ALEX Lesson Plans
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Title: Graphing the Real World
Description:
This crosscurricular lesson was designed to give students an understanding of the relationship between the coordinate grid in math and latitude and longitude in science.
This is a College and CareerReady Standards showcase lesson plan.
Standard(s): [MA2013] (6) 11: Solve realworld and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate. [6NS8] [MA2013] (6) 23: Draw polygons in the coordinate plane given coordinates for the vertices; use coordinates to find the length of a side joining points with the same first coordinate or the same second coordinate. Apply these techniques in the context of solving realworld and mathematical problems. [6G3] [S1] (6) 1: Identify global patterns of atmospheric movement, including El Niño, the Gulf Stream, the jet stream, the Coriolis effect, and global winds that influence local weather. [LIT2010] SCI (68) 3: Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. [LIT2010] SCI (68) 7: Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).
Subject: Literacy Standards (612) (6  8), or Mathematics (6), or Science (6)
Title: Graphing the Real World
Description: This crosscurricular lesson was designed to give students an understanding of the relationship between the coordinate grid in math and latitude and longitude in science.
This is a College and CareerReady Standards showcase lesson plan.
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Title: Michael Phelps.... or not?
Description:
This lesson is created to have students compare themselves to Michael Phelps and the features that make him such a good swimmer. Students will measure their height and arm span and graph them on a coordinate graph. Students will then compare their height and arm span to their classmates' to see who might be the best swimmer in the class!
This is a College and CareerReady Standards showcase lesson plan.
Standard(s): [MA2013] (6) 11: Solve realworld and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate. [6NS8] [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]
Subject: Mathematics (6)
Title: Michael Phelps.... or not?
Description: This lesson is created to have students compare themselves to Michael Phelps and the features that make him such a good swimmer. Students will measure their height and arm span and graph them on a coordinate graph. Students will then compare their height and arm span to their classmates' to see who might be the best swimmer in the class!
This is a College and CareerReady Standards showcase lesson plan.
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Title: Human slope
Description:
Students will participate in this discovery activity intended for them to uncover the role each variable plays in the graph of a line in the form y = mx + b. Students will actually demonstrate lines in slope intercept form on a life size graph. They will compare different graphs to see what effect adding negative signs and coefficients to the variables have on the graph. They will also analysis what happens to the graph when a constant is added or subtracted from the variable.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] (8) 15: Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing or decreasing, linear or nonlinear). Sketch a graph that exhibits the qualitative features of a function that has been described verbally. [8F5] [MA2013] (8) 14: Construct a function to model a linear relationship between two quantities. Determine the rate of change and initial value of the function from a description of a relationship or from two (x,y) values, including reading these from a table or from a graph. Interpret the rate of change and initial value of linear function in terms of the situation it models and in terms of its graph or a table of values. [8F4] [MA2013] (8) 8: Use similar triangles to explain why the slope m is the same between any two distinct points on a nonvertical line in the coordinate plane; derive the equation y = mx for a line through the origin and the equation y = mx + b for a line intercepting the vertical axis at b. [8EE6] [MA2013] (8) 7: Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways. [8EE5] [MA2013] (6) 11: Solve realworld and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate. [6NS8] [MA2013] AL1 (912) 31: Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases.* [FIF7] [MA2013] AL1 (912) 36: Identify the effect on the graph of replacing f(x) by f(x) + k, k f(x), f(kx), and f(x + k) for specific values of k (both positive and negative); find the value of k given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph using technology. Include recognizing even and odd functions from their graphs and algebraic expressions for them. [FBF3] [MA2013] AL1 (912) 31: Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases.* [FIF7] [MA2013] AL1 (912) 36: Identify the effect on the graph of replacing f(x) by f(x) + k, k f(x), f(kx), and f(x + k) for specific values of k (both positive and negative); find the value of k given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph using technology. Include recognizing even and odd functions from their graphs and algebraic expressions for them. [FBF3]
Subject: Mathematics (6  12)
Title: Human slope
Description: Students will participate in this discovery activity intended for them to uncover the role each variable plays in the graph of a line in the form y = mx + b. Students will actually demonstrate lines in slope intercept form on a life size graph. They will compare different graphs to see what effect adding negative signs and coefficients to the variables have on the graph. They will also analysis what happens to the graph when a constant is added or subtracted from the variable.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 Day at a Theme Park (Mathematics, 6th grade, Coordinate grid)
Description:
Rationale: The sixth grade curriculum and state standards require the students to understand the coordinate grid, quadrants, etc. This lesson allows the students to apply their knowledge of the coordinate grid, coordinates, and plotting points all while developing technological skills. The lesson also permits the students to create a coordinate grid and plot points on the x and y axis using a map of a theme park.
Standard(s): [TC2] (68) 6: Select specific digital tools for completing curriculumrelated tasks. [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] (6) 9: Understand a rational number as a point on the number line. Extend number line diagrams and coordinate axes familiar from previous grades to represent points on the line and in the plane with negative number coordinates. [6NS6] [MA2013] (6) 11: Solve realworld and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate. [6NS8] [MA2013] (6) 23: Draw polygons in the coordinate plane given coordinates for the vertices; use coordinates to find the length of a side joining points with the same first coordinate or the same second coordinate. Apply these techniques in the context of solving realworld and mathematical problems. [6G3]
Subject: Mathematics (6), or Technology Education (6  8)
Title: A Day at a Theme Park (Mathematics, 6th grade, Coordinate grid)
Description: Rationale: The sixth grade curriculum and state standards require the students to understand the coordinate grid, quadrants, etc. This lesson allows the students to apply their knowledge of the coordinate grid, coordinates, and plotting points all while developing technological skills. The lesson also permits the students to create a coordinate grid and plot points on the x and y axis using a map of a theme park.
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Title: Graphing Fun
Description:
In this handson project, students have the opportunity to survey their classmates to find information that is meaningful to them. Then students will construct graphs using computer software. Students will analyze their information and discover the overall results of class favorites.
Standard(s): [MA2013] (6) 9: Understand a rational number as a point on the number line. Extend number line diagrams and coordinate axes familiar from previous grades to represent points on the line and in the plane with negative number coordinates. [6NS6] [MA2013] (6) 11: Solve realworld and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate. [6NS8] [MA2013] (6) 23: Draw polygons in the coordinate plane given coordinates for the vertices; use coordinates to find the length of a side joining points with the same first coordinate or the same second coordinate. Apply these techniques in the context of solving realworld and mathematical problems. [6G3]
Subject: Mathematics (6)
Title: Graphing Fun
Description: In this handson project, students have the opportunity to survey their classmates to find information that is meaningful to them. Then students will construct graphs using computer software. Students will analyze their information and discover the overall results of class favorites.
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Title: You WANT me to make a paper airplane?
Description:
This lesson provides students with a handson, cooperative learning experience. Students will make paper airplanes. They will fly their planes and record the distance and time of numerous flights in an Excel spreadsheet. Students will then calculate the speed of each flight using the formula s=d/t and summarize their results by making a line graph.
Standard(s): [TC2] (68) 5: Use basic features of word processing, spreadsheets, databases, and presentation software. [TC2] (68) 6: Select specific digital tools for completing curriculumrelated tasks. [TC2] (68) 13: Use digital tools to formulate solutions to authentic problems. [MA2013] (6) 9: Understand a rational number as a point on the number line. Extend number line diagrams and coordinate axes familiar from previous grades to represent points on the line and in the plane with negative number coordinates. [6NS6] [MA2013] (6) 10: Understand ordering and absolute value of rational numbers. [6NS7] [MA2013] (6) 11: Solve realworld and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate. [6NS8] [MA2013] (6) 23: Draw polygons in the coordinate plane given coordinates for the vertices; use coordinates to find the length of a side joining points with the same first coordinate or the same second coordinate. Apply these techniques in the context of solving realworld and mathematical problems. [6G3] [MA2013] (8) 9: Solve linear equations in one variable. [8EE7]
Subject: Mathematics (6  8), or Technology Education (6  8)
Title: You WANT me to make a paper airplane?
Description: This lesson provides students with a handson, cooperative learning experience. Students will make paper airplanes. They will fly their planes and record the distance and time of numerous flights in an Excel spreadsheet. Students will then calculate the speed of each flight using the formula s=d/t and summarize their results by making a line graph.
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Title: Trading and Tracking Stock Portfolios Online
Description:
Student teams will trade stocks and track the progress of their Alabama Stock Market Simulation portfolio by using spreadsheet software and the Internet. They will relate the information to a previous social studies unit on economics and will be utilizing math concepts they have learned. The Internet will be used to research stock trends.
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. [TC2] (68) 13: Use digital tools to formulate solutions to authentic problems. [MA2013] (6) 9: Understand a rational number as a point on the number line. Extend number line diagrams and coordinate axes familiar from previous grades to represent points on the line and in the plane with negative number coordinates. [6NS6] [MA2013] (6) 11: Solve realworld and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate. [6NS8] [MA2013] (6) 23: Draw polygons in the coordinate plane given coordinates for the vertices; use coordinates to find the length of a side joining points with the same first coordinate or the same second coordinate. Apply these techniques in the context of solving realworld and mathematical problems. [6G3] [MA2013] (7) 1: Compute unit rates associated with ratios of fractions, including ratios of lengths, areas, and other quantities measured in like or different units. [7RP1] [MA2013] (7) 2: Recognize and represent proportional relationships between quantities. [7RP2] [MA2013] (7) 3: Use proportional relationships to solve multistep ratio and percent problems. [7RP3] [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]
Subject: Mathematics (6  7), or Technology Education (6  8)
Title: Trading and Tracking Stock Portfolios Online
Description: Student teams will trade stocks and track the progress of their Alabama Stock Market Simulation portfolio by using spreadsheet software and the Internet. They will relate the information to a previous social studies unit on economics and will be utilizing math concepts they have learned. The Internet will be used to research stock trends.
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Title: Food Fit for a King?
Description:
During this lesson, students will have the opportunity to interpret and create bar graphs to compare the nutritional values of fast food. Students will learn many skills during this lesson that will help them create graphs independently. The Internet will serve as a reference to help them learn to create graphs using a spreadsheet program.
Standard(s): [TC2] (68) 5: Use basic features of word processing, spreadsheets, databases, and presentation software. [TC2] (68) 6: Select specific digital tools for completing curriculumrelated tasks. [TC2] (68) 11: Use digital tools and strategies to locate, collect, organize, evaluate, and synthesize
information. [TC2] (68) 13: Use digital tools to formulate solutions to authentic problems. [MA2013] (6) 9: Understand a rational number as a point on the number line. Extend number line diagrams and coordinate axes familiar from previous grades to represent points on the line and in the plane with negative number coordinates. [6NS6] [MA2013] (6) 11: Solve realworld and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate. [6NS8]
Subject: Mathematics (6), or Technology Education (6  8)
Title: Food Fit for a King?
Description: During this lesson, students will have the opportunity to interpret and create bar graphs to compare the nutritional values of fast food. Students will learn many skills during this lesson that will help them create graphs independently. The Internet will serve as a reference to help them learn to create graphs using a spreadsheet program.
Thinkfinity Podcasts
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Title: Why Do We Have Different Time Zones?
Description:
When the sun is shining on one half of the Earth, it's nighttime on the other half. If you have ever wondered why clocks are set to different times in different places, check out today's video to see the difference between night and day. After you're finished, visit the Wonder of the Day to get in the zone and read up on the science behind time zones.
Standard(s): [MA2013] (6) 11: Solve realworld and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate. [6NS8] [SS2010] LWT (0) 1: Sequence events using schedules, calendars, and timelines. [SS2010] LWT1 (1) 1: Construct daily schedules, calendars, and timelines. [SS2010] LWT2 (2) 3: Use various primary sources, including calendars and timelines, for reconstructing the past. [SS2010] LWT2 (2) 4: Use vocabulary to describe segments of time, including year, decade, score, and century.
Subject: CrossDisciplinary  Informal Education , Physical Education  Outdoor Education , Science  Meteorology , Social Studies  Anthropology , Social Studies  Human Behavior , Social Studies  Psychology , Social Studies  State History , Social Studies  United States History , Social Studies  World History , Informal Education  Zoo/Aquarium/Nature Center Education Title: Why Do We Have Different Time Zones?
Description: When the sun is shining on one half of the Earth, it's nighttime on the other half. If you have ever wondered why clocks are set to different times in different places, check out today's video to see the difference between night and day. After you're finished, visit the Wonder of the Day to get in the zone and read up on the science behind time zones. Thinkfinity Partner: Wonderopolis Grade Span: K,PreK,1,2,3,4,5
Web Resources
Podcasts
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Title: Math in Special Effects
Description:
Jeremy Chernick from J&M Special Effects discusses how he ended up creating effects as a career, then introduces a challenge about the algebra behind lighting highspeed effects like explosions.
Standard(s): [MA2013] (6) 11: Solve realworld and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate. [6NS8] [MA2013] (7) 4: Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. [7NS1] [MA2013] (8) 7: Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways. [8EE5]
Math in Special Effects
http://www.thirteen....
Jeremy Chernick from J&M Special Effects discusses how he ended up creating effects as a career, then introduces a challenge about the algebra behind lighting highspeed effects like explosions.
Interactives/Games
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Title: Absolute Value Millionaire Game
Description:
In this game students will practice solving absolute value equations.
Standard(s): [MA2013] (6) 10: Understand ordering and absolute value of rational numbers. [6NS7] [MA2013] (6) 11: Solve realworld and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate. [6NS8] [MA2013] (7) 4: Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. [7NS1] [MA2013] AL1 (912) 23: Explain why the xcoordinates of the points where the graphs of the equations y = f(x) and y = g(x) intersect are the solutions of the equation f(x) = g(x); find the solutions approximately, e.g., using technology to graph the functions, make tables of values, or find successive approximations. Include cases where f(x) and/or g(x) are linear, polynomial, rational, absolute value, exponential, and logarithmic functions.* [AREI11]
Absolute Value Millionaire Game
http://www.mathplay...
In this game students will practice solving absolute value equations.
Thinkfinity Learning Activities
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Title: Why Do We Have Different Time Zones?
Description:
When the sun is shining on one half of the Earth, it's nighttime on the other half. If you have ever wondered why clocks are set to different times in different places, check out today's video to see the difference between night and day. After you're finished, visit the Wonder of the Day to get in the zone and read up on the science behind time zones.
Standard(s): [MA2013] (6) 11: Solve realworld and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate. [6NS8] [SS2010] LWT (0) 1: Sequence events using schedules, calendars, and timelines. [SS2010] LWT1 (1) 1: Construct daily schedules, calendars, and timelines. [SS2010] LWT2 (2) 3: Use various primary sources, including calendars and timelines, for reconstructing the past. [SS2010] LWT2 (2) 4: Use vocabulary to describe segments of time, including year, decade, score, and century.
Subject: CrossDisciplinary  Informal Education , Physical Education  Outdoor Education , Science  Meteorology , Social Studies  Anthropology , Social Studies  Human Behavior , Social Studies  Psychology , Social Studies  State History , Social Studies  United States History , Social Studies  World History , Informal Education  Zoo/Aquarium/Nature Center Education Title: Why Do We Have Different Time Zones?
Description: When the sun is shining on one half of the Earth, it's nighttime on the other half. If you have ever wondered why clocks are set to different times in different places, check out today's video to see the difference between night and day. After you're finished, visit the Wonder of the Day to get in the zone and read up on the science behind time zones. Thinkfinity Partner: Wonderopolis Grade Span: K,PreK,1,2,3,4,5

