Optional investigations • We can ask more questions about our cars

You can make use of the sequence structure of predict, test, refine to investigate this optional activity. Students can test if the different coloured cars might roll different distances.

Students test whether red cars might roll further than cars with other colours. They record data on how far red cars roll, then repeat this test with a different colour car to compare if the red car rolls further.

Students use the data to decide if red cars roll further than any other cars.

You can make use of the sequence structure to investigate this optional activity.

Students can test how far their toy cars roll on different surfaces, such as wooden floors, carpet, concrete or artificial turf.

Students make predictions about how far their car might roll on different surfaces before they roll their car. As students test, they should record data on how far the car travelled and use this to make predictions about future car rolls.

Students use informal units to measure the furthest car roll on each surface. They use this information to decide the surface that the car rolled furthest.

You can make use of the sequence structure to investigate this optional activity.

Students can test which car rolls furthest.

Students make predictions about how far their car might roll, compare how far each of their cars rolls, and which rolls the furthest. Students should record data on how far each car rolls.

Students use informal units to measure how far the different cars roll, which requires indirect comparison and the use of a common unit. Students use the measurements collected to determine which car went furthest.

The whole class could have a race off with the furthest rolling car from each group.