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
Meet the jaguars in AzTech: Meet the Maya
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.
Students can click on a button in the left of their screen to choose the language and play the games in either Spanish or English.
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.
Review as Necessary
If students need a review, they can watch this video on how to find the mean.
Finding the Average video
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.5.NF.B.4 Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.
CCSS.MATH.CONTENT.6.SP.A.3 Recognize that a measure of center for a numerical data set summarizes all of its values with a single number.
D2.His.13.3-5 Use information about a historical source, including the maker, date, place of origin, intended audience, and purpose to judge the extent to which the source is useful for studying a particular topic.
⏰ Time
60 minutes
📲 Technology Required
Students need access to a computer with web browser.
📃 Summary
This lesson begins with a storyboard on the route and major events of the Ojibwe migration. Students then play the Forgotten Trail game, computing the average number of miles a character walked per day, followed by watching a video on map reading. As a group, students reflect on the challenges of the Ojibwe migration, compute the distance for just one segment and convert the distance from miles to kilometers.
📚Lesson
Storyboard on the Ojibwe Migration
Begin with this story board on the route and major events of the Ojibwe migration. We recommend having students read each section of the story as it advances. Alternatively, the teacher may read it to the class or students can read it to themselves either on devices in the classroom or at home.
Watch a video on how to find the mean
Warning: bad singing ahead. This short video tells how to find the mean – in song. You may skip this video if you have already used it in a previous lesson.
Play the Forgotten Trail Game
Map from Forgotten Trail
Students should play the game at least through the first level. The game begins with a middle school class learning about the Ojibwe migration. Students will solve math problems related to the average number of miles walked per day and fraction of distance covered.
Watch a video on using scales in maps
This video is 7 minutes and covers what is a scale, how to use one and that different maps have different scales. If you feel your students are already familiar with this information, you may skip this video. In the days of Google maps and GPS we have found students often are not as familiar with this information as you might assume.
Presentation on Reflections on the Ojibwe Migration
In this Google slides presentation, students are asked to reflect on the Ojibwe migration. What would it have taken to survive such a journey? They use their map skills to estimate the distance of one leg of the journey, in both kilometers and miles.
Now that students have seen synonyms as words for the same thing and miles and kilometers as measures for the same distance, finish up with this short (less than 2 minutes) video on synonyms.
Assessment
Slides 14, 18 and 21 can be printed out for students to answer individually, or can be answered as a group in class. Data are available on activities completed and math problems answered in the Forgotten Trail reports. For more information, check out our reports page.
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.
If students do not have phones but have Chromebooks, they can play Disaster Deduction Detectives instead – available June, 2022.
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.RP.A.1 Understand ratio concepts and use ratio reasoning to solve problems.
📲 Technology Required
Computer with projector, for in-class use. Computer or tablet with Internet access for home use.
⏰ Time
90 minutes
📃 Summary
Students watch a video from Math Snacks in which Isabella uses the ratio of words she speaks to her date to determine if it was a good or bad day. The video has a companion teacher guide with questions to stimulate students’ thinking about ratios and test their understanding. Students play a game where they brew potions with given ratios to defeat an opponent. Students then complete a learner’s guide assessing and reinforcing their knowledge of ratios.
This three- and-a-half-minute humorous video uses the ratio of words in a conversation to show a couple of bad dates and one good one.
Have a class discussion
Use the discussion questions in the Teacher Guide from Math Snacks to check students’ understanding. Note that this will require you to restart and show the video again, stopping at specific points.
If you have not yet introduced equivalent ratios to your class, you may want to skip some of these questions and come back later.
Play the Game Ratio Rumble
The Ratio Rumble game can be played online here at the Math Snacks website or downloaded free for iPads. The first game level begins with 1:1 ratios and gets more complex in higher levels.
Students complete the learner guide
It’s called a learner guide, not a worksheet, so that makes it cool! Seriously, the Bad Date Learner Guide, available here from Math Snacks, has two pages of review and assessment items that test understanding. Students are asked to draw a picture of a ratio, complete “what-if” scenarios and give some examples of other situations in which 1:1 ratios would or would not be desirable.
Dine’ Culture Standards (3.PO2) I will develop an understanding of Dine’ way of life through Iina’. I will implement and recognize the Dine’ lifestyle. I will present the stories related to Land and Water Beings.
CCSS.MATH.CONTENT.7.EE.B.3 Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals)
⏰ Time
45 minutes
📲 Technology Required
Device with web-browser – Chromebook, laptop or desktop computer, phone or tablet
📃 Summary
Why would a Navajo sheep farmer need rational numbers? Our sheep farmer wants to build a new sheep corral. He would need to know positive and negative numbers, fractions, and decimals. This middle school lesson on rational numbers is integrated with some Navajo sheep history and is for grades 7 to 8. The examples are detailed and include word problems of rational numbers as applied to finding sheep farming profits. Operation rules are covered along with application of ratio and perimeter skills.
📚 Lesson
1. Bell ringer: Navajo Sheepherding Life
Have students watch this short spotlight video of Navajo sheepherding life in Arizona.
2. Write answers to prompts
Write a short response to it to keep in their notes for discussion during the history parts of the lesson.
What do you notice about the northern Arizona terrain?
What do traditional Navajos think of land ownership?
How does the grandmother, Helen, care for her animals?
3. Math Lesson on Rational Numbers
This presentation, Raising sheep and rational numbers, introduces the concept of rational numbers as anything that can be explained as a ratio. Negative numbers are illustrated both as loans a sheep farmer would take out and depth of holes in the ground that the farmer needs to consider in selecting the size of posts. Students are given rules of integer addition and subtraction to use as an aid in solving problems.
4. Play Game
Play Making Camp Navajo – Sheep Herding and Rational numbers.
Select the game with this icon
Differentiated Instruction
For students who may need a review of the basics, this video on What are Rational provides a good and entertaining refresher.
Related Lessons
Adding and subtracting decimals — Students watch two videos explaining decimal and fraction equivalence. They are then presented with a brief reminder of natural, integer and rational numbers. A slide presentation discusses adding and subtracting decimals. The lesson ends with teacher and student-generated practice problems.
Assessment
There are five problems within the presentation to be worked as a class. Teachers can present the question and have students write the answers and then present the answers. Alternatively, for students working at home, each slide with questions is followed by worked answers.
Teachers can also see which standards students have attempted and how many problems they have answered correctly in the Making Camp teacher reports.
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.
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📚 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.
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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.
No hamsters were available so I used my guinea pig
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.
Video with Primary Sources
Video with Secondary Sources
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.
Differentiated Instruction
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.
