In this resource students learn to interpret and construct distance–time graphs; relating speeds to gradients of the graphs and accelerations to changes in these speeds. Students have often constructed distance–time graphs before. However, experience shows that many still interpret them as if they are pictures of situations rather than abstract representations. In addition, they also find it difficult to interpret the significance of the gradients of these graphs. In this session, students begin by discussing a question that is designed to reveal common misconceptions about distance–time graphs. They then work in pairs and threes to match descriptions, graphs and tables. As they do this, they will interpret their meaning and begin to link the representations together.