On day three of the lesson sequence Ms. Coombs assigned a homework activity in which students were asked to explore Rubin’s walk by examining the function that represented his walk. The graph coordinated time from start with distance walked. In this clip, Mrs. Coombs leads a discussion of the homework assignment on Rubin’s Walk. Mrs. Coombs asks the students to break the graph into four linear segments or parts. Using these parts, students respond to questions related to Rubin’s speed during each part of the trip. Ms. Coombs draws the students’ attention to how far Rubin traveled in a particular amount of time. In the process, Ms. Coombs continues to encourage students to estimate speed by visually determining which segment of the graph looks steepest.  

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