**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 Career-Ready Standards showcase lesson plan.
**Standard(s): **

[MA2015] (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. [6-SP1]

**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 Career-Ready Standards showcase lesson plan.

**Title:** If I Could...I Would

**Description:**
This cross-curricular lesson is designed to encourage students to apply measurement skills to real world encounters such as frogs and baseball. A literature text will be utilized to initiate students' thoughts to real world situations, and will follow with application of their physical abilities to the math standards.
This is a College- and Career-Ready Standards showcase lesson plan.
**Standard(s): **

[ELA2015] (6) 11: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [RI.6.1]

**Subject:**English Language Arts (6), or Mathematics (6)

**Title:**If I Could...I Would

**Description:**This cross-curricular lesson is designed to encourage students to apply measurement skills to real world encounters such as frogs and baseball. A literature text will be utilized to initiate students' thoughts to real world situations, and will follow with application of their physical abilities to the math standards. This is a College- and Career-Ready Standards showcase lesson plan.

**Title:** Get on your Mark, Get Set, Go! Collect, Interpret, and Represent Data using a Bar Graph and a Circle Graph.

**Description:**
In collaborative/cooperative groups, students will review basic vocabulary and concepts for data and statistics. Students will create, collect, display, and interpret data in the form of frequency tables, bar graphs and circle graphs.
**Standard(s): **

[MA2015] (6) 29: Summarize numerical data sets in relation to their context, such as by: [6-SP5]

**Subject:**Mathematics (6 - 7)

**Title:**Get on your Mark, Get Set, Go! Collect, Interpret, and Represent Data using a Bar Graph and a Circle Graph.

**Description:**In collaborative/cooperative groups, students will review basic vocabulary and concepts for data and statistics. Students will create, collect, display, and interpret data in the form of frequency tables, bar graphs and circle graphs.

**Title:** Hardships During the Great Depression

**Description:**
Students will be divided into groups of 2 or more. Each group will be given a choice of jobs that were available during the 1930s. Students will learn to manage their cost of living and household expenses.
**Standard(s): **

[SS2010] USS6 (6) 5: Explain causes and effects of the Great Depression on the people of the United States.

**Subject:**Mathematics (6), or Social Studies (6), or Technology Education (6 - 8)

**Title:**Hardships During the Great Depression

**Description:**Students will be divided into groups of 2 or more. Each group will be given a choice of jobs that were available during the 1930s. Students will learn to manage their cost of living and household expenses.

**Title:** Getting into the Electoral College

**Description:**
In this unit of 3 lessons from Illuminations, students are engaged in activities involving percentages, ratios, and area, with a focus throughout on building problem-solving and reasoning skills. They are designed to be used individually to fit within curriculum being covered at the time of an election. Additionally, the lesson extensions include many ideas for interdisciplinary activities and some possible school-wide activities.
**Standard(s): **

[MA2015] ALC (9-12) 11: Use ratios of perimeters, areas, and volumes of similar figures to solve applied problems. (Alabama)

**Subject:**Mathematics

**Title:**Getting into the Electoral College

**Description:**In this unit of 3 lessons from Illuminations, students are engaged in activities involving percentages, ratios, and area, with a focus throughout on building problem-solving and reasoning skills. They are designed to be used individually to fit within curriculum being covered at the time of an election. Additionally, the lesson extensions include many ideas for interdisciplinary activities and some possible school-wide activities.

**Thinkfinity Partner:**Illuminations

**Grade Span:**6,7,8

**Title:** A Swath of Red

**Description:**
In this lesson, one of a multi-part unit from Illuminations, students estimate the area of the country that voted for the Republican candidate and the area that voted for the Democratic candidate in the 2000 presidential election using a grid overlay. Students then compare the areas to the electoral and popular vote election results. Ratios of electoral votes to area are used to make generalizations about the population distribution of the United States.
**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:**A Swath of Red

**Description:**In this lesson, one of a multi-part unit from Illuminations, students estimate the area of the country that voted for the Republican candidate and the area that voted for the Democratic candidate in the 2000 presidential election using a grid overlay. Students then compare the areas to the electoral and popular vote election results. Ratios of electoral votes to area are used to make generalizations about the population distribution of the United States.

**Thinkfinity Partner:**Illuminations

**Grade Span:**6,7,8

**Title:** The Beat of Your Heart

**Description:**
This unit of five lessons, from Illuminations, gives students the opportunity to explore applications involving their own heart. The lessons, which span grades Pre-K-8, focus on measuring and data collection.
**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,Science

**Title:**The Beat of Your Heart

**Description:**This unit of five lessons, from Illuminations, gives students the opportunity to explore applications involving their own heart. The lessons, which span grades Pre-K-8, focus on measuring and data collection.

**Thinkfinity Partner:**Illuminations

**Grade Span:**K,PreK,1,2,3,4,5,6,7,8

**Title:** Playing Games

**Description:**
In this unit of five lessons, from Illuminations, students participate in activities in which they focus on the uses of numbers. The activities use the theme of games to develop concepts of measurement and statistics. Students are asked to measure distances using standard and nonstandard units and to record their measurement in various tables. Then they are asked to use descriptive statistics to report the results. These lessons include an individual activity for four different levels plus one for parents to complete with their child at home.
**Standard(s): **

[MA2015] (7) 20: Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. [7-SP4]

**Subject:**Mathematics

**Title:**Playing Games

**Description:**In this unit of five lessons, from Illuminations, students participate in activities in which they focus on the uses of numbers. The activities use the theme of games to develop concepts of measurement and statistics. Students are asked to measure distances using standard and nonstandard units and to record their measurement in various tables. Then they are asked to use descriptive statistics to report the results. These lessons include an individual activity for four different levels plus one for parents to complete with their child at home.

**Thinkfinity Partner:**Illuminations

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

**Title:** Spinning Tops

**Description:**
In this lesson, one of a multi-part unit from Illuminations, students participate in games and activities that develop concepts of measurement and statistics. Students are asked to measure distances using standard and nonstandard units and to record their measurements in various tables. Then they are asked to use descriptive statistics to report the results.
**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:**Spinning Tops

**Description:**In this lesson, one of a multi-part unit from Illuminations, students participate in games and activities that develop concepts of measurement and statistics. Students are asked to measure distances using standard and nonstandard units and to record their measurements in various tables. Then they are asked to use descriptive statistics to report the results.

**Thinkfinity Partner:**Illuminations

**Grade Span:**6,7,8

**Title:** Finding the Balance

**Description:**
In this lesson for grades 7 and 8, 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] (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:**Finding the Balance

**Description:**In this lesson for grades 7 and 8, 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:**6,7,8

**Title:** How Could That Happen?

**Description:**
In this lesson, one of a multi-part unit from Illuminations, students are challenged to generate election results using number sense and other mathematical skills. Students are also given the opportunity to explore the mathematical questions in a politically challenging context.
**Standard(s): **

[MA2015] (7) 9: Solve multistep real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form, convert between forms as appropriate, and assess the reasonableness of answers using mental computation and estimation strategies. [7-EE3]

**Subject:**Mathematics

**Title:**How Could That Happen?

**Description:**In this lesson, one of a multi-part unit from Illuminations, students are challenged to generate election results using number sense and other mathematical skills. Students are also given the opportunity to explore the mathematical questions in a politically challenging context.

**Thinkfinity Partner:**Illuminations

**Grade Span:**6,7,8

**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:** First Class First? Using Data to Explore the Tragedy of the Titanic

**Description:**
In this Science NetLinks lesson, students analyze and interpret data related to the crew and passengers of the Titanic. They draw conclusions to better understand the people who were lost or saved as a result of the disaster, and whether or not social status affected the outcome.
**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:**First Class First? Using Data to Explore the Tragedy of the Titanic

**Description:**In this Science NetLinks lesson, students analyze and interpret data related to the crew and passengers of the Titanic. They draw conclusions to better understand the people who were lost or saved as a result of the disaster, and whether or not social status affected the outcome.

**Thinkfinity Partner:**Science NetLinks

**Grade Span:**9,10,11,12

**Title:** Combinations

**Description:**
This unit of two lessons, from Illuminations, focuses on combinations, a subject related to the probability-and-statistics strand of mathematics. Students are encouraged to discover all the combinations for a given situation using problem-solving skills (including elimination and collection of organized data) and drawing conclusions. The use of higher-level thinking skills (synthesis, analysis, and evaluations) is the overall goal.
**Standard(s): **

[MA2015] DM1 (9-12) 12: Use combinatorial reasoning and counting techniques to solve application-based problems. (Alabama)

**Subject:**Mathematics

**Title:**Combinations

**Description:**This unit of two lessons, from Illuminations, focuses on combinations, a subject related to the probability-and-statistics strand of mathematics. Students are encouraged to discover all the combinations for a given situation using problem-solving skills (including elimination and collection of organized data) and drawing conclusions. The use of higher-level thinking skills (synthesis, analysis, and evaluations) is the overall goal.

**Thinkfinity Partner:**Illuminations

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

**Title:** Boxing Up

**Description:**
In this lesson, from Illuminations, students explore the relationship between theoretical and experimental probabilities. They use an interactive box model that allows them to simulate standard probability experiments such as flipping a coin or rolling a die.
**Standard(s): **

[MA2015] ALT (9-12) 41: (+) Use probabilities to make fair decisions (e.g., drawing by lots, using a random number generator). [S-MD6]

**Subject:**Mathematics

**Title:**Boxing Up

**Description:**In this lesson, from Illuminations, students explore the relationship between theoretical and experimental probabilities. They use an interactive box model that allows them to simulate standard probability experiments such as flipping a coin or rolling a die.

**Thinkfinity Partner:**Illuminations

**Grade Span:**6,7,8

**Title:** Birthday Paradox

**Description:**
This Illuminations lesson demonstrates the birthday paradox, using it as a springboard into a unit on probability. Students use the TI-83 graphing calculator to run a Monte Carlo simulation with the birthday paradox and engage in a graphical analysis of the birthday-problem function.
**Standard(s): **

[MA2015] PRE (9-12) 51: (+) Calculate the expected value of a random variable; interpret it as the mean of the probability distribution. [S-MD2]

**Subject:**Mathematics

**Title:**Birthday Paradox

**Description:**This Illuminations lesson demonstrates the birthday paradox, using it as a springboard into a unit on probability. Students use the TI-83 graphing calculator to run a Monte Carlo simulation with the birthday paradox and engage in a graphical analysis of the birthday-problem function.

**Thinkfinity Partner:**Illuminations

**Grade Span:**6,7,8,9,10,11,12

**Title:** Explorations with Chance

**Description:**
In this lesson, from Illuminations, students analyze the fairness of certain games by examining the probabilities of the outcomes. The explorations provide opportunities for the learning phases of predicting results, playing the games, and calculating probability ratios.
**Standard(s): **

[MA2015] ALT (9-12) 41: (+) Use probabilities to make fair decisions (e.g., drawing by lots, using a random number generator). [S-MD6]

**Subject:**Mathematics

**Title:**Explorations with Chance

**Description:**In this lesson, from Illuminations, students analyze the fairness of certain games by examining the probabilities of the outcomes. The explorations provide opportunities for the learning phases of predicting results, playing the games, and calculating probability ratios.

**Thinkfinity Partner:**Illuminations

**Grade Span:**9,10,11,12

**Title:** Stick or Switch?

**Description:**
This lesson, from Illuminations, presents a version of a classic game-show scenario. You pick one of three doors in hopes of winning the prize. The host opens one of the two remaining doors, which reveals no prize, and then asks if you wish to stick or switch. Which choice gives you the best chance to win? Students explore different approaches to this problem including guesses, experiments, computer simulations, and theoretical models.
**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:**Stick or Switch?

**Description:**This lesson, from Illuminations, presents a version of a classic game-show scenario. You pick one of three doors in hopes of winning the prize. The host opens one of the two remaining doors, which reveals no prize, and then asks if you wish to stick or switch. Which choice gives you the best chance to win? Students explore different approaches to this problem including guesses, experiments, computer simulations, and theoretical models.

**Thinkfinity Partner:**Illuminations

**Grade Span:**6,7,8,9,10,11,12

**Title:** Sticks and Stones Demo

**Description:**
This student interactive, from an Illuminations lesson, allows students to generate random throws for the game '' Sticks and Stones.'' In the game, three sticks are tossed and a player moves his or her marker according to how the sticks land.
**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 Demo

**Description:**This student interactive, from an Illuminations lesson, allows students to generate random throws for the game '' Sticks and Stones.'' In the game, three sticks are tossed and a player moves his or her marker according to how the sticks land.

**Thinkfinity Partner:**Illuminations

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

**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:** The Game of SKUNK

**Description:**
In this lesson, from Illuminations, students practice decision-making skills while playing a dice game called Skunk. This allows them to develop a better understanding of mathematical probability and of the concept of choice versus chance.
**Standard(s): **

[MA2015] (7) 24: Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation. [7-SP8]

**Subject:**Mathematics

**Title:**The Game of SKUNK

**Description:**In this lesson, from Illuminations, students practice decision-making skills while playing a dice game called Skunk. This allows them to develop a better understanding of mathematical probability and of the concept of choice versus chance.

**Thinkfinity Partner:**Illuminations

**Grade Span:**6,7,8

**Title:** Rich, Poor, or Somewhere in the Middle

**Description:**
This Xpeditions lesson offers students an opportunity to use economic and social indicators to identify the connection between a country's access to resources and its economic development. They learn how development is measured and examine basic statistical figures related to standard of living.
**Standard(s): **

[SS2010] CIV (7) 7: Determine how people organize economic systems to address basic economic questions regarding which goods and services will be produced, how they will be distributed, and who will consume them.

**Subject:**Mathematics - Statistics - Social Studies - Economics - Social Studies - Geography

**Title:**Rich, Poor, or Somewhere in the Middle

**Description:**This Xpeditions lesson offers students an opportunity to use economic and social indicators to identify the connection between a country's access to resources and its economic development. They learn how development is measured and examine basic statistical figures related to standard of living.

**Thinkfinity Partner:**National Geographic Education

**Grade Span:**6,7,8

**Title:** Interpreting Population Statistics

**Description:**
In this lesson, from Xpeditions, students are introduced to population statistics such as birth, death, and literacy rates. They compare these indicators for several countries, graph the results, and hypothesize about what their graphs indicate about the countries.
**Standard(s): **

[SS2010] GEOG (7) 1: Describe the world in spatial terms using maps and other geographic representations, tools, and technologies.

**Subject:**Mathematics - Statistics - Social Studies - Geography

**Title:**Interpreting Population Statistics

**Description:**In this lesson, from Xpeditions, students are introduced to population statistics such as birth, death, and literacy rates. They compare these indicators for several countries, graph the results, and hypothesize about what their graphs indicate about the countries.

**Thinkfinity Partner:**National Geographic Education

**Grade Span:**6,7,8

**Title:** Population Pasta

**Description:**
In this student activity, from Xpeditions, students investigate population statistics. Using different types of pasta to represent different numbers of people, students experiment with using graphs, maps, and more to illustrate the population densities of various countries.
**Standard(s): **

[MA2015] (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. [7-SP1]

**Subject:**Mathematics - Statistics - Social Studies - Geography

**Title:**Population Pasta

**Description:**In this student activity, from Xpeditions, students investigate population statistics. Using different types of pasta to represent different numbers of people, students experiment with using graphs, maps, and more to illustrate the population densities of various countries.

**Thinkfinity Partner:**National Geographic Education

**Grade Span:**K,1,2,3,4,5,6,7,8,9,10,11,12

**Title:** Exploring Histograms

**Description:**
In this lesson, from Illuminations, students create their own sets of data using an interactive data analysis tool. They then examine how various statistical functions such as mean, median, and standard deviation depend on the choice of data. The lesson includes an interactive online applet.
**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

**Title:**Exploring Histograms

**Description:**In this lesson, from Illuminations, students create their own sets of data using an interactive data analysis tool. They then examine how various statistical functions such as mean, median, and standard deviation depend on the choice of data. The lesson includes an interactive online applet.

**Thinkfinity Partner:**Illuminations

**Grade Span:**6,7,8

**Title:** History of Populations

**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] (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. [7-SP1]

**Subject:**Mathematics

**Title:**History of Populations

**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:**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:** Africa's Struggle With AIDS

**Description:**
In this Xpeditions lesson, students come to understand the enormity of the impact of AIDS on the population of Africa by comparing its effect there with its effect on the population of the world in general, and especially on that of the United States. After locating Africa on a world map, and individual sub-Saharan nations on a map of Africa, students examine charts and graphs to find and compare data about AIDS in Africa, the world, and the United States.
**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:**Health - Disease - Mathematics - Applied Mathematics - Science - Biology - Social Studies - Geography

**Title:**Africa's Struggle With AIDS

**Description:**In this Xpeditions lesson, students come to understand the enormity of the impact of AIDS on the population of Africa by comparing its effect there with its effect on the population of the world in general, and especially on that of the United States. After locating Africa on a world map, and individual sub-Saharan nations on a map of Africa, students examine charts and graphs to find and compare data about AIDS in Africa, the world, and the United States.

**Thinkfinity Partner:**National Geographic Education

**Grade Span:**6,7,8

**Title:** Using NBA Statistics for Box and Whisker Plots

**Description:**
Students use information from NBA statistics to make and compare box and whisker plots. The data provided in the lesson come from the NBA, but you could apply the lesson to data from the WNBA or any other sports teams or leagues for which player statistics are available.
**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

**Title:**Using NBA Statistics for Box and Whisker Plots

**Description:**Students use information from NBA statistics to make and compare box and whisker plots. The data provided in the lesson come from the NBA, but you could apply the lesson to data from the WNBA or any other sports teams or leagues for which player statistics are available.

**Thinkfinity Partner:**Illuminations

**Grade Span:**6,7,8

**Title:** Mean and Median

**Description:**
In this applet from Illuminations, students investigate the mean, median, and box-and-whisker plot for a set of data that they create. The data set may contain up to 15 integers, each with a value from 0 to 100.
**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

**Title:**Mean and Median

**Description:**In this applet from Illuminations, students investigate the mean, median, and box-and-whisker plot for a set of data that they create. The data set may contain up to 15 integers, each with a value from 0 to 100.

**Thinkfinity Partner:**Illuminations

**Grade Span:**6,7,8,9,10,11,12

**Title:** Random Drawing Tool

**Description:**
This student interactive, from Illuminations, allows students to explore the relationship between theoretical and experimental probabilities. Students use this '' box model'' as a statistical device to simulate standard probability experiments such as flipping a coin or rolling a die.
**Standard(s): **

**Subject:**Mathematics

**Title:**Random Drawing Tool

**Description:**This student interactive, from Illuminations, allows students to explore the relationship between theoretical and experimental probabilities. Students use this '' box model'' as a statistical device to simulate standard probability experiments such as flipping a coin or rolling a die.

**Thinkfinity Partner:**Illuminations

**Grade Span:**3,4,5,6,7,8,9,10,11,12

**Title:** Adjustable Spinner

**Description:**
This student interactive, from Illuminations, allows students to create their own spinners and examine the outcomes given a specified number of spins. Students learn that experimental probabilities differ according to the characteristics of the model.
**Standard(s): **

[MA2015] ALT (9-12) 41: (+) Use probabilities to make fair decisions (e.g., drawing by lots, using a random number generator). [S-MD6]

**Subject:**Mathematics

**Title:**Adjustable Spinner

**Description:**This student interactive, from Illuminations, allows students to create their own spinners and examine the outcomes given a specified number of spins. Students learn that experimental probabilities differ according to the characteristics of the model.

**Thinkfinity Partner:**Illuminations

**Grade Span:**K,PreK,1,2,3,4,5,6,7,8,9,10,11,12

**Title:** Fire

**Description:**
In this student interactive, from Illuminations, students can see the results of a fire if a forest is densely planted in a rectangular grid. Students are able to choose a starting place for the fire and enter the probability that a given tree will burn.
**Standard(s): **

**Subject:**Mathematics

**Title:**Fire

**Description:**In this student interactive, from Illuminations, students can see the results of a fire if a forest is densely planted in a rectangular grid. Students are able to choose a starting place for the fire and enter the probability that a given tree will burn.

**Thinkfinity Partner:**Illuminations

**Grade Span:**3,4,5,6,7,8,9,10,11,12

**Title:** Population Pasta

**Description:**
In this student activity, from Xpeditions, students investigate population statistics. Using different types of pasta to represent different numbers of people, students experiment with using graphs, maps, and more to illustrate the population densities of various countries.
**Standard(s): **

[MA2015] (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. [7-SP1]

**Subject:**Mathematics - Statistics - Social Studies - Geography

**Title:**Population Pasta

**Description:**In this student activity, from Xpeditions, students investigate population statistics. Using different types of pasta to represent different numbers of people, students experiment with using graphs, maps, and more to illustrate the population densities of various countries.

**Thinkfinity Partner:**National Geographic Education

**Grade Span:**K,1,2,3,4,5,6,7,8,9,10,11,12

**Title:** Canada Data Map

**Description:**
Investigate data for the Canadian provinces and territories with this interactive tool. Students can examine data sets contained within the interactive, or they can enter their own data.
**Standard(s): **

[MA2015] GEO (9-12) 40: Apply concepts of density based on area and volume in modeling situations (e.g., persons per square mile, British Thermal Units (BTUs) per cubic foot).* [G-MG2]

**Subject:**Mathematics

**Title:**Canada Data Map

**Description:**Investigate data for the Canadian provinces and territories with this interactive tool. Students can examine data sets contained within the interactive, or they can enter their own data.

**Thinkfinity Partner:**Illuminations

**Grade Span:**3,4,5,6,7,8,9,10,11,12

**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:** Histogram Tool

**Description:**
This student interactive, from Illuminations, allows students to create a customized histogram as well as display pre-set histograms for various data sets. The tool also allows students to see a frequency table, adjust the interval, and view the median and standard deviation of a data set.
**Standard(s): **

[MA2015] AL1 (9-12) 44: Summarize categorical data for two categories in two-way frequency tables. Interpret relative frequencies in the context of the data (including joint, marginal, and conditional relative frequencies). Recognize possible associations and trends in the data. [S-ID5]

**Subject:**Mathematics

**Title:**Histogram Tool

**Description:**This student interactive, from Illuminations, allows students to create a customized histogram as well as display pre-set histograms for various data sets. The tool also allows students to see a frequency table, adjust the interval, and view the median and standard deviation of a data set.

**Thinkfinity Partner:**Illuminations

**Grade Span:**3,4,5,6,7,8,9,10,11,12