CCSS.MATH.CONTENT.6.SP.B.5 Summarize numerical data sets in relation to their context

Time

30-40 Minutes

Technology Required

Device with web-browser – Chromebook, laptop or desktop computer, phone or tablet

Summary

Students play a game teaching basic statistics and history. Next, they are given a presentation with problems students solve finding mean, median, mode, range and outliers.

Lesson

Play a game teaching basic statistics and Latin American history

Play AzTech: The story begins. Students who have finished this game can continue on in the series in AzTech: Meet the Maya. Allow students 15-20 minutes to play.

Assess knowledge of Mean, Median and Mode as a class

This presentation can also be assigned for students to complete at home, if learning remotely. Slides with answers can be deleted, or left in for students to check their work.

ASSESSMENT

You can view your students’ progress on mastering these standards by viewing your teacher reports. AzTech: The Story Begins and AzTech: Meet the Maya links can be found on this reports page. You should have received a password during the Growing Math training.

A second form of assessment is available through this the questions in the presentation.

Related lesson/ Differentiated Instruction

If your students need instruction on computing the mean, try this lesson, Understanding the mean, with skunks. This review can be done with the entire class or assigned to individual students as needed.

CCSS.MATH.CONTENT.6.SP.A.1 Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers

Technology Required

Computer with projector, for students learning in class. For students learning at home, materials can be accessed on any device with a browser and application to read PDF files or can be printed out and sent home with students.

Time Required

2 hours (We recommend doing this over two class periods)

Summary

Teachers begin the lesson with a Google slides presentation explaining the requirements for a statistical question. Students complete an assignment identifying whether or not a question qualifies as a statistical question. After class discussion, students complete a second assignment using a small data set shown on a map. In Part 3, students write and answer their own statistical questions using a data set provided, giving an explanation for their answers. Optionally, students can complete a more challenging assignment drawing conclusions from a graph and/or play a game and identify statistical questions.

Students complete assignment on identifying a statistical question

Have students complete Part 1 of the handout “What is a statistical question?” After all students have answered the questions in Part 1, discuss their answers in small groups or as a class.

Students complete Part 2, assignment on identifying a statistical question using real data

Have students complete Part 2 of the handout “What is a statistical question?” After all students have answered the questions in Part 1, discuss their answers in small groups or as a class.

Then, continue with the Google slides presentation and have students complete Part 2 of the student handout from the U.S. Census Bureau (linked above). Have students discuss their answers with one another.

Either correct the answers as a class or collect these to correct yourself. Remember, the teacher handout, linked above, has the correct answers.

We recommend you end the first day’s lesson here and begin the next lesson after students have had the assignments from Part 1 and Part 2 corrected.

Students complete part 3, creating their own statistical questions from data.

Students complete Part 3 of the handout on “What is a statistical question?”

Discuss students’ answers in class. Provide feedback on whether a question really is a statistical question and whether students’ answers to their questions are correct. Allow students time to explain their conclusions.

Next, have students complete Part 4 from the student handout, “Drawing conclusions from a graph.”

Optional: Play Empiric Empire

After students have completed Parts 1 to 3 of the student handout (and, optionally, Part 4), have them play the game Empiric Empire. As an additional optional assignment, ask students to identify statistical questions asked and answered during the game.

Assessment

For assignments in Parts 1 and 2 the teacher version of the handout has correct answers and explanations. For assignments in Parts 3 and 4 of the student handout, examples of correct responses are given but these will vary as students provide their own statistical questions.

For the Empiric Empire game, the teacher reports show student responses to questions. It should be noted that this game does begin with fractions and decimals, which are a prerequisite to statistics.

CCSS.MATH.CONTENT.6.SP.B.5.C Giving quantitative measures of center (median and/or mean) and variability (interquartile range and/or mean absolute deviation), as well as describing any overall pattern and any striking deviations from the overall pattern with reference to the context in which the data were gathered.

CCSS.ELA-LITERACY.RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

Time

120 – 180 minutes (You may wish to use 2-3 class periods)

Technology Required

The games used here require a Chromebook, Windows or Mac computers or iPads.

Summary

Students play three games that teach fractions and statistics. Students learn enhanced features of Google slides. They then create a Google slides presentation stating which is their favorite game and why.

Lesson

0. Optional: Google Slides Basics

If students are not familiar with Google Slides, begin with the Google Slides Basics lessons. If students know how to create slides document, select a theme, add text, images, transitions and animations, you can skip this step.

1. Introduce the assignment

Explain to students that they will be playing three different educational games and making a recommendation for future classes. If there is only time to play one of these games, which should the teacher choose. A copy of the assignment is here with both Chromebook and iPad games included. Save to your Google classroom or other system and delete whichever device is not available to your students. If your students have access to both devices, no editing is required. Since their presentation will be made with Google Slides and they want it to be as convincing as possible, they should include images and video to support their points.

2. Play AzTech: The Story Begins

This game teaches fractions and basic statistics, integrated with social studies terms and Latin American history.

Allow 10-15 minutes to watch videos and continue their presentations.

6. Play AzTech: Meet the Maya

Allow students the option of playing AzTech: Meet the Maya or continuing one of the two previous games. Meet the Maya continues the game series that teaches fractions and basic statistics, integrated with social studies terms and Latin American history.

Allow 10-15 minutes to play and continue their presentations.

7. Finish !

It’s decision time. Students will select one game to finish for their presentation. Students who finish ahead of the class may play the other games.

Allow 30 minutes to finish the game they have chosen and continue their presentations.

8. Optional (extra credit) Present or publish

Depending on your class and your own objectives, you may want to end this lesson with students either publishing their presentations to the web or presenting in class and trying to convince their classmates that the game they have chosen is the one students should be using to learn next year.

Allow 30 minutes to finish the game they have chosen and continue their presentations.

Device with web-browser – Chromebook, laptop or desktop computer, iPhone or iPad

Summary

There are 6 short videos on Google Slides topics like adding images and choosing a theme. We recommend breaking the first four videos into two separate lessons that students complete during class.

Lesson

These lessons from Google for Education provide a good overview to Google Slides. These are part of the Applied Digital Skills program for which you can register your class and/or yourself or you can just select individual lessons. In our experience, students do better when the lessons are split over 3 or more days.

Day 1: Watch videos 1, 2 and 3

Learn Google Slides while creating a presentation about you. This lesson can be used as is or modified for other topics. The default assignment is for students to create an “All About Me” presentation. The first three videos explain creating a presentation, choosing a theme, inserting a title, adding text and images. You can copy the link and paste it into your Google classroom or other site used for assignments or have students watch these together as a group in class.

For younger students, these three videos may be adequate for your class requirements.

Day 2: Create a Presentation (Bells and Whistles optional)

After watching this 5-minute video, students are ready to create their own presentation. Students can create an “About Me” presentation as suggested in the Google slides or teachers can assign their own preferred topic.

Assessment

Rubric for assessment includes:

Student created Google slides presentation

Presentation includes the following elements: headers, text and images

Presentation uses at least one animation and one slide transition

For younger students, you may wish to eliminate the last requirement.

I have often found this not to be the case when it comes to Google apps. I’ve often found that students sometimes don’t want to admit that they don’t know Google apps, assuming that everyone else does.

This is the first in a series of lessons for either teachers or students who may not be extremely familiar with Google apps.

For many years, I taught statistics in graduate programs in education, psychology, business and engineering. On a conference planning committee, we had a request that read,

“I would like a session on statistics, but not statistics for dummies. I want a session so easy that a hamster could understand it.”

So, that was the origin of my session, “Statistics for Hamsters.”

Now, maybe you are a Google apps guru and you don’t need any of this. Yay for you. Seriously, yay! Let’s hang out. Still, you may find these resources helpful to share with your students. Just copy the link into your Google classroom, which, of course, you know how to do.

If that is not you, keep reading, and we can still hang out. Especially if you bring coffee.

Lesson Time

25 minutes

Technology Required

Device with web-browser – Chromebook, laptop or desktop computer, iPhone or iPad

Lessons

Google Drive and Google Doc: Super-Basics

All the Google apps lessons follow a similar format of a series of 15-30 second videos on simple tasks like opening the app, creating a new file and sharing. The lessons are 6-7 minutes but by the time your students get their computers open, log on and start the lesson we estimate around ten minutes of class time.

We have had more success with having students do these activities in class prior to an assignment that will use the app.

Follow up this lesson with a simple assignment in Google docs. This provides three prompts students can choose from to answer a question. They will practice creating a doc, copying and pasting from a doc (or, alternatively, saving to their drive), editing a doc and sharing it.

Note to the teacher: You should save the assignment in your Google classroom or other system and be sure to edit it to include your email before assigning to students.

CCSS.ELA-Literacy.RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources.

Lesson Time

40-60 minutes

Technology

If you would like to incorporate the game, students will need access to computers with Spirit Lake installed on them.

In class: If you are teaching in person, you will need a laptop and projector for your slideshow presentation. If you want to include Spirit Lake gameplay, your students will need access to Mac or Windows computers that have Spirit Lake installed, along with their assigned usernames and passwords. Alternatively, Making Camp Dakota can be played on any device.

Remote: Students need internet connections to see your presentation, watch the videos, and view and enter answers on their worksheets.

Summary

Discover why primary sources are important with a story about Dakota buffalo hunting. Have your students watch the following two videos back to back within the downloadable slideshow. These two videos together are great resources for a lesson on the value of primary sources. Included are questions for discussion and critical thinking. Students can do a primary sources scavenger hunt at the Library of Congress (LOC) website. Included in the slides are two curated museum videos about American bison.

Two videos about the Dakota buffalo hunters are presented within the presentation for your students to compare and contrast. The first video contains primary sources, and the second is an interpretation of the narration using animation as a secondary source.

If you want to go directly to the two videos included in the Google slides presentation, these are linked below.

Questions included within the Google Slides presentation

These can be discussed together in class or assigned to students to answer individually.

Reflect: Which video did you like better? What did you like about it?

Compare and Contrast: Was there any information you could get from the first video that you did not see in the second?

Explain: Do you think both videos are equally accurate?

Analyze: The first video used photos and paintings. The second video used animation to help tell the story. Both were made about the buffalo hunt. Which source did you think was more trustworthy? Why?

Synthesize: Imagine if you could add some more facts to the video using primary and secondary sources. List one primary source you would add. List one secondary source.

Note:For differentiated instruction, you can have students select one or two of the questions to answer.In more advanced classes, you may wish to discuss how the oil painters could be biased in their representation of their subjects, and how even photos could be biased in the subjects photographers chose to capture.

Virtual Scavenger Hunt

Review the copy and paste functions with your students as learning a key introductory component of online research using the LOC. Enclosed are instructions for students to help walk your students through.

Have students research primary sources at the LOC website. Click the following link for downloadable graphic organizers to distribute to your class. One answer model has been filled out. Students will copy and paste URLs for six primary sources from the LOC site and label three of them.

Game

Spirit Lake is an adventure game with multiplication, division, and geometry practice that plays on Mac or Windows computers. This is tied in with Dakota culture and history. You can have your students play for 20-30 minutes, hunt rabid wolves, and hunt buffalo. Look out for primary and secondary sources!

Don’t have a Mac or Windows computer? Making Camp Dakota can be played on the web and also includes content with buffalo hunting, as well as examples of primary and secondary sources.

Assessment

To check their data, you need your Spirit Lake teacher data reports username and password and your students’ usernames and passwords roster added to your account for Spirit Lake.

CCSS.ELA-Literacy.RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources.

Time Required

40 minutes

Technology Required

Students must have access to laptops, desktop computers, or tablets with an internet connection. Students also need a camera for taking pictures of their primary and secondary sources to email to the teachers.

Summary

This history lesson for Grades 5-6 introduces primary and secondary sources as it relates to history.

This 40-minute lesson begins with a 7-10 minute presentation on sources with some formative assessment using manipulatives. Students can learn about secondary sources through the telephone game presentation. Students then delve into two different types of sources: primary and secondary sources. Students can do a KidCitizen online module about Primary Sources. The lesson provides a summative assessment activity where students generate two primary sources and one secondary source about an event in their lives.

Lesson

Introduce the Lesson The lesson slideshow, Primary and Secondary Sources, begins with the telephone game. Students will gain more understanding of why sources are important to keep track of.

Critical Thinking

Students think, “Why are sources important for studying history?” Question words are included in the slides: “Who, What, When, Where, Why, and How?”

KidCitizen Module

The link for the Primary Sources interactive module is included in the slideshow. Students undergo a self-paced but short online module to understand primary sources. Also, you can click here to explore the module and copy the URL.

Assessment

This activity, which does incorporate writing, is included in the slideshow, but is also written below. Just copy and paste the text into your Google classroom or other LMS.

You are living history! Tell the class about an event that happened in your life using primary and secondary sources. You may change the number of sources they submit to you.

THINK: What resources do you need?

SELECT two primary sources in your home about yourself and one secondary source. Label your sources as Primary Source and Secondary Source.

Take a picture of your two primary sources and of your secondary source. Email it to your teacher.

Write a paragraph about your historical life event in your own words using your sources as proof of what happened.

CCSS.MATH.CONTENT.6.SP.B.5 Summarize numerical data sets in relation to their context, such as by:

CCSS.MATH.CONTENT.6.SP.B.5.A Reporting the number of observations.

CCSS.MATH.CONTENT.6.SP.B.5.B Describing the nature of the attribute under investigation, including how it was measured and its units of measurement.

CCSS.MATH.CONTENT.6.SP.B.5.C Giving quantitative measures of center (median and/or mean) and variability (interquartile range and/or mean absolute deviation), as well as describing any overall pattern and any striking deviations from the overall pattern with reference to the context in which the data were gathered.

CCSS.ELA-LITERACY.RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

LESSON TIME

30 minutes

SUMMARY

In this lesson plan, students will learn how to find the mean and calculate the average and practice finding the average in a game environment. They will learn about skunks and skunk farming through primary source material. Then analyzing historical data, students will calculate the average.

TECHNOLOGY REQUIRED: Device with web-browser (Chromebook, laptop or desktop computer)

LESSON

Introduce the Assignment

Students can read the assignment, Going on a Skunk Hunt, on their own or teachers can read it to the class and ask any questions (5 minutes)

Through the next three activities – video, reading and assessment – students will gather clues to unlock the “secret password” for the Skunk Hunt and get to play a short online game. Individual links to the video, reading and assessment components are included below for your reference, but are all included in the Skunk Hunt activity as well for ease of student access.

The answer to the Skunk Hunt/secret password is: 3harvestnewyork1911

VIDEO

Watch this animated video explaining how to find the average. The video includes an example problem walking through the process, introduces the formula to find the average and also includes vocabulary to explain that mean and average the same thing. (2:00)

READING

Read this short post, Skunks for Fur and Farming , about the intersection of skunks and agriculture, incorporating information from primary sources and historical data. (5-10 minutes)

ASSESSMENT

In this assessment activity, Playing the Skunk Market ,students will use a table with historical data to solve two to four problems asking students to find the average. Two problems require solving for the average and two problems require solving for the average or estimating the average. (10-15 minutes)

RELATED: This lesson plan corresponds with the math standards covered in and refers to content included in Forgotten Trail. Forgotten Trail is recommended as a supplemental resource for this activity. The image at the top of this post is from that game. You can view your students’ progress on mastering these standards by viewing your teacher reports. You can access the Forgotten Trail reports here.

CCSS.MATH.CONTENT.6.SP.B.5 Statistics & Probability: Summarize numerical data sets in relation to their context.

CCSS.MATH.CONTENT.7.RP.A.2.B Ratios & Proportional Relationships: Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships.

Lesson Time

40- 50 minutes

Technology Required

Device with web-browser – Chromebook, laptop or desktop computer, iPhone or iPad

Summary

This activity is for Grades 6-7 and will introduce students to reading and comparing bar graphs with proportional relationships. Students complete a set of cards or complete activity in Google slides or Google doc. Note: Business card stock may not be the best $10 I have spent as a teacher, but it’s high on the list. I don’t know what it is about cards that makes something seem like a game but I have had the greatest success with activities like this one.

Print out the “Graphs” page or display it using a Smartboard, projector or in your Google classroom. Each student / group is required to complete the cards using the graphs provided.

2. Class Activity

After the students have completed the assignment, which should take around 10-15 minutes, have students share their findings to these questions with the class. Discuss and review the different questions and answers that can come from the same set of data.

3. Play Games!

Students can play the AzTech Games to practice statistics in this history adventure game series. Links are available from the games page.

Assessment

AzTech Games Teacher Reports – Teachers can access standards-aligned student reports including answers to problems, number of correct answers, quiz results and pre-test/post-test results.

Students’ responses in the activities above, both individually and as a group, provide formative assessment of their ability at interpreting and extrapolating from graphical data.

State Standards

Minnesota Math Standard 7.2.2.1 – Represent proportional relationships with tables, verbal descriptions, symbols, equations and graphs; translate from one representation to another. Determine the unit rate (constant of proportionality or slope) given any of these representations.

7.SP.A.1 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.

Minnesota State Standard – History Sub-strand 4, Standard 15 “North America was populated by indigenous nations that had developed a wide range of social structures, political systems, and economic activities, and whose expansive trade networks extended across the continent.”

Time

20- 30 Minutes

Technology Required

Device with web-browser – Chromebook, laptop or desktop computer, phone or tablet

Summary

The two videos here combine math and social studies, because, clearly, the Maya understood math. The concept of distributions is introduced in the context of trading, explaining why some objects are more valuable. Students play AzTech: The Story Begins, which reviews fractions and measures of central tendency. The lesson concludes with a question and another video on distributions.

Lesson Plan

1. Watch video

The Mayan trading video is based on an idea from one of my favorite history teachers, who says that history is more than just names and dates but also how people lived, what they used, what they did. It also has a bar chart of the relative value of objects. It explains that the Maya traded less common items for more common ones and that items that were more difficult to obtain were more valuable.

José tried to trade a banana for a quetzal feather and a villager threw a spear at him. Why would the villager do that? Explain using math. Extra points if you can discuss distributions in your explanation.

4. Video giving the answer to the word problem on distributions

This five-minute video introduces distributions and variability and gives an example of computing a weighted mean from a frequency distribution.

You can view your students’ progress on mastering these standards by viewing your teacher reports. AzTech: The Story Begins links can be found on this reports page. You should have received a password during the Growing Math training.

State Standards

Minnesota State Standard 6.4.1.1 – Determine the sample space (set of possible outcomes) for a given experiment and determine which members of the sample space are related to certain events. Sample space may be determined by the use of tree diagrams, tables or pictorial representations.