CCSS.Math.Content.6.RP.A.1 Understand ratio concepts and use ratio reasoning to solve problems.
- 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.
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.
- What is a statistical question? 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.
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.
- Reading & comparing bar graphs – This activity is for Grades 6-7 and will introduce students to reading and comparing bar graphs with proportional relationships.
- Understanding averages using skunks – 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.
- Mean, median, mode – Also, range and outliers. 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.
Also, search the mathematics video catalog for additional resources.
English/ Language Arts
CCSS.ELA-LITERACY.RI.6.7 – Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
CCSS.ELA-LITERACY.RI.6.4 – Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
- Science and language arts with wildflowers – Students read a description of the pine forest ecosystem and life zones. They define any new words in their personal dictionary. Students then use information on plant life to identify life zones and locate these zones in terms of altitude.
CCSS.ELA-Literacy.RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources.
- This 40-minute lesson on primary and secondary sources begins with a 7-10 minute presentation on sources with some formative assessment using manipulatives. Students play a telephone game showing how secondary sources can become inaccurate. Students then delve into two different types of sources: primary and secondary sources. Students participate in a KidCitizen online module about Primary Sources. The lesson provides a summative assessment activity where students will tell the class about an event in their lives, providing two primary sources and one secondary source.
- 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. Last but not least is a primary sources scavenger hunt at the Library of Congress (LOC) website, along with two extra cultural videos about American bison.
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.”
- Distributions and Mayan Trading – The concept of distributions is introduced in the context of trading, explaining why some objects are more valuable.