Unit 2, Lesson 7

Constant Speed

Accelerated 6

Practice

1. Problem 1

   Student Task Statement

   Han ran 10 meters in 2.7 seconds. Priya ran 10 meters in 2.4 seconds.

   1. Who ran faster? Explain how you know.
   2. At this rate, how long would it take each person to run 50 meters? Explain or show your reasoning.

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2. Problem 2

   Student Task Statement

   A scooter travels 30 feet in 2 seconds at a constant speed.

   

   Double number line, 6 evenly spaced tick marks. Top line, distance, feet. Beginning at first tick mark, labels: 0, blank, 30, blank, blank, blank. Bottom line, time, seconds. Beginning at first tick mark, labels: 0, blank, 2, blank, blank, blank.

   1. What is the speed of the scooter in feet per second?
   2. Complete the double number line to show the distance the scooter travels after 1, 3, 4, and 5 seconds.
   3. A skateboard travels 55 feet in 4 seconds. Is the skateboard going faster, slower, or the same speed as the scooter?

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3. Problem 3

   Student Task Statement

   A cargo ship traveled 150 nautical miles in 6 hours at a constant speed. How far did the cargo ship travel in one hour?

   

   Double number line, one tick mark at beginning and one at end. Top line, distance traveled, nautical miles. Beginning at first tick mark, labels: 0 and 150. Bottom line, elapsed time, hours. Beginning at first tick mark, labeled 0 and 6.

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4. Problem 4

   ForLesson 2: Mixtures

   Student Task Statement

   A recipe for pasta dough says, “Use 150 grams of flour per large egg.”

   1. How much flour is needed if 6 large eggs are used?

   2. How many eggs are needed if 450 grams of flour are used?

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5. Problem 5

   ForLesson 6: How Much for One?

   Student Task Statement

   The grocery store is having a sale on frozen vegetables. 4 bags are being sold for $11.96. At this rate, what is the cost of:

   1. 1 bag

   2. 9 bags

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6. Problem 6

   ForLesson 5: Creating Double Number Line Diagrams

   Student Task Statement

   A pet owner has 5 cats. Each cat has 2 ears and 4 paws.

   

   1. Complete the double number line to show the numbers of ears and paws for 1, 2, 3, 4, and 5 cats.
   2. If there are 3 cats in the room, what is the ratio of ears to paws?
   3. If there are 4 cats in the room, what is the ratio of paws to ears?
   4. If all 5 cats are in the room, how many more paws are there than ears?

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7. Problem 7

   ForLesson 3: Defining Equivalent Ratios

   Student Task Statement

   Each of these is a pair of equivalent ratios. For each pair, explain why they are equivalent ratios or draw a representation that shows why they are equivalent ratios.

   1. and
   2. and
   3. and

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