This article focuses on speed problems that apply a variety of PK–grade 12 mathematical concepts. The tasks build the learning trajectory of speed based on Jiang’s (2010) literature review on children’s conceptual development. Children first develop the concept of distance between the starting and ending points. Then students coordinate distance and time to understand speed as a rate between them and compare speeds with different distances and lengths of time. Finally, they develop the concept of average speed as a weighted mean and solve speed problems involving different representations.