motion Describe the motion: Group Task in "Graph
and sketch the graph My Motion" Activity
in their notebooks. o What kind of line does
 Guided Practice: this graph form?  I will observe how well
o Provide students with o How does this graph students apply their
a data set (e.g., car show constant speed? knowledge by acting
travels 10 km in 10 out motion and
minutes) and guide Speed-Time Graph Question drawing graphs.
them in plotting a  I will have groups
distance-time graph. 2. A car moves at a constant analyze each other’s
o Discuss key elements: speed of 4 m/s for 5 seconds graphs and explain
slope interpretation, and then stops suddenly. the motion, checking
rest periods, o Time (s): 0, 1, 2, 3, 4, 5, for correct reasoning.
acceleration, and 6
uniform motion. o Speed (m/s): 4, 4, 4, 4, 4,
0, 0
.
Describe the motion:

o What does the flat line in

the graph represent?
o What happens at t = 5
seconds?
 Graph Analysis Questions

3. Look at the given graphs and

determine whether they
represent constant speed or
acceleration.
4. How can you determine if an
object is at rest by looking at its
distance-time graph?
5. What would the graph look like if
an object remains at the same
position for the entire time?

Written Task

Classroom task: Formulas for Speed, Average

Speed, and Acceleration
Activity: "Graph My Motion" (Hands-
on Group Task) 1. Speed Distance-time and
15 Speed time graph
 Step 1: Divide the class into Speed=Distance/Time min formations Peer Review & Analysis
small groups. s WORKSHEET
 Step 2: Each group is given a 2. Average Speed  Have groups
different movement scenario exchange graphs and
(e.g., a person running, a Average Speed=Total Distance/ explain another
cyclist accelerating, a car Total Time group’s graph.
stopping and starting).  Listen to their
 Step 3: They act out the motion 3. Acceleration explanations—do they
(if feasible) and plot the correctly describe the
corresponding distance-time 𝑣−𝑢 motion?
graph. 𝑎=  Ask follow-up
𝑡
 Step 4: Groups exchange graphs questions:
and analyze another group's where: o "How do you
know if the
o a = acceleration object was
accelerating?"
 graph, explaining the motion it o v = final velocity o "Can you
represents. o u = initial velocity identify where
o t = time the motion
Purpose: This challenges students to stopped?"
apply their knowledge to dynamic For constant speed (straight
situations and strengthens analytical line): Quick Verbal Responses
skills.
Speed=Gradient=Change in Distance/  After peer review, ask
Change in Time random students to
Teacher will guide students side by summarize:
side in case of queries raised by For changing speed (curved line): o "What was the
students. biggest
 Draw a tangent to the curve challenge in
Differentiation: and find its slope to get drawing your
Differentiated worksheet will be instantaneous speed. graph?"
shared with the struggling learners. I o "What does a
will give them hints while they do the Speed-Time Graph steeper slope
questions. mean in real
Teacher will take feedback and share  Gradient (slope) = life?"
correct responses acceleration.
 Area under the graph =
distance traveled.

How to find distance from a speed-

time graph:

 If speed is constant (rectangle

area):

Distance=Speed×Time

 If speed is changing (triangle

area):

Distance=1/2×Base×Height
 If speed graph is a combination of
shapes (e.g., rectangle + triangle),
sum up their areas.

Students will be asked to solve the

questions on their worksheet as
practice.
Extension Task: Questions on
worksheet

Plenary: WORKSHEET Students will be assessed on

The students will be asked to share their Randomly students will participate and their responses. I will checks
learning of the lesson through a diagram. explain the properties and steps used It will contain multiple
understanding through
Exit tickets ‘Graph It & Go’. for solving a question for Graph. 5mi motion scenarios in one
students' explanations and
ns frame.
corrects misconceptions.
Multiple motion scenarios on one frame
help students compare different types of
motion and understand transitions
between them. This enhances critical
thinking, pattern recognition, and real-life
application of motion graphs.

How did you make the lesson inclusive?

Using Individualised instructions as much as possible
Giving individual attention to students who have concerns
Lesson Evaluation:
Strengths Areas for improvement
Identify a way forward to improve this lesson