ALEX Lesson Plans
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Title: Sailing on the Wind
Description:
This is a handson lesson that uses science and the steps of the Engineering Design Process to determine important properties in sail design materials and learn how to harness wind power. Students will learn that a problem can be solved in different ways using different materials, properties of materials change its effectiveness, conducting tests help determine versatility of materials, and that wind can be harnessed to do work.
This lesson is adapted from Catching the Wind: Designing Windmills, Lesson 3: Testing Sail Designs (produced by the Museum of Boston for the Engaging Youth in Engineering program.) Visit http://www.mos.org/EiE for more information.
This lesson plan was created as a result of the Girls Engaged in Math and Science, GEMS Project funded by the Malone Family Foundation.
Standard(s): [MA2013] (3) 18: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one and twostep "how many more" and "how many less" problems using information presented in scaled bar graphs. [3MD3] [MA2013] (3) 19: Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot where the horizontal scale is marked off in appropriate units — whole numbers, halves, or quarters. [3MD4] [MA2013] (4) 19: Know relative sizes of measurement units within one system of units, including km, m, cm; kg, g; lb, oz; l, ml; and hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a twocolumn table. [4MD1] [S1] (3) 13: Describe ways to sustain natural resources, including recycling, reusing, conserving, and protecting the environment. [S1] (4) 4: Describe effects of friction on moving objects. [S1] (5) 4: Describe forms of energy, including chemical, heat, light, and mechanical.
Subject: Mathematics (3  4), or Science (3  5)
Title: Sailing on the Wind
Description: This is a handson lesson that uses science and the steps of the Engineering Design Process to determine important properties in sail design materials and learn how to harness wind power. Students will learn that a problem can be solved in different ways using different materials, properties of materials change its effectiveness, conducting tests help determine versatility of materials, and that wind can be harnessed to do work.
This lesson is adapted from Catching the Wind: Designing Windmills, Lesson 3: Testing Sail Designs (produced by the Museum of Boston for the Engaging Youth in Engineering program.) Visit http://www.mos.org/EiE for more information.
This lesson plan was created as a result of the Girls Engaged in Math and Science, GEMS Project funded by the Malone Family Foundation.
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Title: A Time To Travel!
Description:
Students will research how transportation has changed throughout the years. Students will construct a timeline of transportation through the years.
Standard(s): [TC2] (35) 1: Use input and output devices of technology systems. [TC2] (35) 2: Use various technology applications, including word processing and multimedia software. [MA2013] (4) 22: Make a line plot to display a data set of measurements in fractions of a unit (^{1}/_{2}, ^{1}/_{4}, ^{1}/_{8}). Solve problems involving addition and subtraction of fractions by using information presented in line plots. [4MD4] [MA2013] (3) 19: Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot where the horizontal scale is marked off in appropriate units — whole numbers, halves, or quarters. [3MD4] [MA2013] (3) 18: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one and twostep "how many more" and "how many less" problems using information presented in scaled bar graphs. [3MD3] [SS2010] ALA (4) 15: Identify major world events that influenced Alabama since 1950, including the Korean Conflict, the Cold War, the Vietnam War, the Persian Gulf War, and the War on Terrorism. [SS2010] ALA (4) 16: Determine the impact of population growth on cities, major road systems, demographics, natural resources, and the natural environment of Alabama during the late twentieth and early twentyfirst centuries.
Subject: Mathematics (3  4), or Social Studies (4), or Technology Education (3  5)
Title: A Time To Travel!
Description: Students will research how transportation has changed throughout the years. Students will construct a timeline of transportation through the years.
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Title: "Ridin' Along In My Automobile"
Description:
Students will research prices of used cars to discover how automobiles lose their value over time. Students will create a chart to record their information, use their chart to graph their data, and find measures of central tendency of their data. Students will present their findings and discuss the results.This lesson plan was created as a result of the Girls Engaged in Math and Science University, GEMSU Project.
Standard(s): [MA2013] (5) 3: Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. [5OA3] [MA2013] (3) 19: Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot where the horizontal scale is marked off in appropriate units — whole numbers, halves, or quarters. [3MD4] [MA2013] (3) 18: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one and twostep "how many more" and "how many less" problems using information presented in scaled bar graphs. [3MD3] [MA2013] (4) 22: Make a line plot to display a data set of measurements in fractions of a unit (^{1}/_{2}, ^{1}/_{4}, ^{1}/_{8}). Solve problems involving addition and subtraction of fractions by using information presented in line plots. [4MD4]
Subject: Mathematics (3  5)
Title: "Ridin' Along In My Automobile"
Description: Students will research prices of used cars to discover how automobiles lose their value over time. Students will create a chart to record their information, use their chart to graph their data, and find measures of central tendency of their data. Students will present their findings and discuss the results.This lesson plan was created as a result of the Girls Engaged in Math and Science University, GEMSU Project.
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Title: POPPIN' FOR POPCORN!
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Students will be using different flavors of popcorn to conduct surveys in class to create graphs. This lesson plan was created as a result of the Girls Engaged in Math and Science, GEMS Project funded by the Malone Family Foundation.
Standard(s): [TC2] (35) 8: Collect information from a variety of digital sources. [TC2] (35) 9: Use technology tools to organize, interpret, and display data. [MA2013] (3) 18: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one and twostep "how many more" and "how many less" problems using information presented in scaled bar graphs. [3MD3]
Subject: Mathematics (3), or Technology Education (3  5)
Title: POPPIN' FOR POPCORN!
Description: Students will be using different flavors of popcorn to conduct surveys in class to create graphs. This lesson plan was created as a result of the Girls Engaged in Math and Science, GEMS Project funded by the Malone Family Foundation.
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Title: Tulip Graphing
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Students will create an ongoing graph using units of measurement correctly. This graph will represent the growth of a tulip (or other type of flower).This lesson plan was created as a result of the Girls Engaged in Math and Science, GEMS Project funded by the Malone Family Foundation.
Standard(s): [TC2] (35) 1: Use input and output devices of technology systems. [TC2] (35) 8: Collect information from a variety of digital sources. [TC2] (35) 10: Use digital environments to collaborate and communicate. [ELA2013] (3) 33: Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. [SL.3.3] [ELA2013] (3) 32: Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. [SL.3.2] [MA2013] (3) 18: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one and twostep "how many more" and "how many less" problems using information presented in scaled bar graphs. [3MD3] [MA2013] (3) 19: Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot where the horizontal scale is marked off in appropriate units — whole numbers, halves, or quarters. [3MD4]
Subject: English Language Arts (3), or Mathematics (3), or Technology Education (3  5)
Title: Tulip Graphing
Description: Students will create an ongoing graph using units of measurement correctly. This graph will represent the growth of a tulip (or other type of flower).This lesson plan was created as a result of the Girls Engaged in Math and Science, GEMS Project funded by the Malone Family Foundation.
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Title: Ice Cream Sundae Survey
Description:
Students quickly realize the importance of learning how to read and find information in charts, graphs, and tables compared to finding the same information written in a paragraph. This is a fun, high energy lesson!This lesson plan was created as a result of the Girls Engaged in Math and Science, GEMS Project funded by the Malone Family Foundation.
Standard(s): [CE] (012) 8: Cooperation [CE] (012) 22: Creativity [TC2] (35) 8: Collect information from a variety of digital sources. [MA2013] (3) 18: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one and twostep "how many more" and "how many less" problems using information presented in scaled bar graphs. [3MD3] [MA2013] (4) 22: Make a line plot to display a data set of measurements in fractions of a unit (^{1}/_{2}, ^{1}/_{4}, ^{1}/_{8}). Solve problems involving addition and subtraction of fractions by using information presented in line plots. [4MD4]
Subject: Character Education (K  12), or Mathematics (3  4), or Technology Education (3  5)
Title: Ice Cream Sundae Survey
Description: Students quickly realize the importance of learning how to read and find information in charts, graphs, and tables compared to finding the same information written in a paragraph. This is a fun, high energy lesson!This lesson plan was created as a result of the Girls Engaged in Math and Science, GEMS Project funded by the Malone Family Foundation.
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Title: What's Your Favorite Chocolate Bar?
Description:
This lesson allows students to complete a school wide survey. Students will complete the survey to find out which candy bar, between Snickers, Butterfinger, Twix, Hershey Bar, Crunch, and Other, is the favorite among students and faculty. Students will create different kinds of graphs (horizontal bar graph, vertical bar graph, and tally chart) using Microsoft Excel to show their results.This lesson plan was created as a result of the Girls Engaged in Math and Science, GEMS Project funded by the Malone Family Foundation.
Standard(s): [TC2] (35) 9: Use technology tools to organize, interpret, and display data. [MA2013] (3) 18: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one and twostep "how many more" and "how many less" problems using information presented in scaled bar graphs. [3MD3] [MA2013] (4) 22: Make a line plot to display a data set of measurements in fractions of a unit (^{1}/_{2}, ^{1}/_{4}, ^{1}/_{8}). Solve problems involving addition and subtraction of fractions by using information presented in line plots. [4MD4]
Subject: Mathematics (3  4), or Technology Education (3  5)
Title: What's Your Favorite Chocolate Bar?
Description: This lesson allows students to complete a school wide survey. Students will complete the survey to find out which candy bar, between Snickers, Butterfinger, Twix, Hershey Bar, Crunch, and Other, is the favorite among students and faculty. Students will create different kinds of graphs (horizontal bar graph, vertical bar graph, and tally chart) using Microsoft Excel to show their results.This lesson plan was created as a result of the Girls Engaged in Math and Science, GEMS Project funded by the Malone Family Foundation.
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Title: Translucent, Transparent, and Opaque Objects
Description:
Students will become familiar with transparent, translucent, and opaque objects. Students predict whether items are transparent, translucent, or opaque. Finally, students will show what they have learned by producing a song, poem, cheer, rap, or comic strip.This lesson plan was created as a result of the Girls Engaged in Math and Science, GEMS Project funded by the Malone Family Foundation.
Standard(s): [S1] (4) 3: Recognize how light interacts with transparent, translucent, and opaque materials. [MA2013] (3) 18: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one and twostep "how many more" and "how many less" problems using information presented in scaled bar graphs. [3MD3]
Subject: Mathematics (3), or Science (4)
Title: Translucent, Transparent, and Opaque Objects
Description: Students will become familiar with transparent, translucent, and opaque objects. Students predict whether items are transparent, translucent, or opaque. Finally, students will show what they have learned by producing a song, poem, cheer, rap, or comic strip.This lesson plan was created as a result of the Girls Engaged in Math and Science, GEMS Project funded by the Malone Family Foundation.
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Title: Meteor or Meteorite
Description:
Students will learn the difference between a meteor and a meteorite. Students will perform an experiment to discover how the size and weight of an object determines the size of the impact crater.
Standard(s): [S1] (4) 10: Describe components of our solar system. [MA2013] (3) 17: Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). (Excludes compound units such as cm^{3} and finding the geometric volume of a container.) Add, subtract, multiply, or divide to solve onestep word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem. (Excludes multiplicative comparison problems (problems involving notions of "times as much").) (See Appendix A, Table 2.) [3MD2] [MA2013] (3) 18: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one and twostep "how many more" and "how many less" problems using information presented in scaled bar graphs. [3MD3]
Subject: Mathematics (3), or Science (4)
Title: Meteor or Meteorite
Description: Students will learn the difference between a meteor and a meteorite. Students will perform an experiment to discover how the size and weight of an object determines the size of the impact crater.
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Title: Out Of This World
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During this lesson, students will begin to realize that the solar system is a vast unexplored frontier. Students will have the opportunity to explore the different aspects of our solar system.
Standard(s): [TC2] (35) 9: Use technology tools to organize, interpret, and display data. [TC2] (35) 10: Use digital environments to collaborate and communicate. [MA2013] (3) 17: Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). (Excludes compound units such as cm^{3} and finding the geometric volume of a container.) Add, subtract, multiply, or divide to solve onestep word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem. (Excludes multiplicative comparison problems (problems involving notions of "times as much").) (See Appendix A, Table 2.) [3MD2] [MA2013] (3) 18: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one and twostep "how many more" and "how many less" problems using information presented in scaled bar graphs. [3MD3] [MA2013] (3) 19: Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot where the horizontal scale is marked off in appropriate units — whole numbers, halves, or quarters. [3MD4]
Subject: Mathematics (3), or Technology Education (3  5)
Title: Out Of This World
Description: During this lesson, students will begin to realize that the solar system is a vast unexplored frontier. Students will have the opportunity to explore the different aspects of our solar system.
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Title: Can Plants Be Grown in Space?
Description:
This lesson allows students to explore finding a solution to growing plants in space. Students will have the opportunity to conduct a scientific investigation to discover if plants can grow in space. Students will also take a virtual field trip and discuss their experiment results with experts from NASA.
Standard(s): [S1] (3) 10: Determine habitat conditions that support plant growth and survival. [TC2] (35) 2: Use various technology applications, including word processing and multimedia software. [TC2] (35) 7: Explain the influence of technology on society. [TC2] (35) 10: Use digital environments to collaborate and communicate. [MA2013] (6) 25: Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers. [6SP1] [MA2013] (3) 18: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one and twostep "how many more" and "how many less" problems using information presented in scaled bar graphs. [3MD3]
Subject: Mathematics (3  6), or Science (3), or Technology Education (3  5)
Title: Can Plants Be Grown in Space?
Description: This lesson allows students to explore finding a solution to growing plants in space. Students will have the opportunity to conduct a scientific investigation to discover if plants can grow in space. Students will also take a virtual field trip and discuss their experiment results with experts from NASA.
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Title: HeartLine Express
Description:
During this lesson, students will plan and execute a weeklong schoolwide valentine sales business. From the Grand Plan to job applications, interviews, valentine production, advertising, sales and profits students are immersed in the job experience and using a variety of math skills.
Standard(s): [ELA2013] (4) 1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. [RL.4.1] [ELA2013] (4) 24: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. [W.4.3] [ELA2013] (4) 38: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. [L.4.1] [ELA2013] (4) 39: Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. [L.4.2] [ELA2013] (4) 32: Engage effectively in a range of collaborative discussions (oneonone, in groups, and teacherled) with diverse partners on Grade 4 topics and texts, building on others' ideas and expressing their own clearly. [SL.4.1] [TC2] (35) 2: Use various technology applications, including word processing and multimedia software. [TC2] (35) 8: Collect information from a variety of digital sources. [MA2013] (3) 18: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one and twostep "how many more" and "how many less" problems using information presented in scaled bar graphs. [3MD3] [MA2013] (4) 20: Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. [4MD2]
Subject: English Language Arts (4), or Mathematics (3  4), or Technology Education (3  5)
Title: HeartLine Express
Description: During this lesson, students will plan and execute a weeklong schoolwide valentine sales business. From the Grand Plan to job applications, interviews, valentine production, advertising, sales and profits students are immersed in the job experience and using a variety of math skills.
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Title: Let's Go Spreadsheet Silly
Description:
In this lesson students will become familiar with spreadsheets. They will learn how to collect and input data into a spreadsheet and how to create graphs from the spreadsheet data.
Standard(s): [TC2] (35) 1: Use input and output devices of technology systems. [TC2] (35) 9: Use technology tools to organize, interpret, and display data. [MA2013] (3) 18: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one and twostep "how many more" and "how many less" problems using information presented in scaled bar graphs. [3MD3]
Subject: Mathematics (3), or Technology Education (3  5)
Title: Let's Go Spreadsheet Silly
Description: In this lesson students will become familiar with spreadsheets. They will learn how to collect and input data into a spreadsheet and how to create graphs from the spreadsheet data.
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Title: Mysterious Matter
Description:
During this lesson, students will have the opportunity to create a mysterious substance. They will use experiments to try to determine the state of matter of various substances. This lesson is a fun, handson way to get students excited about matter.
Standard(s): [TC2] (35) 5: Practice safe use of technology systems and applications. [TC2] (35) 6: Describe social and ethical behaviors related to technology use. [MA2013] (3) 17: Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). (Excludes compound units such as cm^{3} and finding the geometric volume of a container.) Add, subtract, multiply, or divide to solve onestep word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem. (Excludes multiplicative comparison problems (problems involving notions of "times as much").) (See Appendix A, Table 2.) [3MD2] [MA2013] (3) 18: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one and twostep "how many more" and "how many less" problems using information presented in scaled bar graphs. [3MD3]
Subject: Mathematics (3), or Technology Education (3  5)
Title: Mysterious Matter
Description: During this lesson, students will have the opportunity to create a mysterious substance. They will use experiments to try to determine the state of matter of various substances. This lesson is a fun, handson way to get students excited about matter.
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Title: The Water Cycle
Description:
During this lesson, students will learn that water is constantly being recycled through the atmosphere and how this affects us. Students will explore the water cycle on the Internet. Students create different types of weather situations to see how the water cycle works. Mathematics skills will be used to determine results from the observations.
Standard(s): [S1] (3) 12: Identify conditions that result in specific weather phenomena, including thunderstorms, tornadoes, and hurricanes. [TC2] (35) 8: Collect information from a variety of digital sources. [MA2013] (3) 17: Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). (Excludes compound units such as cm^{3} and finding the geometric volume of a container.) Add, subtract, multiply, or divide to solve onestep word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem. (Excludes multiplicative comparison problems (problems involving notions of "times as much").) (See Appendix A, Table 2.) [3MD2] [MA2013] (3) 18: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one and twostep "how many more" and "how many less" problems using information presented in scaled bar graphs. [3MD3] [MA2013] (3) 19: Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot where the horizontal scale is marked off in appropriate units — whole numbers, halves, or quarters. [3MD4] [MA2013] (4) 19: Know relative sizes of measurement units within one system of units, including km, m, cm; kg, g; lb, oz; l, ml; and hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a twocolumn table. [4MD1] [MA2013] (4) 20: Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. [4MD2] [MA2013] (5) 13: Interpret a fraction as division of the numerator by the denominator (^{a}/_{b} = a ÷ b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem. [5NF3] [MA2013] (5) 16: Solve realworld problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem. [5NF6] [MA2013] (5) 18: Convert among differentsized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multistep, realworld problems. [5MD1] [MA2013] (5) 19: Make a line plot to display a data set of measurements in fractions of a unit (^{1}/_{2}, ^{1}/_{4}, ^{1}/_{8}).
Use operations on fractions for this grade to solve problems involving information presented in line plots. [5MD2] [MA2013] (5) 22: Relate volume to the operations of multiplication and addition, and solve realworld and mathematical problems involving volume. [5MD5] [MA2013] (5) 24: Represent realworld and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation. [5G2]
Subject: Mathematics (3  5), or Science (3), or Technology Education (3  5)
Title: The Water Cycle
Description: During this lesson, students will learn that water is constantly being recycled through the atmosphere and how this affects us. Students will explore the water cycle on the Internet. Students create different types of weather situations to see how the water cycle works. Mathematics skills will be used to determine results from the observations.
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Title: We're in a Pickle
Description:
A handson lesson in which children work together to discover adjectives, write a descriptive paragraph, and apply math principles to produce a bar graph interpreting results from the lesson.
Standard(s): [ELA2013] (4) 38: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. [L.4.1] [ELA2013] (4) 23: Write informative or explanatory texts to examine a topic and convey ideas and information clearly. [W.4.2] [ELA2013] (5) 38: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. [L.5.1] [ELA2013] (5) 23: Write informative or explanatory texts to examine a topic and convey ideas and information clearly. [W.5.2] [MA2013] (3) 18: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one and twostep "how many more" and "how many less" problems using information presented in scaled bar graphs. [3MD3] [MA2013] (3) 18: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one and twostep "how many more" and "how many less" problems using information presented in scaled bar graphs. [3MD3] [MA2013] (3) 18: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one and twostep "how many more" and "how many less" problems using information presented in scaled bar graphs. [3MD3]
Subject: English Language Arts (4  5), or Mathematics (3)
Title: We're in a Pickle
Description: A handson lesson in which children work together to discover adjectives, write a descriptive paragraph, and apply math principles to produce a bar graph interpreting results from the lesson.
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Title: Now You See Me...Now You Don't!
Description:
An animal’s physical characteristics, such as its body color, may give it a better chance of survival. For example, the body colors of many animals blend with their background. In this investigation, students will see that body color may help some animals survive by making them nearly invisible to predators. This lesson is designed to introduce students to the concept of camouflage as an animal adaptation.
Standard(s): [S1] (4) 5: Describe the interdependence of plants and animals. [TC2] (35) 8: Collect information from a variety of digital sources. [MA2013] (6) 28: Display numerical data in plots on a number line, including dot plots, histograms, and box plots. [6SP4] [MA2013] (5) 3: Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. [5OA3] [MA2013] (3) 18: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one and twostep "how many more" and "how many less" problems using information presented in scaled bar graphs. [3MD3]
Subject: Mathematics (3  6), or Science (4), or Technology Education (3  5)
Title: Now You See Me...Now You Don't!
Description: An animal’s physical characteristics, such as its body color, may give it a better chance of survival. For example, the body colors of many animals blend with their background. In this investigation, students will see that body color may help some animals survive by making them nearly invisible to predators. This lesson is designed to introduce students to the concept of camouflage as an animal adaptation.
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Title: Glorious Sunflowers
Description:
In this lesson students will identify, measure and graph seeds and other characteristics of sunflowers and write descriptive and narrative paragraphs about sunflowers.
Standard(s): [ELA2013] (2) 36: Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. [L.2.2] [ELA2013] (2) 24: Write narratives in which they recount a wellelaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. [W.2.3] [ELA2013] (2) 9: By the end of the year, read and comprehend literature, including stories and poetry, in the Grades 23 text complexity band proficiently, with scaffolding as needed at the high end of the range. [RL.2.10] [ELA2013] (2) 7: Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. [RL.2.7] [ELA2013] (2) 1: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. [RL.2.1] [MA2013] (3) 18: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one and twostep "how many more" and "how many less" problems using information presented in scaled bar graphs. [3MD3] [MA2013] (0) 14: Describe measurable attributes of objects such as length or weight. Describe several measurable attributes of a single object. [KMD1] [MA2013] (0) 16: Classify objects into given categories; count the number of objects in each category, and sort the categories by count. (Limit category counts to be less than or equal to 10.) [KMD3] [MA2013] (1) 16: Express the length of an object as a whole number of length units by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of samesize length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. [1MD2] [MA2013] (1) 18: Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. [1MD4] [MA2013] (2) 14: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. [2MD1] [MA2013] (2) 23: Draw a picture graph and a bar graph (with singleunit scale) to represent a data set with up to four categories. Solve simple puttogether, takeapart, and compare problems using information presented in a bar graph. (See Appendix A, Table 1.) [2MD10]
Subject: English Language Arts (2), or Mathematics (K  3)
Title: Glorious Sunflowers
Description: In this lesson students will identify, measure and graph seeds and other characteristics of sunflowers and write descriptive and narrative paragraphs about sunflowers.
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Title: Inch by Inch
Description:
In this lesson students will do a variety of learning activities while they meet many math, science, and language arts objectives. Students will measure items, analyze and record data, listen to instructions, and follow directions. They will also follow a recipe to make a creative dessert.
Standard(s): [MA2013] (3) 17: Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). (Excludes compound units such as cm^{3} and finding the geometric volume of a container.) Add, subtract, multiply, or divide to solve onestep word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem. (Excludes multiplicative comparison problems (problems involving notions of "times as much").) (See Appendix A, Table 2.) [3MD2] [MA2013] (3) 18: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one and twostep "how many more" and "how many less" problems using information presented in scaled bar graphs. [3MD3] [ELA2013] (3) 24: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. [W.3.3] [ELA2013] (3) 38: Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. [L.3.2]
Subject: English Language Arts (3), or Mathematics (3)
Title: Inch by Inch
Description: In this lesson students will do a variety of learning activities while they meet many math, science, and language arts objectives. Students will measure items, analyze and record data, listen to instructions, and follow directions. They will also follow a recipe to make a creative dessert.
Thinkfinity Lesson Plans
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Title: State Names
Description:
In this Illuminations lesson, students use multiple representations to analyze the frequency of letters that occur in the names of all 50 states. In the process, they learn how various representations, including steamandleaf plots, boxandwhisker plots, and histograms, can be used to organize the data.
Standard(s): [MA2013] (3) 18: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one and twostep "how many more" and "how many less" problems using information presented in scaled bar graphs. [3MD3] [MA2013] (4) 22: Make a line plot to display a data set of measurements in fractions of a unit (^{1}/_{2}, ^{1}/_{4}, ^{1}/_{8}). Solve problems involving addition and subtraction of fractions by using information presented in line plots. [4MD4] [MA2013] (5) 19: Make a line plot to display a data set of measurements in fractions of a unit (^{1}/_{2}, ^{1}/_{4}, ^{1}/_{8}).
Use operations on fractions for this grade to solve problems involving information presented in line plots. [5MD2] [MA2013] (6) 25: Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers. [6SP1] [MA2013] (6) 26: Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center, spread, and overall shape. [6SP2] [MA2013] (6) 27: Recognize that a measure of center for a numerical data set summarizes all of its values with a single number, while a measure of variation describes how its values vary with a single number. [6SP3] [MA2013] (6) 28: Display numerical data in plots on a number line, including dot plots, histograms, and box plots. [6SP4] [MA2013] (6) 29: Summarize numerical data sets in relation to their context, such as by: [6SP5] [MA2013] (7) 17: Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. [7SP1] [MA2013] (7) 18: Use data from a random sample to draw inferences about a population with an unknown characteristic of interest. Generate multiple samples (or simulated samples) of the same size to gauge the variation in estimates or predictions. [7SP2] [MA2013] (7) 19: Informally assess the degree of visual overlap of two numerical data distributions with similar variabilities, measuring the difference between the centers by expressing it as a multiple of a measure of variability. [7SP3] [MA2013] (7) 20: Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. [7SP4] [MA2013] AL1 (912) 41: Represent data with plots on the real number line (dot plots, histograms, and box plots). [SID1] [MA2013] AL1 (912) 42: Use statistics appropriate to the shape of the data distribution to compare center (median, mean) and spread (interquartile range, standard deviation) of two or more different data sets. [SID2] [MA2013] AL1 (912) 43: Interpret differences in shape, center, and spread in the context of the data sets, accounting for possible effects of extreme data points (outliers). [SID3]
Subject: Mathematics,Social Studies Title: State Names
Description: In this Illuminations lesson, students use multiple representations to analyze the frequency of letters that occur in the names of all 50 states. In the process, they learn how various representations, including steamandleaf plots, boxandwhisker plots, and histograms, can be used to organize the data. Thinkfinity Partner: Illuminations Grade Span: 3,4,5,6,7,8
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Title: Rescue Mission Game
Description:
In this lesson, from Illuminations, students play a game to learn about the four forces of flight: lift, drag, thrust, and gravity. Before playing the game, students conduct a probability experiment with spinners and record their results in tally tables and bar graphs. They then use their findings to select spinners with the greatest probability of helping them win the game. In a portion of the game, students use ordered pairs to plot points on a coordinate grid to show their flight path.
Standard(s): [MA2013] (3) 18: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one and twostep "how many more" and "how many less" problems using information presented in scaled bar graphs. [3MD3]
Subject: Mathematics,Science Title: Rescue Mission Game
Description: In this lesson, from Illuminations, students play a game to learn about the four forces of flight: lift, drag, thrust, and gravity. Before playing the game, students conduct a probability experiment with spinners and record their results in tally tables and bar graphs. They then use their findings to select spinners with the greatest probability of helping them win the game. In a portion of the game, students use ordered pairs to plot points on a coordinate grid to show their flight path. Thinkfinity Partner: Illuminations Grade Span: 3,4,5
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Title: Maintaining the Balance
Description:
In this lesson for grades 3 and 4, one of a multipart unit from Illuminations, students participate in activities in which they focus on patterns and relations that can be developed from the exploration of balance, mass, length of the mass arm, and the position of the fulcrum.
Standard(s): [MA2013] (3) 17: Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). (Excludes compound units such as cm^{3} and finding the geometric volume of a container.) Add, subtract, multiply, or divide to solve onestep word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem. (Excludes multiplicative comparison problems (problems involving notions of "times as much").) (See Appendix A, Table 2.) [3MD2] [MA2013] (3) 18: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one and twostep "how many more" and "how many less" problems using information presented in scaled bar graphs. [3MD3]
Subject: Mathematics Title: Maintaining the Balance
Description: In this lesson for grades 3 and 4, one of a multipart unit from Illuminations, students participate in activities in which they focus on patterns and relations that can be developed from the exploration of balance, mass, length of the mass arm, and the position of the fulcrum. Thinkfinity Partner: Illuminations Grade Span: 3,4,5
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Title: Weather Watchers
Description:
In this lesson, from Illuminations, students collect and analyze data about the weather and learn to make a stemandleaf plot. They spend a month collecting data on high and low temperatures and then work in groups to determine how best to display their data.
Standard(s): [MA2013] (3) 18: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one and twostep "how many more" and "how many less" problems using information presented in scaled bar graphs. [3MD3]
Subject: Mathematics,Science Title: Weather Watchers
Description: In this lesson, from Illuminations, students collect and analyze data about the weather and learn to make a stemandleaf plot. They spend a month collecting data on high and low temperatures and then work in groups to determine how best to display their data. Thinkfinity Partner: Illuminations Grade Span: 3,4,5
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Title: PizzaTopping Combinations
Description:
In this lesson, one of a multipart unit from Illuminations, students focus on gathering and interpreting data about pizza. They explore the mathematical idea of combinations of two items by imagining that they are working in a pizzeria that offers four different toppings. Students then share their findings with their fellow classmates.
Standard(s): [MA2013] (3) 18: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one and twostep "how many more" and "how many less" problems using information presented in scaled bar graphs. [3MD3]
Subject: Mathematics Title: PizzaTopping Combinations
Description: In this lesson, one of a multipart unit from Illuminations, students focus on gathering and interpreting data about pizza. They explore the mathematical idea of combinations of two items by imagining that they are working in a pizzeria that offers four different toppings. Students then share their findings with their fellow classmates. Thinkfinity Partner: Illuminations Grade Span: 3,4,5
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Title: Charting Countries of the World
Description:
In this Xpeditions lesson, students collect information about countries then enter that information on a chart that they use to compare the sizes, populations, and political characteristics of the different countries. Using this information, students are able to ask and answer geographic questions as they relate to the division and control of Earth's surface.
Standard(s): [S1] (5) 9: Describe the relationship of populations within a habitat to various communities and ecosystems. [MA2013] (3) 18: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one and twostep "how many more" and "how many less" problems using information presented in scaled bar graphs. [3MD3]
Subject: Mathematics  Applied Mathematics  Social Studies  Comparative Political Systems  Social Studies  Geography Title: Charting Countries of the World
Description: In this Xpeditions lesson, students collect information about countries then enter that information on a chart that they use to compare the sizes, populations, and political characteristics of the different countries. Using this information, students are able to ask and answer geographic questions as they relate to the division and control of Earth's surface. Thinkfinity Partner: National Geographic Education Grade Span: 3,4,5
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Title: Numbers and Me
Description:
In this lesson, one of a multipart unit from Illuminations, students participate in activities in which they focus on the uses of numbers. Students identify and use numbers in a reallife setting and interpret survey data.
Standard(s): [MA2013] (0) 2: Count forward beginning from a given number within the known sequence (instead of having to begin at 1). [KCC2] [MA2013] (0) 5: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 120, count out that many objects. [KCC5] [MA2013] (1) 12: Add within 100, including adding a twodigit number and a onedigit number and adding a twodigit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method, and explain the reasoning used. Understand that in adding twodigit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. [1NBT4] [MA2013] (1) 13: Given a twodigit number, mentally find 10 more or 10 less than the number without having to count; explain the reasoning used. [1NBT5] [MA2013] (1) 18: Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. [1MD4] [MA2013] (3) 18: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one and twostep "how many more" and "how many less" problems using information presented in scaled bar graphs. [3MD3] [MA2013] (4) 22: Make a line plot to display a data set of measurements in fractions of a unit (^{1}/_{2}, ^{1}/_{4}, ^{1}/_{8}). Solve problems involving addition and subtraction of fractions by using information presented in line plots. [4MD4] [MA2013] (5) 19: Make a line plot to display a data set of measurements in fractions of a unit (^{1}/_{2}, ^{1}/_{4}, ^{1}/_{8}).
Use operations on fractions for this grade to solve problems involving information presented in line plots. [5MD2]
Subject: Mathematics Title: Numbers and Me
Description: In this lesson, one of a multipart unit from Illuminations, students participate in activities in which they focus on the uses of numbers. Students identify and use numbers in a reallife setting and interpret survey data. Thinkfinity Partner: Illuminations Grade Span: K,PreK,1,2,3,4,5
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Title: Top Ten Cities
Description:
In this Xpeditions lesson, students identify and study the most populous cities in their state, province, or country. They also learn about population distributions.
Standard(s): [MA2013] (3) 18: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one and twostep "how many more" and "how many less" problems using information presented in scaled bar graphs. [3MD3] [MA2013] (4) 22: Make a line plot to display a data set of measurements in fractions of a unit (^{1}/_{2}, ^{1}/_{4}, ^{1}/_{8}). Solve problems involving addition and subtraction of fractions by using information presented in line plots. [4MD4] [SS2010] GHS (3) 4: Relate population dispersion to geographic, economic, and historic changes in Alabama and the world. (Alabama)
Subject: Mathematics  Statistics  Social Studies  Geography Title: Top Ten Cities
Description: In this Xpeditions lesson, students identify and study the most populous cities in their state, province, or country. They also learn about population distributions. Thinkfinity Partner: National Geographic Education Grade Span: 3,4,5
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Title: What Is Your Favorite?
Description:
In this lesson, one of a multipart unit from Illuminations, students make human line plots and circle graphs and then draw them on paper and use a Web site to generate them. Posing and answering questions using the graphs gives the students an opportunity to apply their problemsolving and communication skills. They also find the mean and median of a set of data.
Standard(s): [MA2013] (3) 18: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one and twostep "how many more" and "how many less" problems using information presented in scaled bar graphs. [3MD3] [MA2013] (4) 22: Make a line plot to display a data set of measurements in fractions of a unit (^{1}/_{2}, ^{1}/_{4}, ^{1}/_{8}). Solve problems involving addition and subtraction of fractions by using information presented in line plots. [4MD4] [MA2013] (5) 19: Make a line plot to display a data set of measurements in fractions of a unit (^{1}/_{2}, ^{1}/_{4}, ^{1}/_{8}).
Use operations on fractions for this grade to solve problems involving information presented in line plots. [5MD2]
Subject: Health,Mathematics Title: What Is Your Favorite?
Description: In this lesson, one of a multipart unit from Illuminations, students make human line plots and circle graphs and then draw them on paper and use a Web site to generate them. Posing and answering questions using the graphs gives the students an opportunity to apply their problemsolving and communication skills. They also find the mean and median of a set of data. Thinkfinity Partner: Illuminations Grade Span: 3,4,5
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Title: Collecting, Representing, and Interpreting Data Using Spreadsheets and Graphing Software: Collecting and Examining Weather Data
Description:
Spreadsheets and graphing software are tools for organizing, representing, and comparing data. This lesson from Illuminations illustrates how weather data can be collected and examined using these tools. In the first part, Collecting and Examining Weather Data, students organize and then examine data that has been collected over a period of time in a spreadsheet. In the second part, Representing and Interpreting Data, students use the graphing functions of a spreadsheet to help them interpret data.
Standard(s): [MA2013] (3) 18: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one and twostep "how many more" and "how many less" problems using information presented in scaled bar graphs. [3MD3] [MA2013] (4) 22: Make a line plot to display a data set of measurements in fractions of a unit (^{1}/_{2}, ^{1}/_{4}, ^{1}/_{8}). Solve problems involving addition and subtraction of fractions by using information presented in line plots. [4MD4] [MA2013] (5) 19: Make a line plot to display a data set of measurements in fractions of a unit (^{1}/_{2}, ^{1}/_{4}, ^{1}/_{8}).
Use operations on fractions for this grade to solve problems involving information presented in line plots. [5MD2]
Subject: Mathematics,Science Title: Collecting, Representing, and Interpreting Data Using Spreadsheets and Graphing Software: Collecting and Examining Weather Data
Description: Spreadsheets and graphing software are tools for organizing, representing, and comparing data. This lesson from Illuminations illustrates how weather data can be collected and examined using these tools. In the first part, Collecting and Examining Weather Data, students organize and then examine data that has been collected over a period of time in a spreadsheet. In the second part, Representing and Interpreting Data, students use the graphing functions of a spreadsheet to help them interpret data. Thinkfinity Partner: Illuminations Grade Span: 3,4,5
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Title: Pizza, Pizza!
Description:
In this threelesson unit, from Illuminations, students gather, represent and interpret data about pizza choices. They draw conclusions from the data and communicate their findings to fellow classmates by making graphs.
Standard(s): [MA2013] (3) 18: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one and twostep "how many more" and "how many less" problems using information presented in scaled bar graphs. [3MD3] [MA2013] (4) 22: Make a line plot to display a data set of measurements in fractions of a unit (^{1}/_{2}, ^{1}/_{4}, ^{1}/_{8}). Solve problems involving addition and subtraction of fractions by using information presented in line plots. [4MD4] [MA2013] (5) 19: Make a line plot to display a data set of measurements in fractions of a unit (^{1}/_{2}, ^{1}/_{4}, ^{1}/_{8}).
Use operations on fractions for this grade to solve problems involving information presented in line plots. [5MD2]
Subject: Mathematics Title: Pizza, Pizza!
Description: In this threelesson unit, from Illuminations, students gather, represent and interpret data about pizza choices. They draw conclusions from the data and communicate their findings to fellow classmates by making graphs. Thinkfinity Partner: Illuminations Grade Span: 3,4,5
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Title: Water, Water
Description:
In this lesson, from Illuminations, students compare the amount of water they use in daily life with the amount allotted for each person each day on a Space Shuttle. They estimate and measure the heaviness of, and amount of space occupied by, a gallon of water. They collect, organize, graph, analyze, and interpret data from their investigations.
Standard(s): [MA2013] (3) 18: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one and twostep "how many more" and "how many less" problems using information presented in scaled bar graphs. [3MD3] [MA2013] (3) 19: Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot where the horizontal scale is marked off in appropriate units — whole numbers, halves, or quarters. [3MD4] [MA2013] (4) 22: Make a line plot to display a data set of measurements in fractions of a unit (^{1}/_{2}, ^{1}/_{4}, ^{1}/_{8}). Solve problems involving addition and subtraction of fractions by using information presented in line plots. [4MD4] [MA2013] (5) 19: Make a line plot to display a data set of measurements in fractions of a unit (^{1}/_{2}, ^{1}/_{4}, ^{1}/_{8}).
Use operations on fractions for this grade to solve problems involving information presented in line plots. [5MD2]
Subject: Mathematics Title: Water, Water
Description: In this lesson, from Illuminations, students compare the amount of water they use in daily life with the amount allotted for each person each day on a Space Shuttle. They estimate and measure the heaviness of, and amount of space occupied by, a gallon of water. They collect, organize, graph, analyze, and interpret data from their investigations. Thinkfinity Partner: Illuminations Grade Span: 3,4,5
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Title: Numerical Data
Description:
In this lesson, one of a multipart unit from Illuminations, students pose and refine questions that can be addressed with numerical data. They consider aspects of data collection such as how to obtain measurements and record the data they collect. They represent and then analyze the ordered numerical data by describing the shape and important features of a set of data and compare related data sets, with an emphasis on how the data are distributed. In collecting data, students measure with standard units and carry out simple unit conversions.
Standard(s): [MA2013] (3) 18: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one and twostep "how many more" and "how many less" problems using information presented in scaled bar graphs. [3MD3] [MA2013] (4) 19: Know relative sizes of measurement units within one system of units, including km, m, cm; kg, g; lb, oz; l, ml; and hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a twocolumn table. [4MD1] [MA2013] (4) 22: Make a line plot to display a data set of measurements in fractions of a unit (^{1}/_{2}, ^{1}/_{4}, ^{1}/_{8}). Solve problems involving addition and subtraction of fractions by using information presented in line plots. [4MD4] [MA2013] (5) 18: Convert among differentsized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multistep, realworld problems. [5MD1] [MA2013] (5) 19: Make a line plot to display a data set of measurements in fractions of a unit (^{1}/_{2}, ^{1}/_{4}, ^{1}/_{8}).
Use operations on fractions for this grade to solve problems involving information presented in line plots. [5MD2]
Subject: Mathematics Title: Numerical Data
Description: In this lesson, one of a multipart unit from Illuminations, students pose and refine questions that can be addressed with numerical data. They consider aspects of data collection such as how to obtain measurements and record the data they collect. They represent and then analyze the ordered numerical data by describing the shape and important features of a set of data and compare related data sets, with an emphasis on how the data are distributed. In collecting data, students measure with standard units and carry out simple unit conversions. Thinkfinity Partner: Illuminations Grade Span: 3,4,5
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Title: What's in a Name
Description:
In this sixlesson unit, from Illuminations, students explore sets of names and the characteristics of their names, and then create bar graphs, pictographs, glyphs and circle graphs. They also find the range, compute measures of center, and create box and whisker plots.
Standard(s): [MA2013] (3) 18: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one and twostep "how many more" and "how many less" problems using information presented in scaled bar graphs. [3MD3]
Subject: Mathematics Title: What's in a Name
Description: In this sixlesson unit, from Illuminations, students explore sets of names and the characteristics of their names, and then create bar graphs, pictographs, glyphs and circle graphs. They also find the range, compute measures of center, and create box and whisker plots. Thinkfinity Partner: Illuminations Grade Span: 3,4,5
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Title: Survey of Hair and Eye Colors
Description:
In this lesson, one of a multipart unit from Illuminations, students participate in activities in which they focus on the uses of numbers. The activity, which serves as an introduction to statistics, involves data collection and interpretation through the use of a survey.
Standard(s): [MA2013] (3) 18: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one and twostep "how many more" and "how many less" problems using information presented in scaled bar graphs. [3MD3] [MA2013] (4) 22: Make a line plot to display a data set of measurements in fractions of a unit (^{1}/_{2}, ^{1}/_{4}, ^{1}/_{8}). Solve problems involving addition and subtraction of fractions by using information presented in line plots. [4MD4] [MA2013] (5) 19: Make a line plot to display a data set of measurements in fractions of a unit (^{1}/_{2}, ^{1}/_{4}, ^{1}/_{8}).
Use operations on fractions for this grade to solve problems involving information presented in line plots. [5MD2]
Subject: Mathematics Title: Survey of Hair and Eye Colors
Description: In this lesson, one of a multipart unit from Illuminations, students participate in activities in which they focus on the uses of numbers. The activity, which serves as an introduction to statistics, involves data collection and interpretation through the use of a survey. Thinkfinity Partner: Illuminations Grade Span: 3,4,5
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Title: Accessing and Investigating Population Data
Description:
This unit of two lessons, from Illuminations, focuses on population projections on the national and state levels. Students analyze population projections for the United States, describe the shape of that data set, analyze and display data, and draw conclusions.
Standard(s): [MA2013] (3) 18: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one and twostep "how many more" and "how many less" problems using information presented in scaled bar graphs. [3MD3]
Subject: Mathematics,Social Studies Title: Accessing and Investigating Population Data
Description: This unit of two lessons, from Illuminations, focuses on population projections on the national and state levels. Students analyze population projections for the United States, describe the shape of that data set, analyze and display data, and draw conclusions. Thinkfinity Partner: Illuminations Grade Span: 3,4,5
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Title: Super Bowl Scavenger Hunt
Description:
In this lesson, one of a multipart unit from Illuminations, students bring home an activity sheet designed to have families examine some enjoyable (and, sometimes, obscure) questions using mathematics during the Super Bowl game. The questions require that the families make observations about the game. Students distinguish between relevant and irrelevant information to be used in problem solving.
Standard(s): [MA2013] (1) 18: Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. [1MD4] [MA2013] (3) 18: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one and twostep "how many more" and "how many less" problems using information presented in scaled bar graphs. [3MD3]
Subject: Mathematics Title: Super Bowl Scavenger Hunt
Description: In this lesson, one of a multipart unit from Illuminations, students bring home an activity sheet designed to have families examine some enjoyable (and, sometimes, obscure) questions using mathematics during the Super Bowl game. The questions require that the families make observations about the game. Students distinguish between relevant and irrelevant information to be used in problem solving. Thinkfinity Partner: Illuminations Grade Span: K,PreK,1,2,3,4,5,6,7,8
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Title: Information Represented Graphically
Description:
In this threelesson unit, from Illuminations, students participate in activities in which they analyze information represented graphically. Students are asked to discuss, describe, read, and write about the graphs and the information they contain.
Standard(s): [MA2013] (1) 18: Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. [1MD4] [MA2013] (3) 18: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one and twostep "how many more" and "how many less" problems using information presented in scaled bar graphs. [3MD3] [MA2013] (3) 19: Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot where the horizontal scale is marked off in appropriate units — whole numbers, halves, or quarters. [3MD4] [MA2013] (4) 22: Make a line plot to display a data set of measurements in fractions of a unit (^{1}/_{2}, ^{1}/_{4}, ^{1}/_{8}). Solve problems involving addition and subtraction of fractions by using information presented in line plots. [4MD4] [MA2013] (5) 19: Make a line plot to display a data set of measurements in fractions of a unit (^{1}/_{2}, ^{1}/_{4}, ^{1}/_{8}).
Use operations on fractions for this grade to solve problems involving information presented in line plots. [5MD2] [MA2013] (6) 25: Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers. [6SP1] [MA2013] (6) 26: Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center, spread, and overall shape. [6SP2] [MA2013] (6) 27: Recognize that a measure of center for a numerical data set summarizes all of its values with a single number, while a measure of variation describes how its values vary with a single number. [6SP3] [MA2013] (6) 28: Display numerical data in plots on a number line, including dot plots, histograms, and box plots. [6SP4] [MA2013] (6) 29: Summarize numerical data sets in relation to their context, such as by: [6SP5] [MA2013] (7) 17: Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. [7SP1] [MA2013] (7) 18: Use data from a random sample to draw inferences about a population with an unknown characteristic of interest. Generate multiple samples (or simulated samples) of the same size to gauge the variation in estimates or predictions. [7SP2]
Subject: Mathematics Title: Information Represented Graphically
Description: In this threelesson unit, from Illuminations, students participate in activities in which they analyze information represented graphically. Students are asked to discuss, describe, read, and write about the graphs and the information they contain. Thinkfinity Partner: Illuminations Grade Span: K,PreK,1,2,3,4,5,6,7,8
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Title: Describing Data
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In this lesson, one of a multipart unit from Illuminations, students create glyphs based on the characteristics of their names. They also enter related data into a spreadsheet and sort it in several ways.
Standard(s): [MA2013] (3) 18: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one and twostep "how many more" and "how many less" problems using information presented in scaled bar graphs. [3MD3] [MA2013] (3) 19: Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot where the horizontal scale is marked off in appropriate units — whole numbers, halves, or quarters. [3MD4] [MA2013] (4) 22: Make a line plot to display a data set of measurements in fractions of a unit (^{1}/_{2}, ^{1}/_{4}, ^{1}/_{8}). Solve problems involving addition and subtraction of fractions by using information presented in line plots. [4MD4] [MA2013] (5) 19: Make a line plot to display a data set of measurements in fractions of a unit (^{1}/_{2}, ^{1}/_{4}, ^{1}/_{8}).
Use operations on fractions for this grade to solve problems involving information presented in line plots. [5MD2]
Subject: Mathematics Title: Describing Data
Description: In this lesson, one of a multipart unit from Illuminations, students create glyphs based on the characteristics of their names. They also enter related data into a spreadsheet and sort it in several ways. Thinkfinity Partner: Illuminations Grade Span: 3,4,5
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Title: Making Beds
Description:
In this lesson, one of a multipart unit from Illuminations, students participate in activities in which they focus on connections between mathematics and children s literature. They listen to the story How Big Is a Foot? by Rolf Myller and then explore the need for a standard unit of measure.
Standard(s): [MA2013] (3) 18: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one and twostep "how many more" and "how many less" problems using information presented in scaled bar graphs. [3MD3] [MA2013] (3) 19: Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot where the horizontal scale is marked off in appropriate units — whole numbers, halves, or quarters. [3MD4] [MA2013] (3) 23: Solve realworld and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters. [3MD8] [MA2013] (5) 18: Convert among differentsized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multistep, realworld problems. [5MD1] [MA2013] (6) 3: Use ratio and rate reasoning to solve realworld and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations. [6RP3] [MA2013] (6) 29: Summarize numerical data sets in relation to their context, such as by: [6SP5] [MA2013] (7) 11: Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale. [7G1] [ELA2013] (3) 1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. [RL.3.1] [ELA2013] (4) 1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. [RL.4.1] [ELA2013] (5) 1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. [RL.5.1]
Subject: Language Arts,Mathematics Title: Making Beds
Description: In this lesson, one of a multipart unit from Illuminations, students participate in activities in which they focus on connections between mathematics and children s literature. They listen to the story How Big Is a Foot? by Rolf Myller and then explore the need for a standard unit of measure. Thinkfinity Partner: Illuminations Grade Span: K,PreK,1,2,3,4,5,6,7,8
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Title: State Population Projections
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In Illuminations lesson plan, one of a multipart unit from Illuminations about population projection, students examine the United States Census Bureau Web site to investigate projections of the total population of states from 1995 to 2025. Using the provided data, students analyze statistics from five states of their choice, develop specific research questions using the data, and create three graphs to compare and contrast the information.
Standard(s): [MA2013] (3) 18: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one and twostep "how many more" and "how many less" problems using information presented in scaled bar graphs. [3MD3] [MA2013] (3) 19: Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot where the horizontal scale is marked off in appropriate units — whole numbers, halves, or quarters. [3MD4] [SS2010] GHS (3) 4: Relate population dispersion to geographic, economic, and historic changes in Alabama and the world. (Alabama) [SS2010] GHS (3) 7: Describe the relationship between locations of resources and patterns of population distribution.
Subject: Mathematics,Social Studies Title: State Population Projections
Description: In Illuminations lesson plan, one of a multipart unit from Illuminations about population projection, students examine the United States Census Bureau Web site to investigate projections of the total population of states from 1995 to 2025. Using the provided data, students analyze statistics from five states of their choice, develop specific research questions using the data, and create three graphs to compare and contrast the information. Thinkfinity Partner: Illuminations Grade Span: 3,4,5
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Title: What Counties Are Your Favorite?
Description:
In this lesson, one of a multipart unit from Illuminations, students use their knowledge to gather data on ten of their favorite counties (places they might like to live, visit, etc.) within a specific state. Students hone their place value skills by representing numbers in various ways, including standard, written, and expanded form.
Standard(s): [MA2013] (3) 18: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one and twostep "how many more" and "how many less" problems using information presented in scaled bar graphs. [3MD3] [MA2013] (3) 19: Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot where the horizontal scale is marked off in appropriate units — whole numbers, halves, or quarters. [3MD4] [MA2013] (4) 22: Make a line plot to display a data set of measurements in fractions of a unit (^{1}/_{2}, ^{1}/_{4}, ^{1}/_{8}). Solve problems involving addition and subtraction of fractions by using information presented in line plots. [4MD4] [MA2013] (5) 19: Make a line plot to display a data set of measurements in fractions of a unit (^{1}/_{2}, ^{1}/_{4}, ^{1}/_{8}).
Use operations on fractions for this grade to solve problems involving information presented in line plots. [5MD2]
Subject: Mathematics Title: What Counties Are Your Favorite?
Description: In this lesson, one of a multipart unit from Illuminations, students use their knowledge to gather data on ten of their favorite counties (places they might like to live, visit, etc.) within a specific state. Students hone their place value skills by representing numbers in various ways, including standard, written, and expanded form. Thinkfinity Partner: Illuminations Grade Span: 3,4,5
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Title: Name Your Tune
Description:
In this lesson, one of a multipart unit from Illuminations, students analyze information represented graphically. Students are asked to discuss, describe, read, and write about the graphs and the information they contain. The emphasis on using components of language is natural for students and helps them clarify the information depicted.
Standard(s): [MA2013] (3) 18: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one and twostep "how many more" and "how many less" problems using information presented in scaled bar graphs. [3MD3] [MA2013] (4) 22: Make a line plot to display a data set of measurements in fractions of a unit (^{1}/_{2}, ^{1}/_{4}, ^{1}/_{8}). Solve problems involving addition and subtraction of fractions by using information presented in line plots. [4MD4] [MA2013] (5) 19: Make a line plot to display a data set of measurements in fractions of a unit (^{1}/_{2}, ^{1}/_{4}, ^{1}/_{8}).
Use operations on fractions for this grade to solve problems involving information presented in line plots. [5MD2]
Subject: Mathematics Title: Name Your Tune
Description: In this lesson, one of a multipart unit from Illuminations, students analyze information represented graphically. Students are asked to discuss, describe, read, and write about the graphs and the information they contain. The emphasis on using components of language is natural for students and helps them clarify the information depicted. Thinkfinity Partner: Illuminations Grade Span: 3,4,5
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Title: Favorite Pizza Toppings
Description:
In this lesson, one of a multipart unit from Illuminations, students focus on gathering and interpreting data about pizza. Students make a bar graph to display information about their favorite pizza toppings, analyze the results from the graph, and then share their findings with fellow classmates.
Standard(s): [MA2013] (3) 18: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one and twostep "how many more" and "how many less" problems using information presented in scaled bar graphs. [3MD3] [MA2013] (4) 22: Make a line plot to display a data set of measurements in fractions of a unit (^{1}/_{2}, ^{1}/_{4}, ^{1}/_{8}). Solve problems involving addition and subtraction of fractions by using information presented in line plots. [4MD4]
Subject: Mathematics Title: Favorite Pizza Toppings
Description: In this lesson, one of a multipart unit from Illuminations, students focus on gathering and interpreting data about pizza. Students make a bar graph to display information about their favorite pizza toppings, analyze the results from the graph, and then share their findings with fellow classmates. Thinkfinity Partner: Illuminations Grade Span: 3,4,5
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Title: Telling Racing Stories
Description:
In this lesson, one of a multipart unit from Illuminations, students model races in which runners start from various positions. They enter numbers in a table of values, model races on a coordinate grid, and compare the results. Students begin to develop an understanding of linear relationships.
Standard(s): [MA2013] (3) 18: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one and twostep "how many more" and "how many less" problems using information presented in scaled bar graphs. [3MD3] [MA2013] (3) 19: Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot where the horizontal scale is marked off in appropriate units — whole numbers, halves, or quarters. [3MD4] [MA2013] (5) 24: Represent realworld and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation. [5G2]
Subject: Mathematics Title: Telling Racing Stories
Description: In this lesson, one of a multipart unit from Illuminations, students model races in which runners start from various positions. They enter numbers in a table of values, model races on a coordinate grid, and compare the results. Students begin to develop an understanding of linear relationships. Thinkfinity Partner: Illuminations Grade Span: 3,4,5
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Title: Shorts and Shirts
Description:
In this lesson, one of a multipart unit from Illuminations, students are encouraged to discover all the combinations that can be made from a given number of factors. This activity strengthens the students problemsolving skills (including elimination and collection of organized data) and their ability to draw conclusions. The use of higherlevel thinking skills (synthesis, analysis, and evaluations) is the overall goal.
Standard(s): [MA2013] (3) 18: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one and twostep "how many more" and "how many less" problems using information presented in scaled bar graphs. [3MD3]
Subject: Mathematics Title: Shorts and Shirts
Description: In this lesson, one of a multipart unit from Illuminations, students are encouraged to discover all the combinations that can be made from a given number of factors. This activity strengthens the students problemsolving skills (including elimination and collection of organized data) and their ability to draw conclusions. The use of higherlevel thinking skills (synthesis, analysis, and evaluations) is the overall goal. Thinkfinity Partner: Illuminations Grade Span: 3,4,5
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Title: What's in a Name: Looking Back and Moving Forward
Description:
In this lesson, one of a multipart unit from Illuminations, students create graphs based on the characteristics of sets of names and find measures of center and spread. They construct a bar graph and a pictograph that displays the length of the names of the states, and then they construct a graph from the data and find the mean, median, and mode of the related data.
Standard(s): [MA2013] (3) 18: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one and twostep "how many more" and "how many less" problems using information presented in scaled bar graphs. [3MD3] [MA2013] (4) 22: Make a line plot to display a data set of measurements in fractions of a unit (^{1}/_{2}, ^{1}/_{4}, ^{1}/_{8}). Solve problems involving addition and subtraction of fractions by using information presented in line plots. [4MD4]
Subject: Mathematics Title: What's in a Name: Looking Back and Moving Forward
Description: In this lesson, one of a multipart unit from Illuminations, students create graphs based on the characteristics of sets of names and find measures of center and spread. They construct a bar graph and a pictograph that displays the length of the names of the states, and then they construct a graph from the data and find the mean, median, and mode of the related data. Thinkfinity Partner: Illuminations Grade Span: 3,4,5
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Title: Alphabet Soup
Description:
In this lesson, one of a multipart unit from Illuminations, students construct boxandwhisker plots. They use them to identify the mean, mode, median, and range of the data set.
Standard(s): [MA2013] (3) 18: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one and twostep "how many more" and "how many less" problems using information presented in scaled bar graphs. [3MD3]
Subject: Mathematics Title: Alphabet Soup
Description: In this lesson, one of a multipart unit from Illuminations, students construct boxandwhisker plots. They use them to identify the mean, mode, median, and range of the data set. Thinkfinity Partner: Illuminations Grade Span: 3,4,5
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Title: Class Attributes
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In this lesson, one of a multipart unit from Illuminations, students create their own classroom survey or use the reproducible Classroom Survey handout to study the class and describe the set (class) in fractional parts. This lesson is integrated with other areas of the math curriculum, including data analysis and statistics.
Standard(s): [MA2013] (3) 18: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one and twostep "how many more" and "how many less" problems using information presented in scaled bar graphs. [3MD3] [MA2013] (4) 22: Make a line plot to display a data set of measurements in fractions of a unit (^{1}/_{2}, ^{1}/_{4}, ^{1}/_{8}). Solve problems involving addition and subtraction of fractions by using information presented in line plots. [4MD4] [MA2013] (5) 19: Make a line plot to display a data set of measurements in fractions of a unit (^{1}/_{2}, ^{1}/_{4}, ^{1}/_{8}).
Use operations on fractions for this grade to solve problems involving information presented in line plots. [5MD2]
Subject: Mathematics Title: Class Attributes
Description: In this lesson, one of a multipart unit from Illuminations, students create their own classroom survey or use the reproducible Classroom Survey handout to study the class and describe the set (class) in fractional parts. This lesson is integrated with other areas of the math curriculum, including data analysis and statistics. Thinkfinity Partner: Illuminations Grade Span: 3,4,5
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Title: Sticks and Stones
Description:
In this Illuminations lesson, students play Sticks and Stones, a game based on the Apache game Throw Sticks, which was played at multination celebrations. Students collect data, investigate the likelihood of various moves, and use basic ideas of expected value to determine the average number of turns needed to win a game.
Standard(s): [MA2013] (3) 18: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one and twostep "how many more" and "how many less" problems using information presented in scaled bar graphs. [3MD3] [MA2013] (5) 19: Make a line plot to display a data set of measurements in fractions of a unit (^{1}/_{2}, ^{1}/_{4}, ^{1}/_{8}).
Use operations on fractions for this grade to solve problems involving information presented in line plots. [5MD2] [MA2013] (6) 25: Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers. [6SP1] [MA2013] (6) 26: Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center, spread, and overall shape. [6SP2] [MA2013] (6) 27: Recognize that a measure of center for a numerical data set summarizes all of its values with a single number, while a measure of variation describes how its values vary with a single number. [6SP3] [MA2013] (6) 28: Display numerical data in plots on a number line, including dot plots, histograms, and box plots. [6SP4] [MA2013] (6) 29: Summarize numerical data sets in relation to their context, such as by: [6SP5] [MA2013] (7) 17: Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. [7SP1] [MA2013] (7) 18: Use data from a random sample to draw inferences about a population with an unknown characteristic of interest. Generate multiple samples (or simulated samples) of the same size to gauge the variation in estimates or predictions. [7SP2] [MA2013] (7) 21: Understand that the probability of a chance event is a number between 0 and 1 that expresses the likelihood of the event occurring. Larger numbers indicate greater likelihood. A probability near 0 indicates an unlikely event, a probability around ^{1}/_{2} indicates an event that is neither unlikely nor likely, and a probability near 1 indicates a likely event. [7SP5] [MA2013] (7) 22: Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its longrun relative frequency, and predict the approximate relative frequency given the probability. [7SP6] [MA2013] (7) 23: Develop a probability model and use it to find probabilities of events. Compare probabilities from a model to observed frequencies; if the agreement is not good, explain possible sources of the discrepancy. [7SP7] [MA2013] (7) 24: Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation. [7SP8] [MA2013] AL1 (912) 42: Use statistics appropriate to the shape of the data distribution to compare center (median, mean) and spread (interquartile range, standard deviation) of two or more different data sets. [SID2] [MA2013] AL1 (912) 43: Interpret differences in shape, center, and spread in the context of the data sets, accounting for possible effects of extreme data points (outliers). [SID3] [MA2013] AL1 (912) 47: Understand that two events A and B are independent if the probability of A and B occurring together is the product of their probabilities, and use this characterization to determine if they are independent. [SCP2] [MA2013] AL2 (912) 40: Understand the conditional probability of A given B as P(A and B)/P(B), and interpret independence of A and B as saying that the conditional probability of A given B is the same as the probability of A, and the conditional probability of B given A is the same as the probability of B. [SCP3] [MA2013] AL2 (912) 42: Recognize and explain the concepts of conditional probability and independence in everyday language and everyday situations. [SCP5] [MA2013] AL2 (912) 43: Find the conditional probability of A given B as the fraction of B's outcomes that also belong to A, and interpret the answer in terms of the model. [SCP6] [MA2013] AL2 (912) 44: Apply the Addition Rule, P(A or B) = P(A) + P(B)  P(A and B), and interpret the answer in terms of the model. [SCP7] [MA2013] AL2 (912) 45: (+) Apply the general Multiplication Rule in a uniform probability model, P(A and B) = P(A)P(BA) = P(B)P(AB), and interpret the answer in terms of the model. [SCP8] [MA2013] AL2 (912) 46: (+) Use permutations and combinations to compute probabilities of compound events and solve problems. [SCP9] [MA2013] GEO (912) 42: (+) Use probabilities to make fair decisions (e.g., drawing by lots, using a random number generator). [SMD6] [MA2013] AL2 (912) 33: Write a function that describes a relationship between two quantities.* [FBF1] [MA2013] AL2 (912) 37: (+) Use probabilities to make fair decisions (e.g., drawing by lots, using a random number generator). [SMD6] [MA2013] PRE (912) 44: Understand statistics as a process for making inferences about population parameters based on a random sample from that population. [SIC1] [MA2013] PRE (912) 45: Decide if a specified model is consistent with results from a given datagenerating process, e.g., using simulation. [SIC2] [MA2013] PRE (912) 46: Recognize the purposes of and differences among sample surveys, experiments, and observational studies; explain how randomization relates to each. [SIC3] [MA2013] PRE (912) 47: Use data from a sample survey to estimate a population mean or proportion; develop a margin of error through the use of simulation models for random sampling. [SIC4] [MA2013] ALT (912) 41: (+) Use probabilities to make fair decisions (e.g., drawing by lots, using a random number generator). [SMD6] [MA2013] PRE (912) 50: (+) Define a random variable for a quantity of interest by assigning a numerical value to each event in a sample space; graph the corresponding probability distribution using the same graphical displays as for data distributions. [SMD1]
Subject: Mathematics Title: Sticks and Stones
Description: In this Illuminations lesson, students play Sticks and Stones, a game based on the Apache game Throw Sticks, which was played at multination celebrations. Students collect data, investigate the likelihood of various moves, and use basic ideas of expected value to determine the average number of turns needed to win a game. Thinkfinity Partner: Illuminations Grade Span: 3,4,5,6,7,8
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Title: Heights of Students in Our Class
Description:
In this lesson, one of a multipart unit from Illuminations, students participate in activities in which they focus on the uses of numbers. They display and interpret data on the heights of students in the class using a boxandwhisker plot.
Standard(s): [MA2013] (3) 18: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one and twostep "how many more" and "how many less" problems using information presented in scaled bar graphs. [3MD3] [MA2013] (4) 22: Make a line plot to display a data set of measurements in fractions of a unit (^{1}/_{2}, ^{1}/_{4}, ^{1}/_{8}). Solve problems involving addition and subtraction of fractions by using information presented in line plots. [4MD4] [MA2013] (5) 19: Make a line plot to display a data set of measurements in fractions of a unit (^{1}/_{2}, ^{1}/_{4}, ^{1}/_{8}).
Use operations on fractions for this grade to solve problems involving information presented in line plots. [5MD2]
Subject: Mathematics Title: Heights of Students in Our Class
Description: In this lesson, one of a multipart unit from Illuminations, students participate in activities in which they focus on the uses of numbers. They display and interpret data on the heights of students in the class using a boxandwhisker plot. Thinkfinity Partner: Illuminations Grade Span: 3,4,5
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Title: Let's Compare
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In this lesson, one of a multipart unit from Illuminations, students collect numerical data, generate graphs, and compare two data sets. They also find the mean, mode, median, and range of the data sets. Communication and problem solvingskills are used in this lesson.
Standard(s): [MA2013] (3) 18: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one and twostep "how many more" and "how many less" problems using information presented in scaled bar graphs. [3MD3] [MA2013] (5) 23: Use a pair of perpendicular number lines, called axes, to define a coordinate system with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., xaxis and xcoordinate, yaxis and ycoordinate). [5G1]
Subject: Mathematics Title: Let's Compare
Description: In this lesson, one of a multipart unit from Illuminations, students collect numerical data, generate graphs, and compare two data sets. They also find the mean, mode, median, and range of the data sets. Communication and problem solvingskills are used in this lesson. Thinkfinity Partner: Illuminations Grade Span: 3,4,5
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Title: Plastic Packaging
Description:
In this lesson, one of a multipart unit from Illuminations, students investigate data in connection with recyclable materials and develop plans to help the environment. Students gather and graph data about plastic packaging and recycling and then interpret the graph to assist in developing a recycling plan.
Standard(s): [MA2013] (0) 14: Describe measurable attributes of objects such as length or weight. Describe several measurable attributes of a single object. [KMD1] [MA2013] (0) 16: Classify objects into given categories; count the number of objects in each category, and sort the categories by count. (Limit category counts to be less than or equal to 10.) [KMD3] [MA2013] (1) 18: Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. [1MD4] [MA2013] (3) 18: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one and twostep "how many more" and "how many less" problems using information presented in scaled bar graphs. [3MD3]
Subject: Mathematics,Science Title: Plastic Packaging
Description: In this lesson, one of a multipart unit from Illuminations, students investigate data in connection with recyclable materials and develop plans to help the environment. Students gather and graph data about plastic packaging and recycling and then interpret the graph to assist in developing a recycling plan. Thinkfinity Partner: Illuminations Grade Span: K,PreK,1,2,3,4,5
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Title: Representing Data
Description:
This unit of four lessons, from Illuminations, focuses on the application of mathematics to realworld situations. Students must deal with data to complete an organized chart for the purpose of transferring information to a graph or for generalizing a rule. The unit includes an individual activity for four different levels, 12, 34, 56, and 78.
Standard(s): [MA2013] (0) 14: Describe measurable attributes of objects such as length or weight. Describe several measurable attributes of a single object. [KMD1] [MA2013] (1) 18: Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. [1MD4] [MA2013] (2) 23: Draw a picture graph and a bar graph (with singleunit scale) to represent a data set with up to four categories. Solve simple puttogether, takeapart, and compare problems using information presented in a bar graph. (See Appendix A, Table 1.) [2MD10] [MA2013] (3) 18: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one and twostep "how many more" and "how many less" problems using information presented in scaled bar graphs. [3MD3] [MA2013] (3) 19: Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot where the horizontal scale is marked off in appropriate units — whole numbers, halves, or quarters. [3MD4] [MA2013] (4) 22: Make a line plot to display a data set of measurements in fractions of a unit (^{1}/_{2}, ^{1}/_{4}, ^{1}/_{8}). Solve problems involving addition and subtraction of fractions by using information presented in line plots. [4MD4] [MA2013] (5) 18: Convert among differentsized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multistep, realworld problems. [5MD1] [MA2013] (5) 19: Make a line plot to display a data set of measurements in fractions of a unit (^{1}/_{2}, ^{1}/_{4}, ^{1}/_{8}).
Use operations on fractions for this grade to solve problems involving information presented in line plots. [5MD2]
Subject: Mathematics Title: Representing Data
Description: This unit of four lessons, from Illuminations, focuses on the application of mathematics to realworld situations. Students must deal with data to complete an organized chart for the purpose of transferring information to a graph or for generalizing a rule. The unit includes an individual activity for four different levels, 12, 34, 56, and 78. Thinkfinity Partner: Illuminations Grade Span: K,PreK,1,2
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Title: Skin Weight
Description:
In this lesson, one of a multipart unit from Illuminations, students work with data to complete an organized chart for the purpose of transferring information to a graph or for the purpose of generalizing a rule.
Standard(s): [MA2013] (0) 14: Describe measurable attributes of objects such as length or weight. Describe several measurable attributes of a single object. [KMD1] [MA2013] (1) 18: Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. [1MD4] [MA2013] (2) 23: Draw a picture graph and a bar graph (with singleunit scale) to represent a data set with up to four categories. Solve simple puttogether, takeapart, and compare problems using information presented in a bar graph. (See Appendix A, Table 1.) [2MD10] [MA2013] (3) 18: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one and twostep "how many more" and "how many less" problems using information presented in scaled bar graphs. [3MD3] [MA2013] (5) 18: Convert among differentsized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multistep, realworld problems. [5MD1] [MA2013] (5) 19: Make a line plot to display a data set of measurements in fractions of a unit (^{1}/_{2}, ^{1}/_{4}, ^{1}/_{8}).
Use operations on fractions for this grade to solve problems involving information presented in line plots. [5MD2]
Subject: Mathematics Title: Skin Weight
Description: In this lesson, one of a multipart unit from Illuminations, students work with data to complete an organized chart for the purpose of transferring information to a graph or for the purpose of generalizing a rule. Thinkfinity Partner: Illuminations Grade Span: 3,4,5,6,7,8
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Title: Uncertainty
Description:
In this Science NetLinks lesson, students analyze collections of both their own data and that of others. They create data distributions in order to determine the highest, lowest, and middle values, as well as pile ups and gaps, for a particular set of data. Students are also introduced to the notion of sample size and how it can affect results. Finally, students begin to explore the questions that can be answered based on a set of data, and the additional questions it might prompt one to ask.
Standard(s): [MA2013] (3) 18: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one and twostep "how many more" and "how many less" problems using information presented in scaled bar graphs. [3MD3]
Subject: Mathematics Title: Uncertainty
Description: In this Science NetLinks lesson, students analyze collections of both their own data and that of others. They create data distributions in order to determine the highest, lowest, and middle values, as well as pile ups and gaps, for a particular set of data. Students are also introduced to the notion of sample size and how it can affect results. Finally, students begin to explore the questions that can be answered based on a set of data, and the additional questions it might prompt one to ask. Thinkfinity Partner: Science NetLinks Grade Span: 3,4,5
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Title: The Clucking Chicken
Description:
In this lesson, one of a multipart unit from Illuminations, students choose meals from a menu and then construct a box plot. They use the plot to identify the mean, mode, median, and range of the data set.
Standard(s): [MA2013] (1) 18: Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. [1MD4] [MA2013] (2) 23: Draw a picture graph and a bar graph (with singleunit scale) to represent a data set with up to four categories. Solve simple puttogether, takeapart, and compare problems using information presented in a bar graph. (See Appendix A, Table 1.) [2MD10] [MA2013] (3) 18: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one and twostep "how many more" and "how many less" problems using information presented in scaled bar graphs. [3MD3]
Subject: Mathematics Title: The Clucking Chicken
Description: In this lesson, one of a multipart unit from Illuminations, students choose meals from a menu and then construct a box plot. They use the plot to identify the mean, mode, median, and range of the data set. Thinkfinity Partner: Illuminations Grade Span: 3,4,5
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Title: The Eyes Have It
Description:
In this lesson, one of a multipart unit from Illuminations, students collect data about the eye color of class members. They create bar graphs with several classifications of data. They pose and answer questions about the data by looking at the graph and then find the range and mode.
Standard(s): [MA2013] (1) 18: Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. [1MD4] [MA2013] (2) 23: Draw a picture graph and a bar graph (with singleunit scale) to represent a data set with up to four categories. Solve simple puttogether, takeapart, and compare problems using information presented in a bar graph. (See Appendix A, Table 1.) [2MD10] [MA2013] (3) 18: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one and twostep "how many more" and "how many less" problems using information presented in scaled bar graphs. [3MD3]
Subject: Mathematics Title: The Eyes Have It
Description: In this lesson, one of a multipart unit from Illuminations, students collect data about the eye color of class members. They create bar graphs with several classifications of data. They pose and answer questions about the data by looking at the graph and then find the range and mode. Thinkfinity Partner: Illuminations Grade Span: K,PreK,1,2
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Title: What's the Weather?
Description:
In this lesson, one of a multipart unit from Illuminations, students analyze information represented graphically. Students discuss, describe, read, and write about the graphs and the information they contain. The emphasis on using components of language is natural for students and helps them clarify the information depicted.
Standard(s): [MA2013] (3) 18: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one and twostep "how many more" and "how many less" problems using information presented in scaled bar graphs. [3MD3]
Subject: Mathematics Title: What's the Weather?
Description: In this lesson, one of a multipart unit from Illuminations, students analyze information represented graphically. Students discuss, describe, read, and write about the graphs and the information they contain. The emphasis on using components of language is natural for students and helps them clarify the information depicted. Thinkfinity Partner: Illuminations Grade Span: K,PreK,1,2
Web Resources
Lesson Plans
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Title: M&M Graphing Lesson Plan
Description:
The purpose of this lesson plan is to provide students with a handson and cooperative learning experience in the process of collecting, analyzing, and interpreting data, and to improve decision making skills through the use of probability.
Standard(s): [MA2013] (1) 18: Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. [1MD4] [MA2013] (2) 23: Draw a picture graph and a bar graph (with singleunit scale) to represent a data set with up to four categories. Solve simple puttogether, takeapart, and compare problems using information presented in a bar graph. (See Appendix A, Table 1.) [2MD10] [MA2013] (3) 18: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one and twostep "how many more" and "how many less" problems using information presented in scaled bar graphs. [3MD3]
M&M Graphing Lesson Plan
http://teachers.net/...
The purpose of this lesson plan is to provide students with a handson and cooperative learning experience in the process of collecting, analyzing, and interpreting data, and to improve decision making skills through the use of probability.
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Title: Collecting and Organizing Data Lesson Plan
Description:
This is a lesson plan to help students learn how to collect data and organize the data into a chart using computer technology.
Standard(s): [MA2013] (3) 18: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one and twostep "how many more" and "how many less" problems using information presented in scaled bar graphs. [3MD3]
Collecting and Organizing Data Lesson Plan
http://www.learnnc.o...
This is a lesson plan to help students learn how to collect data and organize the data into a chart using computer technology.
Assessments
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Title: Reading Bar Graphs
Description:
Students read the graph and answer the questions. Very good practice for R.ES 7.3
Standard(s): [MA2013] (2) 23: Draw a picture graph and a bar graph (with singleunit scale) to represent a data set with up to four categories. Solve simple puttogether, takeapart, and compare problems using information presented in a bar graph. (See Appendix A, Table 1.) [2MD10] [MA2013] (3) 18: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one and twostep "how many more" and "how many less" problems using information presented in scaled bar graphs. [3MD3]
Reading Bar Graphs
http://www.studyzone...
Students read the graph and answer the questions. Very good practice for R.ES 7.3
Interactives/Games
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Title: TV411 Reading Charts and Graphs
Description:
Automated graphs for student to read and answer the questions associated with it.
Standard(s): [MA2013] (2) 23: Draw a picture graph and a bar graph (with singleunit scale) to represent a data set with up to four categories. Solve simple puttogether, takeapart, and compare problems using information presented in a bar graph. (See Appendix A, Table 1.) [2MD10] [MA2013] (3) 18: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one and twostep "how many more" and "how many less" problems using information presented in scaled bar graphs. [3MD3]
TV411 Reading Charts and Graphs
http://www.tv411.org...
Automated graphs for student to read and answer the questions associated with it.
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Title: Chart Reading Practice 1
Description:
Students are asked to read and interpret the information in this chart.
Standard(s): [MA2013] (2) 23: Draw a picture graph and a bar graph (with singleunit scale) to represent a data set with up to four categories. Solve simple puttogether, takeapart, and compare problems using information presented in a bar graph. (See Appendix A, Table 1.) [2MD10] [MA2013] (3) 18: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one and twostep "how many more" and "how many less" problems using information presented in scaled bar graphs. [3MD3]
Chart Reading Practice 1
http://englishzone....
Students are asked to read and interpret the information in this chart.
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Title: Circle Grapher
Description:
This Illuminations page allows students to create graphs with multiple variables. You can alter the pre‑made data set and input your own data.
Standard(s): [MA2013] (2) 23: Draw a picture graph and a bar graph (with singleunit scale) to represent a data set with up to four categories. Solve simple puttogether, takeapart, and compare problems using information presented in a bar graph. (See Appendix A, Table 1.) [2MD10] [MA2013] (3) 18: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one and twostep "how many more" and "how many less" problems using information presented in scaled bar graphs. [3MD3] [MA2013] (4) 22: Make a line plot to display a data set of measurements in fractions of a unit (^{1}/_{2}, ^{1}/_{4}, ^{1}/_{8}). Solve problems involving addition and subtraction of fractions by using information presented in line plots. [4MD4] [MA2013] (5) 19: Make a line plot to display a data set of measurements in fractions of a unit (^{1}/_{2}, ^{1}/_{4}, ^{1}/_{8}).
Use operations on fractions for this grade to solve problems involving information presented in line plots. [5MD2]
Circle Grapher
http://illuminations...
This Illuminations page allows students to create graphs with multiple variables. You can alter the pre‑made data set and input your own data.
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Title: Create a Graph
Description:
Teachers and students can use this NCES Kids' Zone page to create different types of graphs.
Standard(s): [MA2013] (3) 18: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one and twostep "how many more" and "how many less" problems using information presented in scaled bar graphs. [3MD3] [MA2013] (4) 22: Make a line plot to display a data set of measurements in fractions of a unit (^{1}/_{2}, ^{1}/_{4}, ^{1}/_{8}). Solve problems involving addition and subtraction of fractions by using information presented in line plots. [4MD4] [MA2013] (5) 19: Make a line plot to display a data set of measurements in fractions of a unit (^{1}/_{2}, ^{1}/_{4}, ^{1}/_{8}).
Use operations on fractions for this grade to solve problems involving information presented in line plots. [5MD2] [MA2013] (6) 28: Display numerical data in plots on a number line, including dot plots, histograms, and box plots. [6SP4]
Create a Graph
http://nces.ed.gov/n...
Teachers and students can use this NCES Kids' Zone page to create different types of graphs.
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Title: Chart Tool
Description:
This online chart tool allows teachers or students to design and share all kinds of graphs online and for free.
Standard(s): [MA2013] (2) 23: Draw a picture graph and a bar graph (with singleunit scale) to represent a data set with up to four categories. Solve simple puttogether, takeapart, and compare problems using information presented in a bar graph. (See Appendix A, Table 1.) [2MD10] [MA2013] (3) 18: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one and twostep "how many more" and "how many less" problems using information presented in scaled bar graphs. [3MD3]
Chart Tool
http://old.onlinecha...
This online chart tool allows teachers or students to design and share all kinds of graphs online and for free.
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Title: Create a Graph
Description:
Students can use this site to graph data collected.
Standard(s): [TC2] (68) 5: Use basic features of word processing, spreadsheets, databases, and presentation software. [TC2] (68) 11: Use digital tools and strategies to locate, collect, organize, evaluate, and synthesize
information. [MA2013] (3) 18: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one and twostep "how many more" and "how many less" problems using information presented in scaled bar graphs. [3MD3] [MA2013] (6) 20: Use variables to represent two quantities in a realworld problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. [6EE9]
Create a Graph
http://nces.ed.gov/n...
Students can use this site to graph data collected.
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Title: Create a Graph
Description:
Use this site to create 5 different types of graphs. There is a tutorial to help you decide the best graph for your data and teach you how to use the tools.
Standard(s): [BMA] BA04 (912) 6: Utilize tables, charts, figures, and graphs to enhance written and oral communication. [BMA] BA11 (912) 5: Create charts and graphs to clarify data and share information. [HLS] HL07 (912) 3: Construct graphs, charts, and tables to organize collected data for supporting a project. [MA2013] (1) 18: Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. [1MD4] [MA2013] (2) 23: Draw a picture graph and a bar graph (with singleunit scale) to represent a data set with up to four categories. Solve simple puttogether, takeapart, and compare problems using information presented in a bar graph. (See Appendix A, Table 1.) [2MD10] [MA2013] (3) 18: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one and twostep "how many more" and "how many less" problems using information presented in scaled bar graphs. [3MD3] [MA2013] (4) 22: Make a line plot to display a data set of measurements in fractions of a unit (^{1}/_{2}, ^{1}/_{4}, ^{1}/_{8}). Solve problems involving addition and subtraction of fractions by using information presented in line plots. [4MD4] [MA2013] (5) 19: Make a line plot to display a data set of measurements in fractions of a unit (^{1}/_{2}, ^{1}/_{4}, ^{1}/_{8}).
Use operations on fractions for this grade to solve problems involving information presented in line plots. [5MD2]
Create a Graph
http://nces.ed.gov/n...
Use this site to create 5 different types of graphs. There is a tutorial to help you decide the best graph for your data and teach you how to use the tools.
Learning Activities
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Title: ABC Teach  Graphing
Description:
This page contains various graphing activities.
Standard(s): [MA2013] (1) 18: Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. [1MD4] [MA2013] (2) 23: Draw a picture graph and a bar graph (with singleunit scale) to represent a data set with up to four categories. Solve simple puttogether, takeapart, and compare problems using information presented in a bar graph. (See Appendix A, Table 1.) [2MD10] [MA2013] (3) 18: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one and twostep "how many more" and "how many less" problems using information presented in scaled bar graphs. [3MD3]
ABC Teach  Graphing
http://www.abcteach....
This page contains various graphing activities.
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Title: Reading Bar Graphs
Description:
Students read the graph and answer the questions. Very good practice for R.ES 7.3
Standard(s): [MA2013] (2) 23: Draw a picture graph and a bar graph (with singleunit scale) to represent a data set with up to four categories. Solve simple puttogether, takeapart, and compare problems using information presented in a bar graph. (See Appendix A, Table 1.) [2MD10] [MA2013] (3) 18: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one and twostep "how many more" and "how many less" problems using information presented in scaled bar graphs. [3MD3]
Reading Bar Graphs
http://www.studyzone...
Students read the graph and answer the questions. Very good practice for R.ES 7.3
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Title: TV411 Reading Charts and Graphs
Description:
Automated graphs for student to read and answer the questions associated with it.
Standard(s): [MA2013] (2) 23: Draw a picture graph and a bar graph (with singleunit scale) to represent a data set with up to four categories. Solve simple puttogether, takeapart, and compare problems using information presented in a bar graph. (See Appendix A, Table 1.) [2MD10] [MA2013] (3) 18: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one and twostep "how many more" and "how many less" problems using information presented in scaled bar graphs. [3MD3]
TV411 Reading Charts and Graphs
http://www.tv411.org...
Automated graphs for student to read and answer the questions associated with it.
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Title: Chart Reading Practice 1
Description:
Students are asked to read and interpret the information in this chart.
Standard(s): [MA2013] (2) 23: Draw a picture graph and a bar graph (with singleunit scale) to represent a data set with up to four categories. Solve simple puttogether, takeapart, and compare problems using information presented in a bar graph. (See Appendix A, Table 1.) [2MD10] [MA2013] (3) 18: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one and twostep "how many more" and "how many less" problems using information presented in scaled bar graphs. [3MD3]
Chart Reading Practice 1
http://englishzone....
Students are asked to read and interpret the information in this chart.
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Title: Group Graphing
Description:
This is a good example of how to graph information from 2 or 3 populations.
Standard(s): [MA2013] (2) 23: Draw a picture graph and a bar graph (with singleunit scale) to represent a data set with up to four categories. Solve simple puttogether, takeapart, and compare problems using information presented in a bar graph. (See Appendix A, Table 1.) [2MD10] [MA2013] (3) 18: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one and twostep "how many more" and "how many less" problems using information presented in scaled bar graphs. [3MD3] [MA2013] (4) 22: Make a line plot to display a data set of measurements in fractions of a unit (^{1}/_{2}, ^{1}/_{4}, ^{1}/_{8}). Solve problems involving addition and subtraction of fractions by using information presented in line plots. [4MD4]
Group Graphing
http://www.fi.edu/qa...
This is a good example of how to graph information from 2 or 3 populations.
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Title: Circle Grapher
Description:
This Illuminations page allows students to create graphs with multiple variables. You can alter the pre‑made data set and input your own data.
Standard(s): [MA2013] (2) 23: Draw a picture graph and a bar graph (with singleunit scale) to represent a data set with up to four categories. Solve simple puttogether, takeapart, and compare problems using information presented in a bar graph. (See Appendix A, Table 1.) [2MD10] [MA2013] (3) 18: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one and twostep "how many more" and "how many less" problems using information presented in scaled bar graphs. [3MD3] [MA2013] (4) 22: Make a line plot to display a data set of measurements in fractions of a unit (^{1}/_{2}, ^{1}/_{4}, ^{1}/_{8}). Solve problems involving addition and subtraction of fractions by using information presented in line plots. [4MD4] [MA2013] (5) 19: Make a line plot to display a data set of measurements in fractions of a unit (^{1}/_{2}, ^{1}/_{4}, ^{1}/_{8}).
Use operations on fractions for this grade to solve problems involving information presented in line plots. [5MD2]
Circle Grapher
http://illuminations...
This Illuminations page allows students to create graphs with multiple variables. You can alter the pre‑made data set and input your own data.
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Title: Create a Graph
Description:
Teachers and students can use this NCES Kids' Zone page to create different types of graphs.
Standard(s): [MA2013] (3) 18: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one and twostep "how many more" and "how many less" problems using information presented in scaled bar graphs. [3MD3] [MA2013] (4) 22: Make a line plot to display a data set of measurements in fractions of a unit (^{1}/_{2}, ^{1}/_{4}, ^{1}/_{8}). Solve problems involving addition and subtraction of fractions by using information presented in line plots. [4MD4] [MA2013] (5) 19: Make a line plot to display a data set of measurements in fractions of a unit (^{1}/_{2}, ^{1}/_{4}, ^{1}/_{8}).
Use operations on fractions for this grade to solve problems involving information presented in line plots. [5MD2] [MA2013] (6) 28: Display numerical data in plots on a number line, including dot plots, histograms, and box plots. [6SP4]
Create a Graph
http://nces.ed.gov/n...
Teachers and students can use this NCES Kids' Zone page to create different types of graphs.
Teacher Tools
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Title: Chart Tool
Description:
This online chart tool allows teachers or students to design and share all kinds of graphs online and for free.
Standard(s): [MA2013] (2) 23: Draw a picture graph and a bar graph (with singleunit scale) to represent a data set with up to four categories. Solve simple puttogether, takeapart, and compare problems using information presented in a bar graph. (See Appendix A, Table 1.) [2MD10] [MA2013] (3) 18: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one and twostep "how many more" and "how many less" problems using information presented in scaled bar graphs. [3MD3]
Chart Tool
http://old.onlinecha...
This online chart tool allows teachers or students to design and share all kinds of graphs online and for free.
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Title: Create a Graph
Description:
Use this site to create 5 different types of graphs. There is a tutorial to help you decide the best graph for your data and teach you how to use the tools.
Standard(s): [BMA] BA04 (912) 6: Utilize tables, charts, figures, and graphs to enhance written and oral communication. [BMA] BA11 (912) 5: Create charts and graphs to clarify data and share information. [HLS] HL07 (912) 3: Construct graphs, charts, and tables to organize collected data for supporting a project. [MA2013] (1) 18: Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. [1MD4] [MA2013] (2) 23: Draw a picture graph and a bar graph (with singleunit scale) to represent a data set with up to four categories. Solve simple puttogether, takeapart, and compare problems using information presented in a bar graph. (See Appendix A, Table 1.) [2MD10] [MA2013] (3) 18: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one and twostep "how many more" and "how many less" problems using information presented in scaled bar graphs. [3MD3] [MA2013] (4) 22: Make a line plot to display a data set of measurements in fractions of a unit (^{1}/_{2}, ^{1}/_{4}, ^{1}/_{8}). Solve problems involving addition and subtraction of fractions by using information presented in line plots. [4MD4] [MA2013] (5) 19: Make a line plot to display a data set of measurements in fractions of a unit (^{1}/_{2}, ^{1}/_{4}, ^{1}/_{8}).
Use operations on fractions for this grade to solve problems involving information presented in line plots. [5MD2]
Create a Graph
http://nces.ed.gov/n...
Use this site to create 5 different types of graphs. There is a tutorial to help you decide the best graph for your data and teach you how to use the tools.
Thinkfinity Informational Materials
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Title: Number and Operations Web Links
Description:
This collection of Web links, reviewed and presented by Illuminations, offers teachers and students information about and practice in concepts related to arithmetic. Users can read the Illuminations Editorial Board's review of each Web site, or choose to link directly to the sites.
Standard(s): [MA2013] (0) 1: Count to 100 by ones and by tens. [KCC1] [MA2013] (0) 2: Count forward beginning from a given number within the known sequence (instead of having to begin at 1). [KCC2] [MA2013] (0) 3: Write numbers from 0 to 20. Represent a number of objects with a written numeral 020 (with 0 representing a count of no objects). [KCC3] [MA2013] (0) 4: Understand the relationship between numbers and quantities; connect counting to cardinality. [KCC4] [MA2013] (0) 5: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 120, count out that many objects. [KCC5] [MA2013] (3) 1: Interpret products of whole numbers, e.g., interpret 5 x 7 as the total number of objects in 5 groups of 7 objects each. [3OA1] [MA2013] (3) 2: Interpret wholenumber quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. [3OA2] [MA2013] (3) 3: Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. (See Appendix A, Table 2.) [3OA3] [MA2013] (3) 4: Determine the unknown whole number in a multiplication or division equation relating three whole numbers. [3OA4] [MA2013] (3) 5: Apply properties of operations as strategies to multiply and divide. (Students need not use formal terms for these properties.) [3OA5] [MA2013] (3) 6: Understand division as an unknownfactor problem. [3OA6] [MA2013] (3) 7: Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 x 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two onedigit numbers. [3OA7] [MA2013] (3) 8: Solve twostep word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. (This standard is limited to problems posed with whole numbers and having wholenumber answers; students should know how to perform operations in the conventional order when there are no parentheses to specify a particular order (Order of Operations).) [3OA8] [MA2013] (3) 9: Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. [3OA9] [MA2013] (3) 10: Use place value understanding to round whole numbers to the nearest 10 or 100. [3NBT1] [MA2013] (3) 11: Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. [3NBT2] [MA2013] (3) 12: Multiply onedigit whole numbers by multiples of 10 in the range 10  90 (e.g., 9 x 80, 5 x 60) using strategies based on place value and properties of operations. [3NBT3] [MA2013] (3) 13: Understand a fraction ^{1}/_{b} as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction ^{a}/_{b} as the quantity formed by a parts and size ^{1}/_{b}. [3NF1] [MA2013] (3) 14: Understand a fraction as a number on the number line; represent fractions on a number line diagram. [3NF2] [MA2013] (3) 15: Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. [3NF3] [MA2013] (3) 16: Tell and write time to the nearest minute, and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram. [3MD1] [MA2013] (3) 17: Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). (Excludes compound units such as cm^{3} and finding the geometric volume of a container.) Add, subtract, multiply, or divide to solve onestep word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem. (Excludes multiplicative comparison problems (problems involving notions of "times as much").) (See Appendix A, Table 2.) [3MD2] [MA2013] (3) 18: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one and twostep "how many more" and "how many less" problems using information presented in scaled bar graphs. [3MD3] [MA2013] (3) 19: Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot where the horizontal scale is marked off in appropriate units — whole numbers, halves, or quarters. [3MD4] [MA2013] (3) 20: Recognize area as an attribute of plane figures, and understand concepts of area measurement. [3MD5] [MA2013] (3) 21: Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units). [3MD6] [MA2013] (3) 22: Relate area to the operations of multiplication and addition. [3MD7] [MA2013] (3) 23: Solve realworld and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters. [3MD8] [MA2013] (3) 24: Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories. [3G1] [MA2013] (3) 25: Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. [3G2] [MA2013] (4) 1: Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 x 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations. [4OA1] [MA2013] (4) 2: Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison. (See Appendix A, Table 2.) [4OA2] [MA2013] (4) 3: Solve multistep word problems posed with whole numbers and having wholenumber answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. [4OA3] [MA2013] (4) 4: Find all factor pairs for a whole number in the range 1100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1100 is a multiple of a given onedigit number. Determine whether a given whole number in the range 1100 is prime or composite. [4OA4] [MA2013] (4) 5: Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. [4OA5] [MA2013] (4) 6: Recognize that in a multidigit whole number, a digit in one place represents ten times what it represents in the place to its right. [4NBT1] [MA2013] (4) 7: Read and write multidigit whole numbers using baseten numerals, number names, and expanded form. Compare two multidigit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons. [4NBT2] [MA2013] (4) 8: Use place value understanding to round multidigit whole numbers to any place. [4NBT3] [MA2013] (4) 9: Fluently add and subtract multidigit whole numbers using the standard algorithm. [4NBT4] [MA2013] (4) 10: Multiply a whole number of up to four digits by a onedigit whole number, and multiply two twodigit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. [4NBT5] [MA2013] (4) 11: Find wholenumber quotients and remainders with up to fourdigit dividends and onedigit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. [4NBT6] [MA2013] (4) 12: Explain why a fraction ^{a}/_{b} is equivalent to a fraction ^{nxa}/_{nxb} by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions. [4NF1] [MA2013] (4) 13: Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators or by comparing to a benchmark fraction such as ^{1}/_{2}. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model. [4NF2] [MA2013] (4) 14: Understand a fraction ^{a}/_{b} with a > 1 as a sum of fractions ^{1}/_{b}. [4NF3] [MA2013] (4) 15: Apply and extend previous understandings of multiplication to multiply a fraction by a whole number. [4NF4] [MA2013] (4) 16: Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100. (Students who can generate equivalent fractions can develop strategies for adding fractions with unlike denominators in general. But addition and subtraction with unlike denominators in general is not a requirement at this grade.) [4NF5] [MA2013] (4) 17: Use decimal notation for fractions with denominators 10 or 100. [4NF6] [MA2013] (4) 18: Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual model. [4NF7] [MA2013] (4) 19: Know relative sizes of measurement units within one system of units, including km, m, cm; kg, g; lb, oz; l, ml; and hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a twocolumn table. [4MD1] [MA2013] (4) 20: Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. [4MD2] [MA2013] (4) 21: Apply the area and perimeter formulas for rectangles in realworld and mathematical problems. [4MD3] [MA2013] (4) 22: Make a line plot to display a data set of measurements in fractions of a unit (^{1}/_{2}, ^{1}/_{4}, ^{1}/_{8}). Solve problems involving addition and subtraction of fractions by using information presented in line plots. [4MD4] [MA2013] (4) 23: Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement. [4MD5] [MA2013] (4) 24: Measure angles in wholenumber degrees using a protractor. Sketch angles of specified measure. [4MD6] [MA2013] (4) 25: Recognize angle measure as additive. When an angle is decomposed into nonoverlapping parts, the angle measure of the whole is the sum of the angle measures of the parts. Solve addition and subtraction problems to find unknown angles on a diagram in realworld or mathematical problems, e.g., by using an equation with a symbol for the unknown angle measure. [4MD7] [MA2013] (4) 26: Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in twodimensional figures. [4G1] [MA2013] (4) 27: Classify twodimensional figures based on the presence or absence of parallel or perpendicular lines or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles. [4G2] [MA2013] (4) 28: Recognize a line of symmetry for a twodimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify linesymmetric figures and draw lines of symmetry. [4G3] [MA2013] (5) 1: Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols. [5OA1] [MA2013] (5) 2: Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. [5OA2] [MA2013] (5) 3: Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. [5OA3] [MA2013] (5) 4: Recognize that in a multidigit number, a digit in one place represents 10 times as much as it represents in the place to its right and ^{1}/_{10} of what it represents in the place to its left. [5NBT1] [MA2013] (5) 5: Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use wholenumber exponents to denote powers of 10. [5NBT2] [MA2013] (5) 6: Read, write, and compare decimals to thousandths. [5NBT3] [MA2013] (5) 7: Use place value understanding to round decimals to any place. [5NBT4] [MA2013] (5) 8: Fluently multiply multidigit whole numbers using the standard algorithm. [5NBT5] [MA2013] (5) 9: Find wholenumber quotients of whole numbers with up to fourdigit dividends and twodigit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. [5NBT6] [MA2013] (5) 10: Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method, and explain the reasoning used. [5NBT7] [MA2013] (5) 11: Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. [5NF1] [MA2013] (5) 12: Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally, and assess the reasonableness of answers. [5NF2] [MA2013] (5) 13: Interpret a fraction as division of the numerator by the denominator (^{a}/_{b} = a ÷ b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem. [5NF3] [MA2013] (5) 14: Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction. [5NF4] [MA2013] (5) 15: Interpret multiplication as scaling (resizing), by: [5NF5] [MA2013] (5) 16: Solve realworld problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem. [5NF6] [MA2013] (5) 17: Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. (Students able to multiply fractions in general can develop strategies to divide fractions in general by reasoning about the relationship between multiplication and division. However, division of a fraction by a fraction is not a requirement at this grade.)
[5NF7] [MA2013] (5) 18: Convert among differentsized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multistep, realworld problems. [5MD1] [MA2013] (5) 19: Make a line plot to display a data set of measurements in fractions of a unit (^{1}/_{2}, ^{1}/_{4}, ^{1}/_{8}).
Use operations on fractions for this grade to solve problems involving information presented in line plots. [5MD2] [MA2013] (5) 20: Recognize volume as an attribute of solid figures, and understand concepts of volume measurement. [5MD3] [MA2013] (5) 21: Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units. [5MD4] [MA2013] (5) 22: Relate volume to the operations of multiplication and addition, and solve realworld and mathematical problems involving volume. [5MD5] [MA2013] (5) 23: Use a pair of perpendicular number lines, called axes, to define a coordinate system with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., xaxis and xcoordinate, yaxis and ycoordinate). [5G1] [MA2013] (5) 24: Represent realworld and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation. [5G2] [MA2013] (5) 25: Understand that attributes belonging to a category of twodimensional figures also belong to all subcategories of that category. [5G3] [MA2013] (5) 26: Classify twodimensional figures in a hierarchy based on properties. [5G4]
Subject: Mathematics Title: Number and Operations Web Links
Description: This collection of Web links, reviewed and presented by Illuminations, offers teachers and students information about and practice in concepts related to arithmetic. Users can read the Illuminations Editorial Board's review of each Web site, or choose to link directly to the sites. Thinkfinity Partner: Illuminations Grade Span: K,1,2,3,4,5,6,7,8,9,10,11,12
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Title: Communicating about Mathematics Using Games: Playing Fraction Tracks
Description:
Mathematical games can foster mathematical communication as students explain and justify their moves to one another. In addition, games can motivate students and engage them in thinking about and applying concepts and skills. This eexample from Illuminations contains an interactive version of a game that can be used in the grades 35 classroom to support students' learning about fractions. eMath Investigations are selected eexamples from the electronic version of the Principles and Standards of School Mathematics (PSSM). The eexamples are part of the electronic version of the PSSM document. Given their interactive nature and focused discussion tied to the PSSM document, the eexamples are natural companions to the iMath investigations.
Standard(s): [MA2013] (3) 1: Interpret products of whole numbers, e.g., interpret 5 x 7 as the total number of objects in 5 groups of 7 objects each. [3OA1] [MA2013] (3) 2: Interpret wholenumber quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. [3OA2] [MA2013] (3) 3: Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. (See Appendix A, Table 2.) [3OA3] [MA2013] (3) 4: Determine the unknown whole number in a multiplication or division equation relating three whole numbers. [3OA4] [MA2013] (3) 5: Apply properties of operations as strategies to multiply and divide. (Students need not use formal terms for these properties.) [3OA5] [MA2013] (3) 6: Understand division as an unknownfactor problem. [3OA6] [MA2013] (3) 7: Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 x 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two onedigit numbers. [3OA7] [MA2013] (3) 8: Solve twostep word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. (This standard is limited to problems posed with whole numbers and having wholenumber answers; students should know how to perform operations in the conventional order when there are no parentheses to specify a particular order (Order of Operations).) [3OA8] [MA2013] (3) 9: Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. [3OA9] [MA2013] (3) 10: Use place value understanding to round whole numbers to the nearest 10 or 100. [3NBT1] [MA2013] (3) 11: Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. [3NBT2] [MA2013] (3) 12: Multiply onedigit whole numbers by multiples of 10 in the range 10  90 (e.g., 9 x 80, 5 x 60) using strategies based on place value and properties of operations. [3NBT3] [MA2013] (3) 13: Understand a fraction ^{1}/_{b} as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction ^{a}/_{b} as the quantity formed by a parts and size ^{1}/_{b}. [3NF1] [MA2013] (3) 14: Understand a fraction as a number on the number line; represent fractions on a number line diagram. [3NF2] [MA2013] (3) 15: Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. [3NF3] [MA2013] (3) 16: Tell and write time to the nearest minute, and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram. [3MD1] [MA2013] (3) 17: Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). (Excludes compound units such as cm^{3} and finding the geometric volume of a container.) Add, subtract, multiply, or divide to solve onestep word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem. (Excludes multiplicative comparison problems (problems involving notions of "times as much").) (See Appendix A, Table 2.) [3MD2] [MA2013] (3) 18: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one and twostep "how many more" and "how many less" problems using information presented in scaled bar graphs. [3MD3] [MA2013] (3) 19: Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot where the horizontal scale is marked off in appropriate units — whole numbers, halves, or quarters. [3MD4] [MA2013] (3) 21: Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units). [3MD6] [MA2013] (3) 22: Relate area to the operations of multiplication and addition. [3MD7] [MA2013] (3) 23: Solve realworld and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters. [3MD8] [MA2013] (3) 24: Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories. [3G1] [MA2013] (3) 25: Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. [3G2] [MA2013] (4) 1: Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 x 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations. [4OA1] [MA2013] (4) 2: Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison. (See Appendix A, Table 2.) [4OA2] [MA2013] (4) 3: Solve multistep word problems posed with whole numbers and having wholenumber answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. [4OA3] [MA2013] (4) 4: Find all factor pairs for a whole number in the range 1100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1100 is a multiple of a given onedigit number. Determine whether a given whole number in the range 1100 is prime or composite. [4OA4] [MA2013] (4) 5: Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. [4OA5] [MA2013] (4) 6: Recognize that in a multidigit whole number, a digit in one place represents ten times what it represents in the place to its right. [4NBT1] [MA2013] (4) 7: Read and write multidigit whole numbers using baseten numerals, number names, and expanded form. Compare two multidigit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons. [4NBT2] [MA2013] (4) 8: Use place value understanding to round multidigit whole numbers to any place. [4NBT3] [MA2013] (4) 9: Fluently add and subtract multidigit whole numbers using the standard algorithm. [4NBT4] [MA2013] (4) 10: Multiply a whole number of up to four digits by a onedigit whole number, and multiply two twodigit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. [4NBT5] [MA2013] (4) 11: Find wholenumber quotients and remainders with up to fourdigit dividends and onedigit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. [4NBT6] [MA2013] (4) 12: Explain why a fraction ^{a}/_{b} is equivalent to a fraction ^{nxa}/_{nxb} by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions. [4NF1] [MA2013] (4) 13: Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators or by comparing to a benchmark fraction such as ^{1}/_{2}. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model. [4NF2] [MA2013] (4) 14: Understand a fraction ^{a}/_{b} with a > 1 as a sum of fractions ^{1}/_{b}. [4NF3] [MA2013] (4) 15: Apply and extend previous understandings of multiplication to multiply a fraction by a whole number. [4NF4] [MA2013] (4) 16: Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100. (Students who can generate equivalent fractions can develop strategies for adding fractions with unlike denominators in general. But addition and subtraction with unlike denominators in general is not a requirement at this grade.) [4NF5] [MA2013] (4) 17: Use decimal notation for fractions with denominators 10 or 100. [4NF6] [MA2013] (4) 18: Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual model. [4NF7] [MA2013] (4) 19: Know relative sizes of measurement units within one system of units, including km, m, cm; kg, g; lb, oz; l, ml; and hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a twocolumn table. [4MD1] [MA2013] (4) 20: Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. [4MD2] [MA2013] (4) 21: Apply the area and perimeter formulas for rectangles in realworld and mathematical problems. [4MD3] [MA2013] (4) 22: Make a line plot to display a data set of measurements in fractions of a unit (^{1}/_{2}, ^{1}/_{4}, ^{1}/_{8}). Solve problems involving addition and subtraction of fractions by using information presented in line plots. [4MD4] [MA2013] (4) 23: Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement. [4MD5] [MA2013] (4) 24: Measure angles in wholenumber degrees using a protractor. Sketch angles of specified measure. [4MD6] [MA2013] (4) 25: Recognize angle measure as additive. When an angle is decomposed into nonoverlapping parts, the angle measure of the whole is the sum of the angle measures of the parts. Solve addition and subtraction problems to find unknown angles on a diagram in realworld or mathematical problems, e.g., by using an equation with a symbol for the unknown angle measure. [4MD7] [MA2013] (4) 26: Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in twodimensional figures. [4G1] [MA2013] (4) 27: Classify twodimensional figures based on the presence or absence of parallel or perpendicular lines or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles. [4G2] [MA2013] (4) 28: Recognize a line of symmetry for a twodimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify linesymmetric figures and draw lines of symmetry. [4G3] [MA2013] (5) 1: Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols. [5OA1] [MA2013] (5) 2: Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. [5OA2] [MA2013] (5) 3: Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. [5OA3] [MA2013] (5) 4: Recognize that in a multidigit number, a digit in one place represents 10 times as much as it represents in the place to its right and ^{1}/_{10} of what it represents in the place to its left. [5NBT1] [MA2013] (5) 5: Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use wholenumber exponents to denote powers of 10. [5NBT2] [MA2013] (5) 6: Read, write, and compare decimals to thousandths. [5NBT3] [MA2013] (5) 7: Use place value understanding to round decimals to any place. [5NBT4] [MA2013] (5) 8: Fluently multiply multidigit whole numbers using the standard algorithm. [5NBT5] [MA2013] (5) 9: Find wholenumber quotients of whole numbers with up to fourdigit dividends and twodigit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. [5NBT6] [MA2013] (5) 10: Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method, and explain the reasoning used. [5NBT7] [MA2013] (5) 11: Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. [5NF1] [MA2013] (5) 12: Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally, and assess the reasonableness of answers. [5NF2] [MA2013] (5) 13: Interpret a fraction as division of the numerator by the denominator (^{a}/_{b} = a ÷ b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem. [5NF3] [MA2013] (5) 14: Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction. [5NF4] [MA2013] (5) 15: Interpret multiplication as scaling (resizing), by: [5NF5] [MA2013] (5) 16: Solve realworld problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem. [5NF6] [MA2013] (5) 17: Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. (Students able to multiply fractions in general can develop strategies to divide fractions in general by reasoning about the relationship between multiplication and division. However, division of a fraction by a fraction is not a requirement at this grade.)
[5NF7] [MA2013] (5) 18: Convert among differentsized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multistep, realworld problems. [5MD1] [MA2013] (5) 19: Make a line plot to display a data set of measurements in fractions of a unit (^{1}/_{2}, ^{1}/_{4}, ^{1}/_{8}).
Use operations on fractions for this grade to solve problems involving information presented in line plots. [5MD2] [MA2013] (5) 20: Recognize volume as an attribute of solid figures, and understand concepts of volume measurement. [5MD3] [MA2013] (5) 21: Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units. [5MD4] [MA2013] (5) 22: Relate volume to the operations of multiplication and addition, and solve realworld and mathematical problems involving volume. [5MD5] [MA2013] (5) 23: Use a pair of perpendicular number lines, called axes, to define a coordinate system with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., xaxis and xcoordinate, yaxis and ycoordinate). [5G1] [MA2013] (5) 24: Represent realworld and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation. [5G2] [MA2013] (5) 25: Understand that attributes belonging to a category of twodimensional figures also belong to all subcategories of that category. [5G3] [MA2013] (5) 26: Classify twodimensional figures in a hierarchy based on properties. [5G4]
Subject: Mathematics Title: Communicating about Mathematics Using Games: Playing Fraction Tracks
Description: Mathematical games can foster mathematical communication as students explain and justify their moves to one another. In addition, games can motivate students and engage them in thinking about and applying concepts and skills. This eexample from Illuminations contains an interactive version of a game that can be used in the grades 35 classroom to support students' learning about fractions. eMath Investigations are selected eexamples from the electronic version of the Principles and Standards of School Mathematics (PSSM). The eexamples are part of the electronic version of the PSSM document. Given their interactive nature and focused discussion tied to the PSSM document, the eexamples are natural companions to the iMath investigations. Thinkfinity Partner: Illuminations Grade Span: 3,4,5
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Title: Collecting, Representing, and Interpreting Data Using Spreadsheets and Graphing Software: Representing and Interpreting Data
Description:
This is part two of a twopart eexample from Illuminations that illustrates how weather data can be collected and examined using these spreadsheets and graphing software. In this second part, Representing and Interpreting Data, students use the graphing functions of a spreadsheet to help them interpret data. eMath Investigations are selected eexamples from the electronic version of the Principles and Standards for School Mathematics (PSSM). Given their interactive nature and focused discussion tied to the PSSM document, the eexamples are natural companions to the iMath Investigations.
Standard(s): [MA2013] (3) 18: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one and twostep "how many more" and "how many less" problems using information presented in scaled bar graphs. [3MD3] [MA2013] (3) 19: Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot where the horizontal scale is marked off in appropriate units — whole numbers, halves, or quarters. [3MD4]
Subject: Mathematics Title: Collecting, Representing, and Interpreting Data Using Spreadsheets and Graphing Software: Representing and Interpreting Data
Description: This is part two of a twopart eexample from Illuminations that illustrates how weather data can be collected and examined using these spreadsheets and graphing software. In this second part, Representing and Interpreting Data, students use the graphing functions of a spreadsheet to help them interpret data. eMath Investigations are selected eexamples from the electronic version of the Principles and Standards for School Mathematics (PSSM). Given their interactive nature and focused discussion tied to the PSSM document, the eexamples are natural companions to the iMath Investigations. Thinkfinity Partner: Illuminations Grade Span: 3,4,5
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Title: Circle Grapher
Description:
This student interactive, from Illuminations, allows students to create a customized circle graph as well as display preset circle graphs. They can choose from one of 3 predetermined data sets, or input their own data into the applet. In addition to the circle graph, a table of the data is also included.
Standard(s): [MA2013] (1) 18: Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. [1MD4] [MA2013] (2) 22: Generate measurement data by measuring lengths of several objects to the nearest whole unit or by making repeated measurements of the same object. Show the measurements by making a line plot where the horizontal scale is marked off in wholenumber units. [2MD9] [MA2013] (2) 23: Draw a picture graph and a bar graph (with singleunit scale) to represent a data set with up to four categories. Solve simple puttogether, takeapart, and compare problems using information presented in a bar graph. (See Appendix A, Table 1.) [2MD10] [MA2013] (3) 18: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one and twostep "how many more" and "how many less" problems using information presented in scaled bar graphs. [3MD3] [MA2013] (4) 22: Make a line plot to display a data set of measurements in fractions of a unit (^{1}/_{2}, ^{1}/_{4}, ^{1}/_{8}). Solve problems involving addition and subtraction of fractions by using information presented in line plots. [4MD4] [MA2013] (5) 19: Make a line plot to display a data set of measurements in fractions of a unit (^{1}/_{2}, ^{1}/_{4}, ^{1}/_{8}).
Use operations on fractions for this grade to solve problems involving information presented in line plots. [5MD2] [MA2013] (6) 25: Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers. [6SP1] [MA2013] (6) 28: Display numerical data in plots on a number line, including dot plots, histograms, and box plots. [6SP4] [MA2013] (6) 29: Summarize numerical data sets in relation to their context, such as by: [6SP5] [MA2013] (7) 17: Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. [7SP1] [MA2013] AL1 (912) 41: Represent data with plots on the real number line (dot plots, histograms, and box plots). [SID1]
Subject: Mathematics Title: Circle Grapher
Description: This student interactive, from Illuminations, allows students to create a customized circle graph as well as display preset circle graphs. They can choose from one of 3 predetermined data sets, or input their own data into the applet. In addition to the circle graph, a table of the data is also included. Thinkfinity Partner: Illuminations Grade Span: K,PreK,1,2,3,4,5,6,7,8,9,10,11,12
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Title: Marble Mania Facilitator Page
Description:
This Science NetLinks Afterschool activity introduces kids to probability and chance with a fun interactive. By flipping coins and pulling marbles out of a virtual bag, afterschool facilitators will help students begin to develop a basic understanding of probabilities, how they are determined, and how the outcome of an experiment can be affected by the number of times it is conducted.
Standard(s): [MA2013] (3) 18: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one and twostep "how many more" and "how many less" problems using information presented in scaled bar graphs. [3MD3] [MA2013] (6) 29: Summarize numerical data sets in relation to their context, such as by: [6SP5] [MA2013] (7) 17: Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. [7SP1] [MA2013] (7) 18: Use data from a random sample to draw inferences about a population with an unknown characteristic of interest. Generate multiple samples (or simulated samples) of the same size to gauge the variation in estimates or predictions. [7SP2] [MA2013] (7) 22: Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its longrun relative frequency, and predict the approximate relative frequency given the probability. [7SP6] [MA2013] (7) 23: Develop a probability model and use it to find probabilities of events. Compare probabilities from a model to observed frequencies; if the agreement is not good, explain possible sources of the discrepancy. [7SP7]
Subject: Mathematics Title: Marble Mania Facilitator Page
Description: This Science NetLinks Afterschool activity introduces kids to probability and chance with a fun interactive. By flipping coins and pulling marbles out of a virtual bag, afterschool facilitators will help students begin to develop a basic understanding of probabilities, how they are determined, and how the outcome of an experiment can be affected by the number of times it is conducted. Thinkfinity Partner: Science NetLinks Grade Span: 3,4,5,6,7,8
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Title: Track Leatherback Sea Turtles
Description:
Activity. Students plot the migration routes of actual leatherback sea turtles, which satellites are tracking as the turtles cross the Atlantic Ocean.
Standard(s): [MA2013] (3) 18: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one and twostep "how many more" and "how many less" problems using information presented in scaled bar graphs. [3MD3] [MA2013] (3) 19: Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot where the horizontal scale is marked off in appropriate units — whole numbers, halves, or quarters. [3MD4] [MA2013] (4) 19: Know relative sizes of measurement units within one system of units, including km, m, cm; kg, g; lb, oz; l, ml; and hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a twocolumn table. [4MD1] [MA2013] (4) 22: Make a line plot to display a data set of measurements in fractions of a unit (^{1}/_{2}, ^{1}/_{4}, ^{1}/_{8}). Solve problems involving addition and subtraction of fractions by using information presented in line plots. [4MD4] [MA2013] (5) 19: Make a line plot to display a data set of measurements in fractions of a unit (^{1}/_{2}, ^{1}/_{4}, ^{1}/_{8}).
Use operations on fractions for this grade to solve problems involving information presented in line plots. [5MD2] [MA2013] (5) 23: Use a pair of perpendicular number lines, called axes, to define a coordinate system with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., xaxis and xcoordinate, yaxis and ycoordinate). [5G1]
Subject: Geography,Mathematics,Science Title: Track Leatherback Sea Turtles
Description: Activity. Students plot the migration routes of actual leatherback sea turtles, which satellites are tracking as the turtles cross the Atlantic Ocean. Thinkfinity Partner: National Geographic Education Grade Span: 3,4,5
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Title: Box Plotter
Description:
This student interactive, from Illuminations, allows students to create a customized box plot as well as display preset box plots. They can choose from one of six predetermined data sets or input their own data into the applet.
Standard(s): [MA2013] (3) 18: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one and twostep "how many more" and "how many less" problems using information presented in scaled bar graphs. [3MD3] [MA2013] (4) 22: Make a line plot to display a data set of measurements in fractions of a unit (^{1}/_{2}, ^{1}/_{4}, ^{1}/_{8}). Solve problems involving addition and subtraction of fractions by using information presented in line plots. [4MD4] [MA2013] AL1 (912) 41: Represent data with plots on the real number line (dot plots, histograms, and box plots). [SID1]
Subject: Mathematics Title: Box Plotter
Description: This student interactive, from Illuminations, allows students to create a customized box plot as well as display preset box plots. They can choose from one of six predetermined data sets or input their own data into the applet. Thinkfinity Partner: Illuminations Grade Span: 3,4,5,6,7,8,9,10,11,12

