# Making Math Matter: Exploring Velocity with Hot Wheels

The application of practical mathematics in real-world scenarios is an incredibly effective way to encourage deep understanding and appreciation of the subject. By taking advantage of the excitement generated by hands-on activities, we can foster a love of learning that extends beyond the classroom walls. One such activity, Measuring Speed with Hot Wheels, is a playful but compelling way of introducing the concept of speed and motion, thereby providing an exciting vehicle for mathematical exploration. This activity can be adapted to different grade levels, and provides an excellent platform to incorporate Common Core State Standards (CCSS) in your math classroom.

## Activity Overview

Measuring Speed with Hot Wheels is an activity where students determine the fastest Hot Wheel car on a ramp, as well as investigate how different tracks affect their speed. It’s an activity that combines elements of science (forces and motion), mathematics (measurement, data analysis, and rate), and critical thinking (problem-solving and hypothesis testing).

## Preparing for the Activity

This activity involves some preparation in terms of gathering materials and creating clear, concise instructions for your students. To set up this activity, you’ll need:

• A variety of Hot Wheels cars (one per group of students)
• Different types of tracks (ideally, one per group)
• Scales for measuring mass
• Rulers or measuring tapes
• Stopwatches or timers
• Data recording sheets

The classroom should be arranged in such a way that there’s plenty of room for each group to set up and experiment with their tracks and cars. As a math teacher, it’s crucial to ensure that the activity aligns with your lesson plan and contributes to the learning goals for your students.

## Accommodations and Modifications

This activity is designed to be flexible, allowing for various accommodations and modifications based on your students’ individual needs. It can be easily adjusted to cater to different learning styles, proficiency levels, and unique educational requirements.

Accommodations:

1. Visual Aids: For visual learners, provide illustrations of the track setup and a sample data recording sheet. These visual aids will help them understand the process and what’s expected of them.
2. Demonstrations: For students who benefit more from auditory or kinetic learning styles, perform a demonstration of the activity before they attempt it. Explaining the steps verbally and physically showing them how to measure mass, time, and speed will be beneficial.

Modifications:

1. Simplified Measurements: For younger students or those struggling with more complex measurements, simplify the measurements. For example, they could use “number of car lengths” instead of inches or centimeters to measure distance.
2. Assisted Group Roles: If some students struggle with certain aspects of the activity, assign them roles in the group that play to their strengths.

## Activity Instructions

### Step 1: Setting Up Groups and Roles

First, divide the students into small groups. Within each group, designate specific roles to ensure everyone is involved. For instance, one student can be the “Vehicle Inspector,” responsible for measuring and recording the mass of the cars and writing detailed descriptions. Another student can be the “Track Surveyor,” tasked with measuring the dimensions of the track and recording its detailed description.

### Step 2: Formulating Hypotheses

Once the groups have their data recorded, encourage them to formulate hypotheses. They should consider the two-fold problem: Which Hot Wheel car will be the fastest on the ramp? How do different tracks affect speed?

### Step 3: Conducting Tests

Next, students will test drive each Hot Wheel on the various tracks and record the time it takes for each car to travel down a 45-degree angle track. Make sure each group has a timer to measure the duration accurately.

### Step 4: Sharing and Reviewing Results

After conducting the tests, each group should present their findings to the class. Encourage the students to compare their results and discuss whether their hypotheses were supported or refuted by the data.

## Examples of Gameplay Scenarios

Here’s an example of how a gameplay scenario might unfold in your classroom:

1. Group A has chosen Hot Wheel Car #1. Their Vehicle Inspector, Sam, records the mass of the car. He also notes the shiny red color, the large rear wheels, and the sleek design, hypothesizing that the design might contribute to speed.
2. Meanwhile, Track Surveyor, Emma, measures the length and width of their track, noting down its smooth surface and steepness.
3. After discussing their findings, Group A hypothesizes that their car will be the fastest due to its design and the smoothness and steepness of their track.
4. The group conducts the tests, with Lucy timing the car as it travels down the track. They repeat the test three times and calculate an average time for accuracy.
5. Upon presenting their findings, Group A finds that, though their car was fast, another group had a faster car. The class discusses why this could be—was it the mass of the car, the design, the track, or a combination of factors?

## Wrapping Up and Next Steps

Measuring Speed with Hot Wheels is more than just a game—it’s a valuable educational activity that can engage students, enhance their understanding of practical math concepts, and promote critical thinking. To get the most out of this activity, consider follow-up activities like graphing the results, writing a reflection piece, or conducting further experiments with modified variables.

When properly implemented, this activity ticks a lot of boxes in the Common Core State Standards for Mathematics. It helps students to make sense of problems and persevere in solving them (MP.1), reason abstractly and quantitatively (MP.2), construct viable arguments and critique the reasoning of others (MP.3), model with mathematics (MP.4), use appropriate tools strategically (MP.5), attend to precision (MP.6), and look for and express regularity in repeated reasoning (MP.8). In the process, they get to have a lot of fun—showing them that learning math can be an exciting, hands-on adventure.

Join us in this mission to make math matter, and let’s build a future where every student loves learning and feels the thrill of discovery. Incorporate activities like Measuring Speed with Hot Wheels in your curriculum and watch your students’ enthusiasm and understanding grow. Happy teaching!