**Title:** SpongeBob RoundPants? What's the Chance?

**Description:**
What are the chances of SpongeBob having kids with round pants? Working in cooperative learning groups, students explore the concept of probability. Using interactive websites, students explore the possibilities of an organism having a particular trait by completing a virtual lab using Punnett squares. Students will apply their knowledge to predict possible outcomes of the offspring of the residents of Bikini Bottom.
**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 (7), or Credit Recovery Science (7), or Science (7)

**Title:**SpongeBob RoundPants? What's the Chance?

**Description:**What are the chances of SpongeBob having kids with round pants? Working in cooperative learning groups, students explore the concept of probability. Using interactive websites, students explore the possibilities of an organism having a particular trait by completing a virtual lab using Punnett squares. Students will apply their knowledge to predict possible outcomes of the offspring of the residents of Bikini Bottom.

**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:** Dice Roll Project

**Description:**
This project is a fun way for students to observe the integration of a probability lesson with spreadsheet software. Students will record 36 rolls of a pair of dice. After they record their data, students will manually calculate the mean, median, mode and range. Students will then observe how quickly a computer can do those same calculations and many more things with that same data. Students will also compare experimental outcomes to the theoretical outcome.
**Standard(s): **

**Subject:**Mathematics (7 - 12), or Technology Education (9 - 12)

**Title:**Dice Roll Project

**Description:**This project is a fun way for students to observe the integration of a probability lesson with spreadsheet software. Students will record 36 rolls of a pair of dice. After they record their data, students will manually calculate the mean, median, mode and range. Students will then observe how quickly a computer can do those same calculations and many more things with that same data. Students will also compare experimental outcomes to the theoretical outcome.

**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:** A Swath of Red

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

[MA2015] (7) 18: Use data from a random sample to draw inferences about a population with an unknown characteristic of interest. Generate multiple samples (or simulated samples) of the same size to gauge the variation in estimates or predictions. [7-SP2]

**Subject:**Mathematics

**Title:**A Swath of Red

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

**Thinkfinity Partner:**Illuminations

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

**Title:** The Beat of Your Heart

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

[MA2015] (7) 18: Use data from a random sample to draw inferences about a population with an unknown characteristic of interest. Generate multiple samples (or simulated samples) of the same size to gauge the variation in estimates or predictions. [7-SP2]

**Subject:**Mathematics,Science

**Title:**The Beat of Your Heart

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

**Thinkfinity Partner:**Illuminations

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

**Title:** Playing Games

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

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

**Subject:**Mathematics

**Title:**Playing Games

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

**Thinkfinity Partner:**Illuminations

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

**Title:** Spinning Tops

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

[MA2015] (7) 18: Use data from a random sample to draw inferences about a population with an unknown characteristic of interest. Generate multiple samples (or simulated samples) of the same size to gauge the variation in estimates or predictions. [7-SP2]

**Subject:**Mathematics

**Title:**Spinning Tops

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

**Thinkfinity Partner:**Illuminations

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

**Title:** Building Height

**Description:**
In this Illuminations lesson, students use a clinometer (a measuring device built from a protractor) and isosceles right triangles to find the height of a building. The class compares measurements, talks about the variation in their results, and selects the best measure of central tendency to report the most accurate height.
**Standard(s): **

[MA2015] GEO (9-12) 39: Use geometric shapes, their measures, and their properties to describe objects (e.g., modeling a tree trunk or a human torso as a cylinder).* [G-MG1]

**Subject:**Mathematics

**Title:**Building Height

**Description:**In this Illuminations lesson, students use a clinometer (a measuring device built from a protractor) and isosceles right triangles to find the height of a building. The class compares measurements, talks about the variation in their results, and selects the best measure of central tendency to report the most accurate height.

**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:** Travel in the Solar System: Lesson 2

**Description:**
In this lesson, one of a multi-part unit from Illuminations, students consider the amount of time that space travelers need to travel to the four terrestrial planets. Students also think about what kinds of events might occur on Earth while the space travelers are on their journey.
**Standard(s): **

[MA2015] (8) 7: Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways. [8-EE5]

**Subject:**Mathematics,Science

**Title:**Travel in the Solar System: Lesson 2

**Description:**In this lesson, one of a multi-part unit from Illuminations, students consider the amount of time that space travelers need to travel to the four terrestrial planets. Students also think about what kinds of events might occur on Earth while the space travelers are on their journey.

**Thinkfinity Partner:**Illuminations

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

**Title:** Shopping Mall Math

**Description:**
In this two-lesson unit, from Illuminations, students participate in activities in which they develop number sense in and around the shopping mall. Two grade-level activities deal with size and space, estimation, measurement and applications involving percent.
**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:**Shopping Mall Math

**Description:**In this two-lesson unit, from Illuminations, students participate in activities in which they develop number sense in and around the shopping mall. Two grade-level activities deal with size and space, estimation, measurement and applications involving percent.

**Thinkfinity Partner:**Illuminations

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

**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:** Combinations

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

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

**Subject:**Mathematics

**Title:**Combinations

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

**Thinkfinity Partner:**Illuminations

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

**Title:** Boxing Up

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

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

**Subject:**Mathematics

**Title:**Boxing Up

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

**Thinkfinity Partner:**Illuminations

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

**Title:** Birthday Paradox

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

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

**Subject:**Mathematics

**Title:**Birthday Paradox

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

**Thinkfinity Partner:**Illuminations

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

**Title:** Explorations with Chance

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

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

**Subject:**Mathematics

**Title:**Explorations with Chance

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

**Thinkfinity Partner:**Illuminations

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

**Title:** Stick or Switch?

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

[MA2015] PRE (9-12) 50: (+) Define a random variable for a quantity of interest by assigning a numerical value to each event in a sample space; graph the corresponding probability distribution using the same graphical displays as for data distributions. [S-MD1]

**Subject:**Mathematics

**Title:**Stick or Switch?

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

**Thinkfinity Partner:**Illuminations

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

**Title:** Sticks and Stones Demo

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

[MA2015] PRE (9-12) 50: (+) Define a random variable for a quantity of interest by assigning a numerical value to each event in a sample space; graph the corresponding probability distribution using the same graphical displays as for data distributions. [S-MD1]

**Subject:**Mathematics

**Title:**Sticks and Stones Demo

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

**Thinkfinity Partner:**Illuminations

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

**Title:** Sticks and Stones

**Description:**
In this Illuminations lesson, students play Sticks and Stones, a game based on the Apache game Throw Sticks, which was played at multi-nation celebrations. Students collect data, investigate the likelihood of various moves, and use basic ideas of expected value to determine the average number of turns needed to win a game.
**Standard(s): **

[MA2015] PRE (9-12) 50: (+) Define a random variable for a quantity of interest by assigning a numerical value to each event in a sample space; graph the corresponding probability distribution using the same graphical displays as for data distributions. [S-MD1]

**Subject:**Mathematics

**Title:**Sticks and Stones

**Description:**In this Illuminations lesson, students play Sticks and Stones, a game based on the Apache game Throw Sticks, which was played at multi-nation celebrations. Students collect data, investigate the likelihood of various moves, and use basic ideas of expected value to determine the average number of turns needed to win a game.

**Thinkfinity Partner:**Illuminations

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

**Title:** The Game of SKUNK

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

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

**Subject:**Mathematics

**Title:**The Game of SKUNK

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

**Thinkfinity Partner:**Illuminations

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

**Title:** Information Represented Graphically

**Description:**
In this three-lesson unit, from Illuminations, students participate in activities in which they analyze information represented graphically. Students are asked to discuss, describe, read, and write about the graphs and the information they contain.
**Standard(s): **

[MA2015] (7) 18: Use data from a random sample to draw inferences about a population with an unknown characteristic of interest. Generate multiple samples (or simulated samples) of the same size to gauge the variation in estimates or predictions. [7-SP2]

**Subject:**Mathematics

**Title:**Information Represented Graphically

**Description:**In this three-lesson unit, from Illuminations, students participate in activities in which they analyze information represented graphically. Students are asked to discuss, describe, read, and write about the graphs and the information they contain.

**Thinkfinity Partner:**Illuminations

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

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

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

[MA2015] (7) 18: Use data from a random sample to draw inferences about a population with an unknown characteristic of interest. Generate multiple samples (or simulated samples) of the same size to gauge the variation in estimates or predictions. [7-SP2]

**Subject:**Health - Disease - Mathematics - Applied Mathematics - Science - Biology - Social Studies - Geography

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

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

**Thinkfinity Partner:**National Geographic Education

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

**Title:** 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:** Let's Dance! (part 2)

**Digital Tool:**
Voki **Web Address URL:**
http://www.voki.com **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]**Digital Tool Description:** Voki is an educational tool that allows users to create their very own talking character.

**Title:**Let's Dance! (part 2)

**Digital Tool:**Voki

**Digital Tool Description:**Voki is an educational tool that allows users to create their very own talking character.

**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:** 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:** Tower of Hanoi

**Description:**
This student interactive, from Illuminations, presents a tower of from three to 20 disks, initially stacked in increasing size on one of three pegs. The goal is to move all the discs from the left peg to the right one using the smallest number of moves possible.
**Standard(s): **

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

**Subject:**Mathematics

**Title:**Tower of Hanoi

**Description:**This student interactive, from Illuminations, presents a tower of from three to 20 disks, initially stacked in increasing size on one of three pegs. The goal is to move all the discs from the left peg to the right one using the smallest number of moves possible.

**Thinkfinity Partner:**Illuminations

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

**Title:** Random Drawing Tool

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

**Subject:**Mathematics

**Title:**Random Drawing Tool

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

**Thinkfinity Partner:**Illuminations

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

**Title:** Adjustable Spinner

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

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

**Subject:**Mathematics

**Title:**Adjustable Spinner

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

**Thinkfinity Partner:**Illuminations

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

**Title:** Fire

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

**Subject:**Mathematics

**Title:**Fire

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

**Thinkfinity Partner:**Illuminations

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

**Title:** 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