How can you tell they’ve got it: Speed & Distance-Time Graphs?

If they’ve got it, you’ll see things like: Uses speed = distance ÷ time to calculate average speed with correct units (m/s, km/h); Draws a distance-time graph for a given journey with correct axes and labels; Reads a distance-time graph to determine speed, stopping points, and direction of travel; Identifies which section of a distance-time graph represents the fastest speed. Or just try it together: If your child tracked a cycle ride on a map and knew how far they went and how long it took, could they calculate the average speed — and then sketch a rough graph showing the journey including a stop for lunch?

Science Forces & Motion Ages 11–12

Speed & Distance-Time Graphs

Your child can work out speed as distance divided by time. On a distance-time graph, a flat line means a stop and a steeper slope means faster.

In curriculum terms

Calculate average speed using the equation speed = distance ÷ time, represent journeys on distance-time graphs, and interpret gradient as speed and flat sections as stationary periods

Ages are typical, not deadlines — follow your child’s pace. How to help at home →

How to tell they’ve got it

Tick these off as you see them — no test required.

Uses speed = distance ÷ time to calculate average speed with correct units (m/s, km/h)
Draws a distance-time graph for a given journey with correct axes and labels
Reads a distance-time graph to determine speed, stopping points, and direction of travel
Identifies which section of a distance-time graph represents the fastest speed

🖨 Print this page to keep the checklist — it prints beautifully.

Try this together

If your child tracked a cycle ride on a map and knew how far they went and how long it took, could they calculate the average speed — and then sketch a rough graph showing the journey including a stop for lunch?

Where this sits on the map

Stuck here? Check the skills it builds on first. Confident? Here’s what it unlocks.

Builds on

Reading Distance-Time Graphsages 10–13Calculating speed and representing journeys on distance-time graphs requires being able to plot and read these graphs

Compound Unitsages 11–14Calculating speed as distance ÷ time applies compound-unit thinking from Math

Speed & Distance-Time Graphsthis skill · ages 11–12

Unlocks

Relative Motionages 11–12Relative motion requires first being able to calculate and describe speed — without that foundation, comparing speeds of different observers is abstract

solid = must come firstdashed = helps

Curriculum alignment

Where this fits in the official school curriculum — our best automated guess, not yet checked by a person.

This skill sits outside the F–6 Australian Curriculum — no candidate code matched (v0.1). No NSW K–6 outcome code matched (v0.1). No Victorian Curriculum 2.0 code matched (v0.1).

Nearby on the map

Magnetic Fieldsages 11–12 Mass vs Weightages 11–12 Relative Motionages 11–12 Resultant Forcesages 11–12

All Forces & Motion skills →