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## About Kyle Pearce

I’m Kyle Pearce and I am a former high school math teacher. I’m now the K-12 Mathematics Consultant with the Greater Essex County District School Board, where I uncover creative ways to spark curiosity and fuel sense making in mathematics. Read more.

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Grade 2 [2.B1.1, 2.B1.3, 2.B2.1, 2.B2.2, 2.B2.3, 2.B2.4, Measurement - M1, Number Sense and Numeration - NS1, Number Sense and Numeration - NS2, Number Sense and Numeration - NS3]

Grade 3 [3.B1.5, 3.B2.1, 3.B2.3, 3.B2.7, Measurement - M1, Number Sense and Numeration - NS1, Number Sense and Numeration - NS3]

Grade 4 [4.B2.1, 4.B2.4, 4.E2.5, 4.E2.6, Measurement - M1, Number Sense and Numeration - NS1, Number Sense and Numeration - NS3, Patterning and Algebra - PA2]

Grade 5 [5.B1.7, 5.B2.9, 5.D1.3, 5.D1.6, 5.E2.6, 5.F1.2, 5.F1.5, Measurement - M1, Measurement - M2, Number Sense and Numeration - NS1, Number Sense and Numeration - NS3, Patterning and Algebra - PA2]

Grade 6 [6.B2.12, 6.B2.9, Data Management and Probability - DP3, Measurement - M1, Measurement - M2, Number Sense and Numeration - NS1, Number Sense and Numeration - NS2, Number Sense and Numeration - NS3, Patterning and Algebra - PA1, Patterning and Algebra - PA2]

Grade 7 [7.B1.3, 7.B1.4, 7.B1.7, 7.B2.2, 7.B2.3, 7.C1.1, 7.C1.2, 7.C1.3, 7.C1.4, 7.D1.6, Data Management and Probability - DP3, Geometry and Spatial Sense - GS1, Measurement - M1, Measurement - M2, Number Sense and Numeration - NS1, Number Sense and Numeration - NS2, Number Sense and Numeration - NS3, Patterning and Algebra - PA1, Patterning and Algebra - PA2]

Grade 8 [8.B1.4, 8.B2.5, 8.C1.1, 8.C1.2, 8.C1.3, 8.C1.4, Data Management and Probability - DP1, Data Management and Probability - DP3, Geometry and Spatial Sense - GS2, Measurement - M1, Measurement - M2, Number Sense and Numeration - NS1, Number Sense and Numeration - NS2, Number Sense and Numeration - NS3, Patterning and Algebra - PA1, Patterning and Algebra - PA2]

Grade 9 [9.B3.5, 9.C3.1, 9.C3.2, 9.C3.3]

Kindergarten [k.15.1, k.15.10, k.15.2]

MAP4C [Mathematical Models - MM1, Mathematical Models - MM2, Mathematical Models - MM3]

MAT1LMAT2LMBF3C [Data Management - DM1, Data Management - DM2, Geometry and Trigonometry - GT1, Geometry and Trigonometry - GT2, Mathematical Models - MM1, Mathematical Models - MM2, Mathematical Models - MM3]

MCF3M [Exponential Functions - EF2, Quadratic Functions - QF1, Quadratic Functions - QF2, Quadratic Functions - QF3, Trigonometric Functions - TF1, Trigonometric Functions - TF3]

MCR3U [Characteristics of Functions - CF1, Characteristics of Functions - CF2, Exponential Functions - EF2, Exponential Functions - EF3, Trigonometric Functions - TF3]

MCT4C [Exponential Functions - EF1, Trigonometric Functions - TF3]

MCV4U [Derivatives and Their Applications - DA2]

MDM4U [Counting and Probability - CP2, Organization of Data For Analysis - DA2, Probability Distributions - PD1, Statistical Analysis - SA1, Statistical Analysis - SA2]

MEL4EMFM1P [Linear Relations - LR1, Linear Relations - LR2, Linear Relations - LR3, Linear Relations - LR4, Measurement and Geometry - MG1, Measurement and Geometry - MG2, Measurement and Geometry - MG3, Number Sense and Algebra - NA1, Number Sense and Algebra - NA2]

MFM2P [Measurement and Trigonometry - MT1, Measurement and Trigonometry - MT2, Measurement and Trigonometry - MT3, Modelling Linear Relations - LR1, Modelling Linear Relations - LR2, Modelling Linear Relations - LR3, Quadratic Relations in y = ax^2 + bx + c Form - QR1, Quadratic Relations in y = ax^2 + bx + c Form - QR2, Quadratic Relations in y = ax^2 + bx + c Form - QR3]

MHF4U [Characteristics of Functions - CF3, Exponential and Logarithmic Functions - EL2, Exponential and Logarithmic Functions - EL3]

MPM1D [AG3, Analytic Geometry - AG1, Analytic Geometry - AG2, LR1, LR2, LR3, MG1, MG2, MG3, NA1, Number Sense and Algebra - NA2]

MPM2D [AG1, AG2, AG3, QR2, Quadratic Relations - QR3, Quadratic Relations - QR4, T2, T3]

Functions [F-BF.1, F-BF.3, F-IF.4, F-LE.1, F-LE.2, F-LE.3, F-TF.5]

Geometry [G-C.5, G-C.8, G-C.9, G-GMD.3, G-GMD.4, G-GPE.4, G-GPE.5, G-GPE.7, G-MG.1, G-MG.2, G-SRT.11]

Grade 1 [1.NBT.4, 1.OA.1, 1.OA.6, 1.OA.A.1, 1.OA.B.3, 1.OA.B.4, 1.OA.C.5, 1.OA.C.6]

Grade 2 [2.NBT.5, 2.NBT.B.5, 2.NBT.B.8, 2.NBT.B.9, 2.OA.2, 2.OA.A.1, 2.OA.B.2]

Grade 3 [3.MD.C.5, 3.NBT.2, 3.NF.1, 3.NF.2, 3.NF.3, 3.NF.A.1, 3.OA.1, 3.OA.5, 3.OA.9]

Grade 4 [4-MD.3, 4.MD.1, 4.MD.2, 4.NBT.6, 4.NF.3, 4.NF.5, 4.NF.6, 4.OA.1, 4.OA.5]

Grade 5 [5.B1.7, 5.D1.3, 5.D1.6, 5.MD.1, 5.MD.3, 5.MD.4, 5.MD.5, 5.NBT.2, 5.NBT.3, 5.NBT.6, 5.NBT.7, 5.NF.1, 5.NF.2, 5.NF.3, 5.NF.4, 5.NF.5, 5.OA.1, 5.OA.2, 5.OA.3]

Grade 6 [6.EE.1, 6.EE.2, 6.EE.5, 6.EE.6, 6.EE.7, 6.G.1, 6.G.2, 6.NS.1, 6.NS.3, 6.NS.6, 6.NS.B.3, 6.NS.C.6, 6.NS.C.7, 6.NS.C.8, 6.RP.1, 6.RP.2, 6.RP.3, 6.RP.A.1, 6.RP.A.2, 6.RP.A.3, 6.RP.A.3.C]

Grade 7 [7.EE.3, 7.EE.4, 7.EE.A.1, 7.G.3, 7.G.4, 7.G.6, 7.NS.A.1, 7.NS.A.2, 7.RP.1, 7.RP.3, 7.RP.A.2.B, 7.RP.A.3, 7.SP.2, 7.SP.5, 7.SP.6]

Grade 8 [8.EE.1, 8.EE.5, 8.EE.6, 8.EE.7, 8.EE.8, 8.F.2, 8.F.3, 8.F.4, 8.F.5, 8.G.5, 8.G.6, 8.G.7, 8.G.9, 8.SP.1]

Grade 9Kindergarten [K.CC.A.1, K.NBT.A.1, K.OA.A.1, K.OA.A.2, K.OA.A.3]

Practice [MP.1, MP.2, MP.3, MP.4, MP.6, MP.7]

Statistics & Probability [S-ID.6, S-MD.4]

HI, thanks for the ideas for improving this. Wish I found this before I taught it today. I had added some of my own. Nothing hard copy, but the questioning and videos are what I changed. There were Dan’s original questions, but I appended his questions 5 and 6 with… 5. If Bolt ran 1,000 meters, what would happen to his speed? What considerations will affect your estimate? What information is important from the other two videos? 6. Calculate what you think his time will be for 1 kilometre. I also found a video of him running the World Record 300m (which showed his times at 100m, 200m, and the final 300m), and I also added a video of him running the 400m. Showed the 300m race first, and asked them to think about the linear calculation we did using the act 1 video. Of course, he cant’ run 9.58 for a km. They recorded the times at the longer distances into a chart, found the differences, then I added the 3rd video of the 400m, they added that data (a little talk about making projections being better with more data) and then we took it to graphing. This led to the discussion of increasing/decreasing/linear rates of change.

Thanks for the reflection and for sharing some of your questioning.

I have been working on my questioning quite a bit as of late to try and maximize the math talk and deep thinking as we solve real problems. It is easy to forget (or run out of time) after finding an answer, which can lead to missing some key learning opportunities.

HI J. Lim,

I was wondering if you still had the link for the video you used that had the distances as well as the times? I can only find ones that have a running time.

Thanks!