**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:** M&M’s and Blogs: Interpreting Data!

**Description:**
In this hands-on, technology rich lesson, students will interpret data. The students will define words involving graphs, create a bar graph using M&M’s, and post information from their findings on the internet. The students will also make their own poll and create their own graph using the Create A Graph website.
**Standard(s): **

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

**Subject:**Mathematics (6)

**Title:**M&M’s and Blogs: Interpreting Data!

**Description:**In this hands-on, technology rich lesson, students will interpret data. The students will define words involving graphs, create a bar graph using M&M’s, and post information from their findings on the internet. The students will also make their own poll and create their own graph using the Create A Graph website.

**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:** 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:** Can You Crack The Code?

**Description:**
Students will conduct guided research on the Navaho code talkers and briefly discuss their impact on WWII. Students will also be introduced to other forms of cryptology and use number pattern skills to crack their own code and create a numerical code for classmates to crack.
**Standard(s): **

[MA2015] (5) 3: Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. [5-OA3]

**Subject:**Mathematics (5 - 6)

**Title:**Can You Crack The Code?

**Description:**Students will conduct guided research on the Navaho code talkers and briefly discuss their impact on WWII. Students will also be introduced to other forms of cryptology and use number pattern skills to crack their own code and create a numerical code for classmates to crack.

**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:** University and College Tuition Webquest

**Description:**
This is a technology-based and interdisciplinary project incorporating mathematics, language, and technology standards. Each student will research on the university's website: location, the mission statement, historical and interesting facts, and the tuition costs (for which they will have to compute the median, range, and mean). Each student will use other Internet sources to find the distance from home. An expository essay explaining the importance of researching about universities and a PowerPoint presentation will also be requirements of the project.
**Standard(s): **

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

**Subject:**English Language Arts (7), or Mathematics (6 - 7), or Technology Education (6 - 8)

**Title:**University and College Tuition Webquest

**Description:**This is a technology-based and interdisciplinary project incorporating mathematics, language, and technology standards. Each student will research on the university's website: location, the mission statement, historical and interesting facts, and the tuition costs (for which they will have to compute the median, range, and mean). Each student will use other Internet sources to find the distance from home. An expository essay explaining the importance of researching about universities and a PowerPoint presentation will also be requirements of the 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:** How Tall Is Hagrid?

**Description:**
This activity uses data collection method for students to mathematically compute the height and shoulder width of the character Hagrid from Harry Potter. Students will measure their own heights and shoulder widths to come up with a class average. They will use this average to find an approximation of the size of Hagrid.This lesson plan was created as a result of the Girls Engaged in Math and Science University, GEMS-U Project.
**Standard(s): **

[MA2015] (8) 19: Understand that a two-dimensional figure is similar to another if the second can be obtained from the first by a sequence of rotations, reflections, translations, and dilations; given two similar two-dimensional figures, describe a sequence that exhibits the similarity between them. [8-G4]

**Subject:**Mathematics (6 - 8)

**Title:**How Tall Is Hagrid?

**Description:**This activity uses data collection method for students to mathematically compute the height and shoulder width of the character Hagrid from Harry Potter. Students will measure their own heights and shoulder widths to come up with a class average. They will use this average to find an approximation of the size of Hagrid.This lesson plan was created as a result of the Girls Engaged in Math and Science University, GEMS-U Project.

**Title:** The Average Middle "Schooler"

**Description:**
In this lesson, students will work in groups to find the average middle school student. They will measure members of the group, find the average, and convert to different units of measure. Students will also conduct a survey and display the information in graphs.This lesson plan was created as a result of the Girls Engaged in Math and Science University, GEMS-U Project.
**Standard(s): **

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

**Subject:**Mathematics (5 - 6), or Technology Education (6 - 8)

**Title:**The Average Middle "Schooler"

**Description:**In this lesson, students will work in groups to find the average middle school student. They will measure members of the group, find the average, and convert to different units of measure. Students will also conduct a survey and display the information in graphs.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:** Fly Away With Averages

**Description:**
This is a hands-on lesson that allows students to gather their own data before finding the mean. This activity is the culminating activity of a mean, median and mode unit.
**Standard(s): **

[MA2015] (7) 2: Recognize and represent proportional relationships between quantities. [7-RP2]

**Subject:**Mathematics (6 - 7), or Technology Education (3 - 5)

**Title:**Fly Away With Averages

**Description:**This is a hands-on lesson that allows students to gather their own data before finding the mean. This activity is the culminating activity of a mean, median and mode unit.

**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:** 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:** 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:** Inclined Plane

**Description:**
In this multiple-day activity, from Illuminations, students time balls rolling down inclines of varying lengths and heights. They then try to make inferences about the relationships among the variables involved.
**Standard(s): **

[MA2015] AL1 (9-12) 46: Interpret the slope (rate of change) and the intercept (constant term) of a linear model in the context of the data. [S-ID7]

**Subject:**Mathematics,Science

**Title:**Inclined Plane

**Description:**In this multiple-day activity, from Illuminations, students time balls rolling down inclines of varying lengths and heights. They then try to make inferences about the relationships among the variables involved.

**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:** Birthdays and the Binary System: Exploring Binary Numbers in a Real-World Application

**Description:**
This lesson, from Illuminations, revolves around patterns and place value in the binary system. Students are drawn into mathematics by the magical ability to guess an unknown number and by the use of birthdays.
**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:**Birthdays and the Binary System: Exploring Binary Numbers in a Real-World Application

**Description:**This lesson, from Illuminations, revolves around patterns and place value in the binary system. Students are drawn into mathematics by the magical ability to guess an unknown number and by the use of birthdays.

**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:** Explore More Tables

**Description:**
In this lesson, one of a multi-part unit from Illuminations, students further develop their understanding of ratio, proportion, and least common multiple.
**Standard(s): **

[MA2015] (8) 28: Understand that patterns of association can also be seen in bivariate categorical data by displaying frequencies and relative frequencies in a two-way table. Construct and interpret a two-way table summarizing data on two categorical variables collected from the same subjects. Use relative frequencies calculated for rows or columns to describe possible association between the two variables. [8-SP4]

**Subject:**Mathematics

**Title:**Explore More Tables

**Description:**In this lesson, one of a multi-part unit from Illuminations, students further develop their understanding of ratio, proportion, and least common multiple.

**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:** 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:** Sports Rankings

**Description:**
In this Science Update, from Science NetLinks, you'll hear how mathematicians at the Rochester Institute of Technology are suggesting changes to the ranking systems in sports. Project leader Darren Narayan says the goal is to factor in head-to-head competition. Science Updates are audio interviews with scientists and are accompanied by a set of questions as well as links to related Science NetLinks lessons and other related resources.
**Standard(s): **

[MA2015] PRE (9-12) 49: Evaluate reports based on data. [S-IC6]

**Subject:**Mathematics, Physical Education

**Title:**Sports Rankings

**Description:**In this Science Update, from Science NetLinks, you'll hear how mathematicians at the Rochester Institute of Technology are suggesting changes to the ranking systems in sports. Project leader Darren Narayan says the goal is to factor in head-to-head competition. Science Updates are audio interviews with scientists and are accompanied by a set of questions as well as links to related Science NetLinks lessons and other related resources.

**Thinkfinity Partner:**Science NetLinks

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

**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:** 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:** Measurement Terms

**Description:**
This lesson, one of a multi-part unit from Illuminations, introduces relationships between measurement and geometry. The activities build on students prior knowledge as they work with partners and as a whole class to list, group, label, and write to present their understanding.
**Standard(s): **

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

**Subject:**Mathematics

**Title:**Measurement Terms

**Description:**This lesson, one of a multi-part unit from Illuminations, introduces relationships between measurement and geometry. The activities build on students prior knowledge as they work with partners and as a whole class to list, group, label, and write to present their understanding.

**Thinkfinity Partner:**Illuminations

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

**Title:** The Celebrated Jumping Frog

**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. Using the story The Celebrated Jumping Frog of Calveras County by Mark Twain, students simulate a jumping-frog contest and determine the distances jumped. Students then record the distance of individual jumps in centimeters and determine the total distance and the official distance. Students compare the range and median of the total distances with those of the official distances of the group.
**Standard(s): **

[ELA2015] (8) 9: By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of Grades 6-8 text complexity band independently and proficiently. [RL.8.10]

**Subject:**Language Arts,Mathematics

**Title:**The Celebrated Jumping Frog

**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. Using the story The Celebrated Jumping Frog of Calveras County by Mark Twain, students simulate a jumping-frog contest and determine the distances jumped. Students then record the distance of individual jumps in centimeters and determine the total distance and the official distance. Students compare the range and median of the total distances with those of the official distances of the group.

**Thinkfinity Partner:**Illuminations

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

**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:** Can It Be?

**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 The Phantom Tollbooth, by Norton Juster, and then explore and interpret the concept of averages.
**Standard(s): **

[ELA2015] (8) 9: By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of Grades 6-8 text complexity band independently and proficiently. [RL.8.10]

**Subject:**Language Arts,Mathematics

**Title:**Can It Be?

**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 The Phantom Tollbooth, by Norton Juster, and then explore and interpret the concept of averages.

**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:** Counting Embedded Figures

**Description:**
In this lesson, from Illuminations, students look for patterns within a given set of data. After looking at the pattern, students form generalizations for the problem and sharpen their algebraic skills.
**Standard(s): **

[MA2015] (8) 11: Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output. (Function notation is not required in Grade 8.) [8-F1]

**Subject:**Mathematics

**Title:**Counting Embedded Figures

**Description:**In this lesson, from Illuminations, students look for patterns within a given set of data. After looking at the pattern, students form generalizations for the problem and sharpen their algebraic skills.

**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:** Technology in Math (Small Group/Centers)

**Digital Tool:**
Tenmarks **Web Address URL:**
http://www.tenmarks.com **Standard(s): **

[MA2015] (6) 29: Summarize numerical data sets in relation to their context, such as by: [6-SP5]**Digital Tool Description:** Tenmarks is a free web resource for math. In addition, educators can create accounts for students in which students can access the site 24/7. Tenmarks is design for students in grades second though tenth grades. Tenmarks provides a multiple choice styles of questions for students. Tenmarks allows teachers to personlize instruction for students whether they are below, on, or above grade level in math. In addition, tenmarks is great for small group instruction, centers, and intervention. It provides indivdualize data for students and is a good tool to measure mastery of standards for testing and content knowledge.

**Title:**Technology in Math (Small Group/Centers)

**Digital Tool:**Tenmarks

**Digital Tool Description:**Tenmarks is a free web resource for math. In addition, educators can create accounts for students in which students can access the site 24/7. Tenmarks is design for students in grades second though tenth grades. Tenmarks provides a multiple choice styles of questions for students. Tenmarks allows teachers to personlize instruction for students whether they are below, on, or above grade level in math. In addition, tenmarks is great for small group instruction, centers, and intervention. It provides indivdualize data for students and is a good tool to measure mastery of standards for testing and content knowledge.

**Title:** Sports Rankings

**Description:**
In this Science Update, from Science NetLinks, you'll hear how mathematicians at the Rochester Institute of Technology are suggesting changes to the ranking systems in sports. Project leader Darren Narayan says the goal is to factor in head-to-head competition. Science Updates are audio interviews with scientists and are accompanied by a set of questions as well as links to related Science NetLinks lessons and other related resources.
**Standard(s): **

[MA2015] PRE (9-12) 49: Evaluate reports based on data. [S-IC6]

**Subject:**Mathematics, Physical Education

**Title:**Sports Rankings

**Description:**In this Science Update, from Science NetLinks, you'll hear how mathematicians at the Rochester Institute of Technology are suggesting changes to the ranking systems in sports. Project leader Darren Narayan says the goal is to factor in head-to-head competition. Science Updates are audio interviews with scientists and are accompanied by a set of questions as well as links to related Science NetLinks lessons and other related resources.

**Thinkfinity Partner:**Science NetLinks

**Grade Span:**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:** 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:** 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:** Marble Mania Student Page

**Description:**
This Science NetLinks Afterschool activity introduces kids to probability and chance with a fun interactive. By pulling marbles out of a virtual bag, 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 Student Page

**Description:**This Science NetLinks Afterschool activity introduces kids to probability and chance with a fun interactive. By pulling marbles out of a virtual bag, 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:** 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:** 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:** 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