**Title:** Dam Engineering

**Description:**
In Math, students will draw a t-chart to represent dam and flood data obtained from their reading resource. Students will select the information they wish to use from the reading resource (their opinions). Students will then use rulers marked with halves and fourths of an inch to measure lengths and construct a scale model of their own dam, which they can later construct in Science. Students will represent data in a graph and use measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Students will test their scale dams and make changes as needed.
This unit was created as part of the ALEX Interdisciplinary Resource Development Summit.
**Standard(s): **

[MA2015] (3) 18: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step "how many more" and "how many less" problems using information presented in scaled bar graphs. [3-MD3]

**Subject:**English Language Arts (3), or Mathematics (3)

**Title:**Dam Engineering

**Description:**In Math, students will draw a t-chart to represent dam and flood data obtained from their reading resource. Students will select the information they wish to use from the reading resource (their opinions). Students will then use rulers marked with halves and fourths of an inch to measure lengths and construct a scale model of their own dam, which they can later construct in Science. Students will represent data in a graph and use measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Students will test their scale dams and make changes as needed. This unit was created as part of the ALEX Interdisciplinary Resource Development Summit.

**Title:** Is My State at Risk for a Tornado?

**Description:**
This is a third-grade math lesson on the topic of tornadoes and natural disasters. Students will enter data from an internet search on the number of tornadoes occurring in each state into a spreadsheet. Students will analyze and determine which states are the most active in tornado occurrences and create bar graphs and a scaled picture graph from the data collected.
This unit was created as part of the ALEX Interdisciplinary Resource Development Summit.
**Standard(s): **

[TC2] (3-5) 11: Use digital tools to analyze authentic problems.

**Subject:**Mathematics (3), or Science (3), or Technology Education (3 - 5)

**Title:**Is My State at Risk for a Tornado?

**Description:**This is a third-grade math lesson on the topic of tornadoes and natural disasters. Students will enter data from an internet search on the number of tornadoes occurring in each state into a spreadsheet. Students will analyze and determine which states are the most active in tornado occurrences and create bar graphs and a scaled picture graph from the data collected. This unit was created as part of the ALEX Interdisciplinary Resource Development Summit.

**Title:** Climate Trackers

**Description:**
In this lesson, the students will use the technology resource Mission:Biomes to research and gather data for precipitation and temperatures for assigned biomes. The students will use the data to create a bar graph to display climate data for each biome.
This lesson was created as part of the 2016 NASA STEM Standards of Practice Project, a collaboration between the Alabama State Department of Education and NASA Marshall Space Flight Center.
**Standard(s): **

[SC2015] (3) 14: Collect information from a variety of sources to describe climates in
different regions of the world.

**Subject:**Mathematics (3), or Science (3)

**Title:**Climate Trackers

**Description:**In this lesson, the students will use the technology resource Mission:Biomes to research and gather data for precipitation and temperatures for assigned biomes. The students will use the data to create a bar graph to display climate data for each biome. This lesson was created as part of the 2016 NASA STEM Standards of Practice Project, a collaboration between the Alabama State Department of Education and NASA Marshall Space Flight Center.

**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): **

[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 twenty-first 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.

**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, GEMS-U Project.
**Standard(s): **

[MA2015] (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. [4-MD4]

**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, GEMS-U Project.

**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.
**Standard(s): **

[MA2015] (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. [3-MD4]

**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.

**Title:** HeartLine Express

**Description:**
During this lesson, students will plan and execute a week-long school-wide 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): **

[MA2015] (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. [4-MD2]

**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 week-long school-wide 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.

**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): **

[MA2015] (3) 18: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step "how many more" and "how many less" problems using information presented in scaled bar graphs. [3-MD3]

**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.

**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, hands-on way to get students excited about matter.
**Standard(s): **

[MA2015] (3) 18: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step "how many more" and "how many less" problems using information presented in scaled bar graphs. [3-MD3]

**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, hands-on way to get students excited about matter.

**Title:** We're in a Pickle

**Description:**
A hands-on 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): **

[MA2015] (3) 18: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step "how many more" and "how many less" problems using information presented in scaled bar graphs. [3-MD3]

**Subject:**English Language Arts (4 - 5), or Mathematics (3)

**Title:**We're in a Pickle

**Description:**A hands-on 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.

**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): **

[MA2015] (3) 18: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step "how many more" and "how many less" problems using information presented in scaled bar graphs. [3-MD3]

**Subject:**Mathematics (3 - 6), or Credit Recovery Science (4), or Science (3), 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.

**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): **

[MA2015] (2) 23: Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph. (See Appendix A, Table 1.) [2-MD10]

**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.

**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): **

[ELA2015] (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.

**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 steam-and-leaf plots, box-and-whisker plots, and histograms, can be used to organize the data.
**Standard(s): **

[MA2015] AL1 (9-12) 43: Interpret differences in shape, center, and spread in the context of the data sets, accounting for possible effects of extreme data points (outliers). [S-ID3]

**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 steam-and-leaf plots, box-and-whisker plots, and histograms, can be used to organize the data.

**Thinkfinity Partner:**Illuminations

**Grade Span:**3,4,5,6,7,8

**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): **

[MA2015] (3) 18: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step "how many more" and "how many less" problems using information presented in scaled bar graphs. [3-MD3]

**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

**Title:** Maintaining the Balance

**Description:**
In this lesson for grades 3 and 4, one of a multi-part 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): **

[MA2015] (3) 18: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step "how many more" and "how many less" problems using information presented in scaled bar graphs. [3-MD3]

**Subject:**Mathematics

**Title:**Maintaining the Balance

**Description:**In this lesson for grades 3 and 4, one of a multi-part 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

**Title:** Weather Watchers

**Description:**
In this lesson, from Illuminations, students collect and analyze data about the weather and learn to make a stem-and-leaf 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): **

[MA2015] (3) 18: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step "how many more" and "how many less" problems using information presented in scaled bar graphs. [3-MD3]

**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 stem-and-leaf 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

**Title:** Pizza-Topping Combinations

**Description:**
In this lesson, one of a multi-part 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): **

[MA2015] (3) 18: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step "how many more" and "how many less" problems using information presented in scaled bar graphs. [3-MD3]

**Subject:**Mathematics

**Title:**Pizza-Topping Combinations

**Description:**In this lesson, one of a multi-part 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

**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): **

[MA2015] (3) 18: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step "how many more" and "how many less" problems using information presented in scaled bar graphs. [3-MD3]

**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

**Title:** Numbers and Me

**Description:**
In this lesson, one of a multi-part unit from Illuminations, students participate in activities in which they focus on the uses of numbers. Students identify and use numbers in a real-life setting and interpret survey data.
**Standard(s): **

[MA2015] (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. [5-MD2]

**Subject:**Mathematics

**Title:**Numbers and Me

**Description:**In this lesson, one of a multi-part unit from Illuminations, students participate in activities in which they focus on the uses of numbers. Students identify and use numbers in a real-life setting and interpret survey data.

**Thinkfinity Partner:**Illuminations

**Grade Span:**K,PreK,1,2,3,4,5

**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): **

[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

**Title:** What Is Your Favorite?

**Description:**
In this lesson, one of a multi-part 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 problem-solving and communication skills. They also find the mean and median of a set of data.
**Standard(s): **

[MA2015] (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. [5-MD2]

**Subject:**Health,Mathematics

**Title:**What Is Your Favorite?

**Description:**In this lesson, one of a multi-part 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 problem-solving and communication skills. They also find the mean and median of a set of data.

**Thinkfinity Partner:**Illuminations

**Grade Span:**3,4,5

**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): **

[MA2015] (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. [5-MD2]

**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

**Title:** Pizza, Pizza!

**Description:**
In this three-lesson 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): **

[MA2015] (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. [5-MD2]

**Subject:**Mathematics

**Title:**Pizza, Pizza!

**Description:**In this three-lesson 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

**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): **

[MA2015] (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. [5-MD2]

**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

**Title:** Numerical Data

**Description:**
In this lesson, one of a multi-part 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): **

[MA2015] (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. [5-MD2]

**Subject:**Mathematics

**Title:**Numerical Data

**Description:**In this lesson, one of a multi-part 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

**Title:** What's in a Name

**Description:**
In this six-lesson 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): **

[MA2015] (3) 18: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step "how many more" and "how many less" problems using information presented in scaled bar graphs. [3-MD3]

**Subject:**Mathematics

**Title:**What's in a Name

**Description:**In this six-lesson 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

**Title:** Survey of Hair and Eye Colors

**Description:**
In this lesson, one of a multi-part 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): **

[MA2015] (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. [5-MD2]

**Subject:**Mathematics

**Title:**Survey of Hair and Eye Colors

**Description:**In this lesson, one of a multi-part 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

**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): **

[MA2015] (3) 18: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step "how many more" and "how many less" problems using information presented in scaled bar graphs. [3-MD3]

**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

**Title:** Super Bowl Scavenger Hunt

**Description:**
In this lesson, one of a multi-part 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): **

[MA2015] (3) 18: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step "how many more" and "how many less" problems using information presented in scaled bar graphs. [3-MD3]

**Subject:**Mathematics

**Title:**Super Bowl Scavenger Hunt

**Description:**In this lesson, one of a multi-part 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

**Title:** Information Represented Graphically

**Description:**
In this three-lesson 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): **

[MA2015] (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. [7-SP2]

**Subject:**Mathematics

**Title:**Information Represented Graphically

**Description:**In this three-lesson 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

**Title:** Describing Data

**Description:**
In this lesson, one of a multi-part 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): **

[MA2015] (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. [5-MD2]

**Subject:**Mathematics

**Title:**Describing Data

**Description:**In this lesson, one of a multi-part 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

**Title:** Making Beds

**Description:**
In this lesson, one of a multi-part 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): **

[ELA2015] (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 multi-part 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

**Title:** State Population Projections

**Description:**
In Illuminations lesson plan, one of a multi-part 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): **

[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 multi-part 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

**Title:** What Counties Are Your Favorite?

**Description:**
In this lesson, one of a multi-part 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): **

[MA2015] (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. [5-MD2]

**Subject:**Mathematics

**Title:**What Counties Are Your Favorite?

**Description:**In this lesson, one of a multi-part 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

**Title:** Name Your Tune

**Description:**
In this lesson, one of a multi-part 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): **

[MA2015] (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. [5-MD2]

**Subject:**Mathematics

**Title:**Name Your Tune

**Description:**In this lesson, one of a multi-part 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

**Title:** Favorite Pizza Toppings

**Description:**
In this lesson, one of a multi-part 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): **

[MA2015] (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. [4-MD4]

**Subject:**Mathematics

**Title:**Favorite Pizza Toppings

**Description:**In this lesson, one of a multi-part 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

**Title:** Telling Racing Stories

**Description:**
In this lesson, one of a multi-part 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): **

[MA2015] (5) 24: Represent real-world 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. [5-G2]

**Subject:**Mathematics

**Title:**Telling Racing Stories

**Description:**In this lesson, one of a multi-part 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

**Title:** Shorts and Shirts

**Description:**
In this lesson, one of a multi-part 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 problem-solving skills (including elimination and collection of organized data) and their ability to draw conclusions. The use of higher-level thinking skills (synthesis, analysis, and evaluations) is the overall goal.
**Standard(s): **

[MA2015] (3) 18: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step "how many more" and "how many less" problems using information presented in scaled bar graphs. [3-MD3]

**Subject:**Mathematics

**Title:**Shorts and Shirts

**Description:**In this lesson, one of a multi-part 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 problem-solving skills (including elimination and collection of organized data) and their ability to draw conclusions. The use of higher-level thinking skills (synthesis, analysis, and evaluations) is the overall goal.

**Thinkfinity Partner:**Illuminations

**Grade Span:**3,4,5

**Title:** What's in a Name: Looking Back and Moving Forward

**Description:**
In this lesson, one of a multi-part 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): **

[MA2015] (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. [4-MD4]

**Subject:**Mathematics

**Title:**What's in a Name: Looking Back and Moving Forward

**Description:**In this lesson, one of a multi-part 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

**Title:** Alphabet Soup

**Description:**
In this lesson, one of a multi-part unit from Illuminations, students construct box-and-whisker plots. They use them to identify the mean, mode, median, and range of the data set.
**Standard(s): **

[MA2015] (3) 18: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step "how many more" and "how many less" problems using information presented in scaled bar graphs. [3-MD3]

**Subject:**Mathematics

**Title:**Alphabet Soup

**Description:**In this lesson, one of a multi-part unit from Illuminations, students construct box-and-whisker plots. They use them to identify the mean, mode, median, and range of the data set.

**Thinkfinity Partner:**Illuminations

**Grade Span:**3,4,5

**Title:** Class Attributes

**Description:**
In this lesson, one of a multi-part 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): **

[MA2015] (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. [5-MD2]

**Subject:**Mathematics

**Title:**Class Attributes

**Description:**In this lesson, one of a multi-part 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

**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 multi-nation 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): **

[MA2015] PRE (9-12) 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. [S-MD1]

**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 multi-nation 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

**Title:** Heights of Students in Our Class

**Description:**
In this lesson, one of a multi-part 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 box-and-whisker plot.
**Standard(s): **

[MA2015] (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. [5-MD2]

**Subject:**Mathematics

**Title:**Heights of Students in Our Class

**Description:**In this lesson, one of a multi-part 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 box-and-whisker plot.

**Thinkfinity Partner:**Illuminations

**Grade Span:**3,4,5

**Title:** Let's Compare

**Description:**
In this lesson, one of a multi-part 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 solving-skills are used in this lesson.
**Standard(s): **

[MA2015] (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., *x*-axis and *x*-coordinate, *y*-axis and *y*-coordinate). [5-G1]

**Subject:**Mathematics

**Title:**Let's Compare

**Description:**In this lesson, one of a multi-part 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 solving-skills are used in this lesson.

**Thinkfinity Partner:**Illuminations

**Grade Span:**3,4,5

**Title:** Plastic Packaging

**Description:**
In this lesson, one of a multi-part 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): **

[MA2015] (3) 18: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step "how many more" and "how many less" problems using information presented in scaled bar graphs. [3-MD3]

**Subject:**Mathematics,Science

**Title:**Plastic Packaging

**Description:**In this lesson, one of a multi-part 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

**Title:** Representing Data

**Description:**
This unit of four lessons, from Illuminations, focuses on the application of mathematics to real-world 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, 1-2, 3-4, 5-6, and 7-8.
**Standard(s): **

[MA2015] (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. [5-MD2]

**Subject:**Mathematics

**Title:**Representing Data

**Description:**This unit of four lessons, from Illuminations, focuses on the application of mathematics to real-world 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, 1-2, 3-4, 5-6, and 7-8.

**Thinkfinity Partner:**Illuminations

**Grade Span:**K,PreK,1,2

**Title:** Skin Weight

**Description:**
In this lesson, one of a multi-part 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): **

[MA2015] (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. [5-MD2]

**Subject:**Mathematics

**Title:**Skin Weight

**Description:**In this lesson, one of a multi-part 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

**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): **

[MA2015] (3) 18: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step "how many more" and "how many less" problems using information presented in scaled bar graphs. [3-MD3]

**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

**Title:** The Clucking Chicken

**Description:**
In this lesson, one of a multi-part 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): **

[MA2015] (3) 18: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step "how many more" and "how many less" problems using information presented in scaled bar graphs. [3-MD3]

**Subject:**Mathematics

**Title:**The Clucking Chicken

**Description:**In this lesson, one of a multi-part 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

**Title:** The Eyes Have It

**Description:**
In this lesson, one of a multi-part 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): **

[MA2015] (3) 18: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step "how many more" and "how many less" problems using information presented in scaled bar graphs. [3-MD3]

**Subject:**Mathematics

**Title:**The Eyes Have It

**Description:**In this lesson, one of a multi-part 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

**Title:** What's the Weather?

**Description:**
In this lesson, one of a multi-part 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): **

[MA2015] (3) 18: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step "how many more" and "how many less" problems using information presented in scaled bar graphs. [3-MD3]

**Subject:**Mathematics

**Title:**What's the Weather?

**Description:**In this lesson, one of a multi-part 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

**Title:** Edmodo: Communication is Key

**Digital Tool:**
Edmodo **Web Address URL:**
https://www.edmodo.com/ **Standard(s): **

[MA2015] (3) 18: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step "how many more" and "how many less" problems using information presented in scaled bar graphs. [3-MD3]**Digital Tool Description:** "Edmodo is where education meets innovation. Edmodo was created to bring education into a 21st century environment."
Description provided by: www.edmodo.com

**Title:**Edmodo: Communication is Key

**Digital Tool:**Edmodo

**Digital Tool Description:**"Edmodo is where education meets innovation. Edmodo was created to bring education into a 21st century environment." Description provided by: www.edmodo.com

**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): **

[MA2015] (5) 26: Classify two-dimensional figures in a hierarchy based on properties. [5-G4]

**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

**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 e-example from Illuminations contains an interactive version of a game that can be used in the grades 3-5 classroom to support students' learning about fractions. e-Math Investigations are selected e-examples from the electronic version of the Principles and Standards of School Mathematics (PSSM). The e-examples are part of the electronic version of the PSSM document. Given their interactive nature and focused discussion tied to the PSSM document, the e-examples are natural companions to the i-Math investigations.
**Standard(s): **

[MA2015] (5) 26: Classify two-dimensional figures in a hierarchy based on properties. [5-G4]

**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 e-example from Illuminations contains an interactive version of a game that can be used in the grades 3-5 classroom to support students' learning about fractions. e-Math Investigations are selected e-examples from the electronic version of the Principles and Standards of School Mathematics (PSSM). The e-examples are part of the electronic version of the PSSM document. Given their interactive nature and focused discussion tied to the PSSM document, the e-examples are natural companions to the i-Math investigations.

**Thinkfinity Partner:**Illuminations

**Grade Span:**3,4,5

**Title:** Collecting, Representing, and Interpreting Data Using Spreadsheets and Graphing Software: Representing and Interpreting Data

**Description:**
This is part two of a two-part e-example 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. e-Math Investigations are selected e-examples 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 e-examples are natural companions to the i-Math Investigations.
**Standard(s): **

[MA2015] (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. [3-MD4]

**Subject:**Mathematics

**Title:**Collecting, Representing, and Interpreting Data Using Spreadsheets and Graphing Software: Representing and Interpreting Data

**Description:**This is part two of a two-part e-example 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. e-Math Investigations are selected e-examples 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 e-examples are natural companions to the i-Math Investigations.

**Thinkfinity Partner:**Illuminations

**Grade Span:**3,4,5

**Title:** Circle Grapher

**Description:**
This student interactive, from Illuminations, allows students to create a customized circle graph as well as display pre-set 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): **

[MA2015] AL1 (9-12) 41: Represent data with plots on the real number line (dot plots, histograms, and box plots). [S-ID1]

**Subject:**Mathematics

**Title:**Circle Grapher

**Description:**This student interactive, from Illuminations, allows students to create a customized circle graph as well as display pre-set 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

**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): **

[MA2015] (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. [7-SP7]

**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

**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): **

[MA2015] (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., *x*-axis and *x*-coordinate, *y*-axis and *y*-coordinate). [5-G1]

**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

**Title:** Box Plotter

**Description:**
This student interactive, from Illuminations, allows students to create a customized box plot as well as display pre-set box plots. They can choose from one of six predetermined data sets or input their own data into the applet.
**Standard(s): **

[MA2015] AL1 (9-12) 41: Represent data with plots on the real number line (dot plots, histograms, and box plots). [S-ID1]

**Subject:**Mathematics

**Title:**Box Plotter

**Description:**This student interactive, from Illuminations, allows students to create a customized box plot as well as display pre-set 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

**Title:** Reducing the Impact of a Flood
**Standard(s): **

[SC2015] (3) 15: Evaluate a design solution (e.g., flood barriers, wind resistant roofs,
lightning rods) that reduces the impact of a weather-related hazard.***Unit Plan Overview:** In relation to science, students will evaluate a dam design that reduces the impacts of a flood. Students will describe the relationship between scientific ideas or concepts using language that pertains to cause and effect in reference to dam design. Using technology to produce and publish writing, students will interact and collaborate with others on their dam design. In math, students will draw a scaled bar graph to represent dam and flood data over time and then use rulers marked with halves and fourths of an inch to measure lengths and construct their own dam. Students will also interpret various primary sources for reconstructing the past, including documents and photographs about dam designs.
This unit was created as a part of the ALEX Interdisciplinary Resource Development Summit.

**Title:**Reducing the Impact of a Flood

**Unit Plan Overview:**In relation to science, students will evaluate a dam design that reduces the impacts of a flood. Students will describe the relationship between scientific ideas or concepts using language that pertains to cause and effect in reference to dam design. Using technology to produce and publish writing, students will interact and collaborate with others on their dam design. In math, students will draw a scaled bar graph to represent dam and flood data over time and then use rulers marked with halves and fourths of an inch to measure lengths and construct their own dam. Students will also interpret various primary sources for reconstructing the past, including documents and photographs about dam designs. This unit was created as a part of the ALEX Interdisciplinary Resource Development Summit.

**Title:** Increasing Public Safety During Tornadoes
**Standard(s): **

[ELA2015] (3) 23: Write informative or explanatory texts to examine a topic and convey ideas and information clearly. [W.3.2]**Unit Plan Overview:** After collecting information on climates in different geographic regions through digital sources, text, and illustrations, students will understand various natural disasters, as well as how and why they occur. Next, students will research the cause and effects of tornadoes and write a cause and effect two-paragraph essay. For the third lesson, students will research different designs of storm shelters and determine which storm shelter they feel has the best design. Students will research states with most occurrences of tornadoes and determine the ten states with the highest average of tornadoes over a certain time period and create bar and picture graphs of their findings. Students will research and use information from lesson three to sketch and create an engineering prototype of a structure which addresses a particular type of storm damage.
This unit was created as part of the ALEX Interdisciplinary Resource Development Summit.

**Title:**Increasing Public Safety During Tornadoes

**Unit Plan Overview:**After collecting information on climates in different geographic regions through digital sources, text, and illustrations, students will understand various natural disasters, as well as how and why they occur. Next, students will research the cause and effects of tornadoes and write a cause and effect two-paragraph essay. For the third lesson, students will research different designs of storm shelters and determine which storm shelter they feel has the best design. Students will research states with most occurrences of tornadoes and determine the ten states with the highest average of tornadoes over a certain time period and create bar and picture graphs of their findings. Students will research and use information from lesson three to sketch and create an engineering prototype of a structure which addresses a particular type of storm damage. This unit was created as part of the ALEX Interdisciplinary Resource Development Summit.