ALEX Lesson Plans
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Title: Transverse Waves
Description:
Students will classify waves as mechanical or electromagnetic. Students will describe longitudinal and transverse waves. Students will show a transverse wave using a slinky.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] (8) 1: Identify steps within the scientific process. [S1] (8) 12: Classify waves as mechanical or electromagnetic. [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] (8) 28: Understand that patterns of association can also be seen in bivariate categorical data by displaying frequencies and relative frequencies in a twoway table. Construct and interpret a twoway table summarizing data on two categorical variables collected from the same subjects. Use relative frequencies calculated for rows or columns to describe possible association between the two variables. [8SP4]
Subject: Mathematics (7  8), or Science (8)
Title: Transverse Waves
Description: Students will classify waves as mechanical or electromagnetic. Students will describe longitudinal and transverse waves. Students will show a transverse wave using a slinky.This lesson plan was created as a result of the Girls Engaged in Math and Science, GEMS Project funded by the Malone Family Foundation.
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: Can It Be?
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 The Phantom Tollbooth, by Norton Juster, and then explore and interpret the concept of averages.
Standard(s): [MA2013] (6) 2: Understand the concept of a unit rate ^{a}/_{b} associated with a ratio a:b with b ≠ 0, and use rate language in the context of a ratio relationship. [6RP2] [MA2013] (6) 29: Summarize numerical data sets in relation to their context, such as by: [6SP5] [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] [ELA2013] (6) 1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [RL.6.1] [ELA2013] (6) 2: Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. [RL.6.2] [ELA2013] (6) 3: Describe how a particular story's or drama's plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution. [RL.6.3] [ELA2013] (6) 4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone. [RL.6.4] [ELA2013] (6) 5: Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot. [RL.6.5] [ELA2013] (6) 6: Explain how an author develops the point of view of the narrator or speaker in a text. [RL.6.6] [ELA2013] (6) 10: By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the Grades 68 text complexity band proficiently, with scaffolding as needed at the high end of the range. [RL.6.10] [ELA2013] (7) 1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [RL.7.1] [ELA2013] (7) 2: Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text. [RL.7.2] [ELA2013] (7) 3: Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). [RL.7.3] [ELA2013] (7) 4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama. [RL.7.4] [ELA2013] (7) 5: Analyze how a drama's or poem's form or structure (e.g., soliloquy, sonnet) contributes to its meaning. [RL.7.5] [ELA2013] (7) 6: Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. [RL.7.6] [ELA2013] (7) 9: By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the Grades 68 text complexity band proficiently, with scaffolding as needed at the high end of the range. [RL.7.10] [ELA2013] (8) 1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. [RL.8.1] [ELA2013] (8) 2: Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. [RL.8.2] [ELA2013] (8) 3: Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. [RL.8.3] [ELA2013] (8) 4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. [RL.8.4] [ELA2013] (8) 5: Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style. [RL.8.5] [ELA2013] (8) 6: Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor. [RL.8.6] [ELA2013] (8) 9: By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of Grades 68 text complexity band independently and proficiently. [RL.8.10]
Subject: Language Arts,Mathematics Title: Can It Be?
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 The Phantom Tollbooth, by Norton Juster, and then explore and interpret the concept of averages. Thinkfinity Partner: Illuminations Grade Span: 6,7,8

