You will learn
- Define speed.
- Use speed = distance / time.
- Rearrange the formula.
- Calculate average speed.
Version 0.2 · expanded edition · built from cited public sources Content is based on the official frameworks and sources listed under Sources and standards. No official endorsement is claimed. Written in the style of common primary school assessments. No exam result is promised.
Student lesson
- Speed = distance ÷ time.
- Distance = speed × time.
- Time = distance ÷ speed.
- Average speed uses total distance and time.
Words to know
how fast something moves
total distance divided by total time
metres per second
kilometres per hour
1. Discover: The 100 metres
In a school race, Kofi runs 100 m in 20 s. His speed is 100 ÷ 20 = 5 m/s. Yaw runs the same distance in 25 s. “Whose speed is greater?” asks the teacher. Kofi’s: 5 m/s versus 4 m/s.
Think: How far could Kofi run in 40 s at that speed?
2. Understand: Speed
Idea 1: Formula
Speed = distance ÷ time. Units: metres per second (m/s) or kilometres per hour (km/h).
Idea 2: Rearranging
Distance = speed × time. Time = distance ÷ speed. Use a formula triangle to remember.
Idea 3: Average
Average speed = total distance ÷ total time, including stops. 60 km in 2 hours is 30 km/h average.
3. Worked examples
Example 1 (I show you): Calculate
Speed.
- 100 m.
- 20 s.
- 5 m/s.
Answer: 5 m/s.
Example 2 (We do it together): Calculate
Distance.
- 4 m/s.
- 10 s.
- 40 m.
Answer: 40 m.
Example 3 (You try): Calculate
Time.
Show the steps and answer
- 120 m.
- 4 m/s.
- 30 s.
Answer: 30 s.
Did you know?
Usain Bolt’s world record 100 m speed averaged about 10.4 metres per second.
Why this matters
Speed calculations help us plan journeys and compare motion.
4. Explore: Speed lab
Measure the time for a rolling toy car to travel a marked 2 m track three times, calculate its average speed and compare it with another car.
- Mark 2 m.
- Time three runs.
- Find average time.
- Calculate speed.
Think about it: what did you notice?
What did you notice? Speed varied slightly between runs.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- ___ is how fast something moves.
- ___ speed is total distance divided by total time.
- m/s means ___ per second.
- km/h means kilometres per ___.
Guided practice
Question 1. What is speed?
Distance over time.
Question 2. What unit?
m/s.
Question 3. What is distance?
Speed times time.
Independent practice
Level 1: Start
- What is speed?
- What unit?
- What is distance?
- What is time?
- What is average speed?
Level 2: Grow
- Why units?
- Why three runs?
- Why average?
Level 3: Stretch
- Measure.
- Calculate.
- Compare.
Answers are in the answer key below. Try first, then check.
6. Apply: Science in everyday life
Calculate and compare two speeds.
Show a sample answer
Show your working.
Another one. Tell a family member one thing from this lesson. Use the words you learned.
Show a sample answer
A clear sentence that uses at least one word from Words to know.
7. Common mistakes
Fix: Reverse.
Fix: Includes.
8. Lesson summary and revision card
- I can define speed.
- I can use speed = distance / time.
- I can rearrange the formula.
- I can calculate average speed.
9. Check and master
Answer all 14 questions. You will see feedback after each one.
Your result appears here after you answer every question.
10. Key takeaways
- Speed = distance ÷ time.
- Distance = speed × time.
- Time = distance ÷ speed.
- Average speed uses total distance and time.
11. Next lesson
Next lesson: Force and motion investigations. Keep going with the next idea in this course.
Exam practice
These questions are written in the style of common school and international primary assessments. Try them on your own, without looking back. Then check your answers in the marking guide. The marks are shown in brackets.
- Define speed and average speed. [2 marks]
- Calculate speed for 150 m in 30 s. [2 marks]
- Calculate time for 240 m at 4 m/s. [3 marks]
- Safety rule. [3 marks]
Total: 10 marks.
Marking guide and model answers
- 1 each
- Formula [1]; 5 m/s [1]
- Formula [1]; working [1]; 60 s [1]
- Any [1]; reason [1]; second rule [1]
Score guide: 9 to 10 = secure. 6 to 8 = nearly there, revise the parts you missed. Under 6 = work through the lesson again with a grown-up.
Printable worksheet
- What is speed?
- What unit?
- What is distance?
- What is time?
- What is average speed?
- Why units?
- Why three runs?
- Why average?
- Measure.
- Calculate.
Homework
Time a walk of 20 m and calculate your speed.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. What is speed? | Distance over time. | 1 |
| 2. What unit? | m/s. | 1 |
| 3. What is distance? | Speed times time. | 1 |
| 4. What is time? | Distance over speed. | 1 |
| 5. What is average speed? | Total over total. | 1 |
| 6. Why units? | Meaning. | 1 |
| 7. Why three runs? | Reliable. | 1 |
| 8. Why average? | Typical. | 1 |
| 9. Measure. | Table. | 1 |
| 10. Calculate. | Numbers. | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 Distance over time.; 2 m/s.; 3 Speed times time.; 4 Distance over speed.; 5 Total over total.. Level 2: 1 Meaning.; 2 Reliable.; 3 Typical.. Level 3: 1 Table.; 2 Numbers.; 3 Sentence..
Quiz answers: 1 B, 2 C, 3 A, 4 B, 5 C, 6 A, 7 B, 8 C, 9 A, 10 B, 11 C, 12 A, Challenge 1 B, Challenge 2 C.
Mastery and remediation
| Objective | Bronze (Developing) | Silver (Proficient) | Gold (Advanced) |
|---|---|---|---|
| O1 Define speed | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O2 Use speed = distance / time | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O3 Rearrange the formula | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O4 Calculate average speed | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
Courseversity badge thresholds (overall quiz score): Gold = 90–100%; Silver = 80–89.9%; Bronze = 70–79.9%. A badge is never a full record of progress.
If a learner struggles
- Find the misconception: “Speed is time divided by distance.” Reverse.
- Explain another way: use real objects, pictures or actions first, then words.
- Show a simpler example: Calculate speed.
- Guided practice: work through one example together and let the learner try the next one.
- Reassess: use the quiz again or the worksheet.
- Move on when the learner shows Silver-level evidence independently.
For parents and guardians
In this lesson your child calculates speed. You do not need to be an expert to help.
- Time a walk.
- Ask “What is the speed?”
- Mind traffic.
- Ask “how do you know?” after each answer, and listen.
- Praise effort, not only right answers. Mistakes are how we learn.
- Ten to fifteen minutes a day is better than one long session.
Teacher package
1–5. Objectives, prerequisites, materials, preparation, duration
Lesson objectives. Learners will: define speed; use speed = distance / time; rearrange the formula; calculate average speed.
Prerequisite knowledge. Grade 5 ideas: pushes, pulls, gravity, friction and air resistance.
Materials. Toy cars, tape measure, stopwatch. Low-resource options: use chalk or charcoal on a board or wall, drawings in the sand, and objects from the classroom instead of printed materials.
Preparation. Mark tracks.
Suggested duration. 45–60 minutes. It can be split into two shorter sessions.
6–9. Teaching procedure, explanation notes, guided and independent activities
Introduction (5 min). Ask, “Who walks faster, you or your friend, and how do we know?”
Explanation (10 min). Teach speed.
Guided activity (10 min). Learners measure.
Independent activity (10 min). Learners calculate.
Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.
Key questions. What is the distance? What is the time?
Teacher explanation notes. Start with real objects and safe, hands-on observation. Then talk about what was seen, then draw and write. Always say “how do you know?”. Keep to the safety notes, and use local, safe materials.
10–12. Differentiation, formative assessment, common misconceptions
Support. Use real objects and pictures, short sentences and a partner. Let learners point, show or draw instead of writing. Extension. Ask learners to find a new example at home and explain how they know.
Formative assessment. Listen to learners read and explain, ask “how do you know?”, and check the independent work.
Misconceptions. “Speed is time divided by distance.” Reverse.
13–15. Assessment questions, answer keys, marking scheme
Use the quiz, the 10-mark exam practice and the worksheet on this page. All answers and marking guides are in the answer sections above. Re-check every answer before use.
16–19. Remediation, enrichment, homework, teacher reflection
Remediation. Calculate speed. Enrichment. Look for one new example near your home or school, draw it and explain it to someone. Homework. See above.
Teacher reflection. After teaching, record: which ideas learners understood; which misconceptions occurred; which activities worked; which learners need more practice; and what to improve next time.
Sources and standards
This lesson is based on the sources below, and no official endorsement is claimed. Reference starting points: Next Generation Science Standards, Cambridge Primary Science and the IB Primary Years Programme. Where a standard code is named, it points to the official framework.
Research used to shape this lesson. Courseversity Science curriculum, Grade 6 Unit 6, topic 8; Next Generation Science Standards, forces and interactions; Cambridge Lower Secondary Science, physics; IB Primary Years Programme, how the world works. These sources informed the lesson.