# The London Marathon took place on 25 April this year.

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The London Marathon took place on 25 April this year.

Last year, a new course record was set by Samuel Wanjiru. He completed the 26 miles and 385 yards in two hours five minutes and nine seconds. For how far could the fastest runner in your class keep up with him? Could you keep up for 100m? 400m? A mile? 5 miles?

In 2005, Jeremy Clarkson raced a car against an amateur marathon runner around the course. Given that Clarkson says that the average speed of a car in London is 10.6mph who should win? What other factors might affect the result? Who do you think will win? Click here to watch the video

Up2d8 maths London Marathon Teacher Notes

London Marathon Introduction: The first London Marathon took place on 29 March 1981, with 6 625 runners completing the course. The American Dick Beardsley and Norwegian Inge Simonsen won the men’s event dramatically, holding hands as they crossed the finish line in a dead heat. The marathon has since grown enormously with many runners raising money for charity. The sponsors claim that the London Marathon is the biggest fundraising event in the world. This resource uses the context of the London Marathon to pose two questions for students to work on: firstly, students are asked to consider how long the fastest runner in your class could keep up with a marathon runner; and then they are asked to predict whether running or driving is a faster way to travel around London. Content objectives: This context provides the opportunity for teachers and students to explore a number of objectives. Some that may be addressed are: interpret results involving uncertainty and prediction interpret graphs and diagrams and make inferences to support or cast doubt on initial conjecture interpret and use compound measures, including from other subjects and real life. Process objectives: These will depend on the amount of freedom you allow your class with the activity. It might be worth considering how you’re going to deliver the activity and highlighting the processes that this will allow on the diagram below:

Assessment: You may wish to consider how you will assess the task and how you will record your assessment. This could include developing the assessment criteria with your class. You might choose to focus on the content objectives or on the process objectives. You might decide that this activity lends itself to comment only marking or to student self-assessment. If you use the APP model of assessment then you might use this activity to help you in building a picture of your students’ understanding Assessment criteria to focus on might be: use their own strategies within mathematics and in applying mathematics to practical contexts (Using and Applying Mathematics level 4) draw simple conclusions of their own and give an explanation of their reasoning (Using and Applying Mathematics level 5) solve problems and carry through substantial tasks by breaking them into smaller, more manageable tasks, using a range of efficient techniques, methods and resources, including ICT; give solutions to an appropriate degree of accuracy (Using and Applying Mathematics level 6) Probing questions: You may wish to introduce some points into the discussion which might include: what was Wanjiru’s average speed? where do you think a marathon runner is going at their slowest? At their fastest? how much slower is an amateur runner likely to be than a world record holder? what factors influenced Clarkson’s drive that were not ‘average’? if the car vs runner were to happen again, who would you predict would win?

You will need: The PowerPoint presentation (and some idea about how fast someone in your class can run. If impractical then, if your school has a sports day, maybe the records from this or a conversation with the PE dept about expected times). There are three slides: The first slide sets the scene The final slide sets the second task, asking students to construct and interpret a mathematical model to predict whether a marathon runner or a car is faster around the marathon route. The second slide sets the first activity, asking students to estimate for how long they could keep up with Olympic Champion Samuel Wanjiru

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