**Title:** How Long Will It Take?

**Description:**
In this lesson, students will participate in a group activity using a sponge ball and a growing human circle. The students will be added to a circle in groups of two and will pass the sponge ball from hand to hand until it returns to the "starting" hand; all while being timed. The data will be recorded each time a new group is added to the circle. At the end of the activity the students will be able to construct a scattered plot, using Illuminations, as well as, make a prediction about the future. This activity will help students interpret relative frequencies.
**Standard(s): **

[TC2] (6-8) 2: Publish digital products that communicate curriculum concepts.

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

**Title:**How Long Will It Take?

**Description:**In this lesson, students will participate in a group activity using a sponge ball and a growing human circle. The students will be added to a circle in groups of two and will pass the sponge ball from hand to hand until it returns to the "starting" hand; all while being timed. The data will be recorded each time a new group is added to the circle. At the end of the activity the students will be able to construct a scattered plot, using Illuminations, as well as, make a prediction about the future. This activity will help students interpret relative frequencies.

**Title:** Who Bounces Best?

**Description:**
This is a cooperative learning, kinesthetic and presentation lesson. Students will use the computer to create graphs/charts to display data collected by counting the number of successful bounces when bouncing a basketball for 30 seconds. Students will make predictions and explain them.
**Standard(s): **

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

**Subject:**Mathematics (6)

**Title:**Who Bounces Best?

**Description:**This is a cooperative learning, kinesthetic and presentation lesson. Students will use the computer to create graphs/charts to display data collected by counting the number of successful bounces when bouncing a basketball for 30 seconds. Students will make predictions and explain them.

**Title:** Getting to Know Your Classmates Using Bar Graphs

**Description:**
Students will collect data from class using surveys. Students survey classmates concerning favorite movies, favorite color, shoe size, time spent studying, brand of cell phone and etc. From the data they will create bar graphs using an Illuminations website. Students will post printed bar graphs on the word wall as examples of bar graphs. They will discuss bar graph results to class.
Students will find data for their own school and draw a bar graph. Students can use any data that is provided for their own school. For example, data can be organized to graph students per grade in their own school.
**Standard(s): **

[MA2015] (6) 28: Display numerical data in plots on a number line, including dot plots, histograms, and box plots. [6-SP4]

**Subject:**Mathematics (6)

**Title:**Getting to Know Your Classmates Using Bar Graphs

**Description:**Students will collect data from class using surveys. Students survey classmates concerning favorite movies, favorite color, shoe size, time spent studying, brand of cell phone and etc. From the data they will create bar graphs using an Illuminations website. Students will post printed bar graphs on the word wall as examples of bar graphs. They will discuss bar graph results to class. Students will find data for their own school and draw a bar graph. Students can use any data that is provided for their own school. For example, data can be organized to graph students per grade in their own school.

**Title:** Misleading Graphs Are Da'PITS!

**Description:**
In this interactive lesson, students will discover how creating an incorrect graph will display misleading information. Through viewing and discussing a variety of graphs, the students will identify 5 components that graphs must contain to be accurate. The students will explore a variety of graphs and examine them to determine if the graphs are misleading.
This lesson plan was created by exemplary Alabama Math Teachers through the AMSTI project.
**Standard(s): **

[MA2015] (6) 28: Display numerical data in plots on a number line, including dot plots, histograms, and box plots. [6-SP4]

**Subject:**Mathematics (6)

**Title:**Misleading Graphs Are Da'PITS!

**Description:**In this interactive lesson, students will discover how creating an incorrect graph will display misleading information. Through viewing and discussing a variety of graphs, the students will identify 5 components that graphs must contain to be accurate. The students will explore a variety of graphs and examine them to determine if the graphs are misleading. This lesson plan was created by exemplary Alabama Math Teachers through the AMSTI project.

**Title:** Great Golly Graphs

**Description:**
This activity allows students to create their own survey question and ask people around the school to see the results. Students will take the results and display it in several types of graphs. The class will also discuss biased graphs and survey questions.
This lesson plan was created as a result of the Girls Engaged in Math and Science University, GEMS-U Project.
**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 (6 - 7), or Technology Education (6 - 8)

**Title:**Great Golly Graphs

**Description:**This activity allows students to create their own survey question and ask people around the school to see the results. Students will take the results and display it in several types of graphs. The class will also discuss biased graphs and survey questions. This lesson plan was created as a result of the Girls Engaged in Math and Science University, GEMS-U Project.

**Title:** Calculating the mean, mode, median and range using spreadsheet software

**Description:**
This lesson plan involves using spreadsheet software to aid in calculating the mean, mode, median, and range of the distance each student in the class travels from home to school each day. It also involves comparing the use of spreadsheet software for calculations versus doing calculations by hand. It will also help students better understand spreadsheet software including terminology and functions.
**Standard(s): **

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

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

**Title:**Calculating the mean, mode, median and range using spreadsheet software

**Description:**This lesson plan involves using spreadsheet software to aid in calculating the mean, mode, median, and range of the distance each student in the class travels from home to school each day. It also involves comparing the use of spreadsheet software for calculations versus doing calculations by hand. It will also help students better understand spreadsheet software including terminology and functions.

**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:** 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:** 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:** Count on Math

**Description:**
In this unit of two lessons, from Illuminations, students develop number sense through activities involving collection, representation, and analysis of data. In addition, students practice reading and writing large numbers and use estimation to arrive at appropriate answers.
**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:**Count on Math

**Description:**In this unit of two lessons, from Illuminations, students develop number sense through activities involving collection, representation, and analysis of data. In addition, students practice reading and writing large numbers and use estimation to arrive at appropriate answers.

**Thinkfinity Partner:**Illuminations

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

**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:** 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:** 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:** Measuring Shadows

**Description:**
In this Science NetLinks lesson, students determine the pattern (length and direction) of shadows cast by sunlight during a several month period. They develop an interpretation of the daily and seasonal patterns and variations observed.
**Standard(s): **

[MA2015] MI1 (9-12) 11: Describe the development of mathematical tools and their applications. (Alabama)

**Subject:**Mathematics

**Title:**Measuring Shadows

**Description:**In this Science NetLinks lesson, students determine the pattern (length and direction) of shadows cast by sunlight during a several month period. They develop an interpretation of the daily and seasonal patterns and variations observed.

**Thinkfinity Partner:**Science NetLinks

**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:** 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:** 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:** Mathematics as Communication

**Description:**
This lesson, from Illuminations, focuses on interpreting and creating graphs that are functions of time. Students complete four activity sheets that focus on graphs of time vs. speed and how many times an event occurred in a specific amount of time.
**Standard(s): **

[MA2015] AL1 (9-12) 45: Represent data on two quantitative variables on a scatter plot, and describe how the variables are related. [S-ID6]

**Subject:**Mathematics

**Title:**Mathematics as Communication

**Description:**This lesson, from Illuminations, focuses on interpreting and creating graphs that are functions of time. Students complete four activity sheets that focus on graphs of time vs. speed and how many times an event occurred in a specific amount of time.

**Thinkfinity Partner:**Illuminations

**Grade Span:**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:** Airport Numbers

**Description:**
In this lesson, one of a multi-part unit from Illuminations, students participate in activities in which they focus on the role of numbers and language in real-world situations. These activities use an airport theme to investigate numbers. Students are encouraged to relate the numbers to familiar situations. For example, they use the dimensions of the classroom to describe an airplane.
**Standard(s): **

[ELA2015] (8) 19: By the end of the year, read and comprehend literary nonfiction at the high end of the
Grades 6-8 text complexity band independently and proficiently. [RI.8.10]

**Subject:**Language Arts,Mathematics

**Title:**Airport Numbers

**Description:**In this lesson, one of a multi-part unit from Illuminations, students participate in activities in which they focus on the role of numbers and language in real-world situations. These activities use an airport theme to investigate numbers. Students are encouraged to relate the numbers to familiar situations. For example, they use the dimensions of the classroom to describe an airplane.

**Thinkfinity Partner:**Illuminations

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

**Title:** Printing Books

**Description:**
In this lesson, from Illuminations, students explore the relationships among lines, slopes, and y-intercepts using the real-world situation of the printing of their textbook. They use data presented in tables, graphs, and equation form for problem-solving.
**Standard(s): **

[MA2015] (8) 27: Use the equation of a linear model to solve problems in the context of bivariate measurement data, interpreting the slope and intercept. [8-SP3]

**Subject:**Mathematics

**Title:**Printing Books

**Description:**In this lesson, from Illuminations, students explore the relationships among lines, slopes, and y-intercepts using the real-world situation of the printing of their textbook. They use data presented in tables, graphs, and equation form for problem-solving.

**Thinkfinity Partner:**Illuminations

**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:** How long it takes to get to school?

**Digital Tool:**
AnswerGarden **Web Address URL:**
http://AnswerGarden.ch/ **Standard(s): **

[MA2015] (6) 29: Summarize numerical data sets in relation to their context, such as by: [6-SP5]**Digital Tool Description:** The AnswerGarden tool will be used to give feedback on if the students understand the difference between statistical and no statistical questions. Students will be able to create a survey and analyze the data using a Google form.

**Title:**How long it takes to get to school?

**Digital Tool:**AnswerGarden

**Digital Tool Description:**The AnswerGarden tool will be used to give feedback on if the students understand the difference between statistical and no statistical questions. Students will be able to create a survey and analyze the data using a Google form.

**Title:** Infograms: Show Your Data!

**Digital Tool:**
Infogram **Web Address URL:**
http://infogr.am **Standard(s): **

[ELA2015] (7) 34: Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. [SL.7.5]**Digital Tool Description:** Infogram allows you to easily take data and create infographics. Use charts as well as pictures to display data into an easy to read and understand and attractive digital poster that can be displayed alone or embedded into a website.

**Title:**Infograms: Show Your Data!

**Digital Tool:**Infogram

**Digital Tool Description:**Infogram allows you to easily take data and create infographics. Use charts as well as pictures to display data into an easy to read and understand and attractive digital poster that can be displayed alone or embedded into a website.

**Title:** How Do You Unlock a Secret Code?

**Description:**
Cryptologists study secret codes. Being able to read encoded German and Japanese communications enabled the Allies to achieve victory in World War II., Join us as we explore how the code was cracked. By the end of this wonder, you may be making and breaking secret codes, too!
**Standard(s): **

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

**Subject:**Cross-Disciplinary - Informal Education , Arts - Glass , Arts - Sculpture , Arts - Woodworking , Science - Earth science , Science - Geology , Informal Education - Zoo/Aquarium/Nature Center Education

**Title:**How Do You Unlock a Secret Code?

**Description:**Cryptologists study secret codes. Being able to read encoded German and Japanese communications enabled the Allies to achieve victory in World War II., Join us as we explore how the code was cracked. By the end of this wonder, you may be making and breaking secret codes, too!

**Thinkfinity Partner:**Wonderopolis

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

**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:** 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:** How Do You Unlock a Secret Code?

**Description:**
Cryptologists study secret codes. Being able to read encoded German and Japanese communications enabled the Allies to achieve victory in World War II., Join us as we explore how the code was cracked. By the end of this wonder, you may be making and breaking secret codes, too!
**Standard(s): **

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

**Subject:**Cross-Disciplinary - Informal Education , Arts - Glass , Arts - Sculpture , Arts - Woodworking , Science - Earth science , Science - Geology , Informal Education - Zoo/Aquarium/Nature Center Education

**Title:**How Do You Unlock a Secret Code?

**Description:**Cryptologists study secret codes. Being able to read encoded German and Japanese communications enabled the Allies to achieve victory in World War II., Join us as we explore how the code was cracked. By the end of this wonder, you may be making and breaking secret codes, too!

**Thinkfinity Partner:**Wonderopolis

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

**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:** 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