**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:** Statistically Thinking

**Description:**
The object of this project is for students to learn how to find univariate and bivariate statistics for sets of data. Also, the students will be able to determine if two sets of data are linearly correlated and to what degree. The students will use Microsoft PowerPoint and Excel to find, organize, and present their projects to the class.
**Standard(s): **

[MA2015] ALC (9-12) 12: Create a model of a set of data by estimating the equation of a curve of best fit from tables of values or scatter plots. (Alabama)

**Subject:**Mathematics (7 - 12)

**Title:**Statistically Thinking

**Description:**The object of this project is for students to learn how to find univariate and bivariate statistics for sets of data. Also, the students will be able to determine if two sets of data are linearly correlated and to what degree. The students will use Microsoft PowerPoint and Excel to find, organize, and present their projects to the class.

**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:** Golden Ratios of the Body, Architecture, and Nature

**Description:**
Students will study the golden ratio as it relates to human body measurements, architecture, and nature. Students will use a desktop publishing program to create a poster. The poster will have digital photos of themselves, architecture samples, or nature examples. Students will also include a spreadsheet with the lengths, widths, and length/width ratios of the samples included in the photos.
**Standard(s): **

[MA2015] (6) 24: Represent three-dimensional figures using nets made up of rectangles and triangles, and use the nets to find the surface area of these figures. Apply these techniques in the context of solving real-world and mathematical problems. [6-G4]

**Subject:**Mathematics (6 - 12), or Technology Education (9 - 12)

**Title:**Golden Ratios of the Body, Architecture, and Nature

**Description:**Students will study the golden ratio as it relates to human body measurements, architecture, and nature. Students will use a desktop publishing program to create a poster. The poster will have digital photos of themselves, architecture samples, or nature examples. Students will also include a spreadsheet with the lengths, widths, and length/width ratios of the samples included in the photos.

**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:** 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:** Apple Pie Recording Chart

**Description:**
This reproducible activity sheet, from an Illuminations lesson, prompts students to use strings and rulers to measure and record the distance around several round objects, as well as the distance across the middle of those objects.
**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

**Title:**Apple Pie Recording Chart

**Description:**This reproducible activity sheet, from an Illuminations lesson, prompts students to use strings and rulers to measure and record the distance around several round objects, as well as the distance across the middle of those objects.

**Thinkfinity Partner:**Illuminations

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

**Title:** Why Is California So Important?

**Description:**
In this lesson, one of a multi-part unit from Illuminations, students learn about the mechanics of the electoral college and use the State Data Map applet to gather data on the population and electoral votes for each state. Several questions are provided to strengthen understanding of measures of central tendency and fluency with decimals and percents.
**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:**Why Is California So Important?

**Description:**In this lesson, one of a multi-part unit from Illuminations, students learn about the mechanics of the electoral college and use the State Data Map applet to gather data on the population and electoral votes for each state. Several questions are provided to strengthen understanding of measures of central tendency and fluency with decimals and percents.

**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:** 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:** 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:** 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