Students will launch the traffic limits project by testing candidate function models against real traffic data, using simple limit cases to decide which models make sense, and beginning evidence-based explanations about where behavior levels off or jumps. They will also analyze one-sided behavior and discontinuities from early project data, hear an outside transportation perspective, and record a first audio defense that sets up later revision cycles.

Students will take an evidence-based position about what limits should reveal in a traffic flow or signal timing model, test competing function ideas with graphs, tables, and equations, and produce an initial one-page model plus a short audio defense that identifies a likely one-sided limit behavior for later investigation.

Students will evaluate the strength of mathematical and contextual evidence for competing traffic-flow claims, test whether models make sense with simple limit cases, and build a revised evidence map that includes both supporting evidence and counterevidence about one-sided limits and discontinuities.

Students will refine traffic-flow and signal-timing arguments by connecting evidence to limit claims, addressing counterevidence, revising mathematical language through peer critique, rehearsing spoken defenses, and completing a milestone performance task with reflection.

Students will present polished traffic-flow limit models to an authentic audience, defend conclusions about one-sided limits and discontinuities using graphs, equations, and spoken reasoning, and record a concise reflection on how their understanding of limits changed through critique and revision.