Inquiry Through Authentic Maths Problem

Grade 2 students investigated and responded to an open-ended problem one could encounter in 'real' life: ramps. 

This activity gave students the opportunity to use mathematics through the lens of the scientific process. 

Step 1: Question
Students were posed the following questions:

Step 2: Hypothesis

Students gave their best guess:

Hypothesis 1

When the ramp is really high, you use up the speed going down so you don’t travel further, you actually stop. It is kind of like falling from a building.

Hypothesis 2

The higher you get, the more gravity you have, so the faster you can go down the ramp, which means you can go further.

Hypothesis 3

The lower the ramp is, then the speed won't be so fast so you're not going to go as far.

Step 3: Conducted an Experiment

Our mathematical focus was:

• Compare, order, and describe objects by various measurable attributes for length
• Select and use appropriate tools and units to measure length
• Use non-standard units to measure

Students carried out tests with different ramp heights and measured the height of the ramp using centimeter/meter rulers and non-standard units (cubes, hands, blocks, etc.), including the distance the car traveled. 

Some questions that came up during the experiment were:

• Do we measure from the top of the ramp or the end of the ramp?
• When we use the ruler do we start on the zero or the one?
• How can we change the ramp to make the car go faster or further?

Step 4: Analyzed the Results & Made a Conclusion

Students shared their results and most changed their position on the "Yes" and "No" continuum of our original hypothesis. 

Their conclusions were:

• It goes more far when it isn't on carpet.
• The shorter ramps made the car go further. 
• The longer ramps made the car go shorter. I think it's because the car used up all its power to travel on the ramp.
• I chose a heavier car and it made it go further. The light car didn't go as far.