3-5
Students use dynamic software to examine the properties of rectangles
and parallelograms, and identify what distinguishes a rectangle from a
more general parallelogram. Using spatial relationships, they will
examine the properties of two-and three-dimensional shapes. This
Internet Mathematics Excursion is based on an E-example from the NCTM
Principles and Standards for School Mathematics.
3-5
Students tally data about food preferences and learn the convention of displaying a set of five tallies. Students also answer pose and answer questions about the data.
3-5
This lesson builds on the experiences of the previous lesson. Students
collect data about favorite vegetables and record the data in a
pictograph and interpret this representation. They also create and use
legends for the pictograph.
3-5
Students collect data about classmates' healthy food knowledge. They create bar graphs, pose and answer questions about the data by looking at the graphs, and find the range and mode.
3-5
Students make human bar graphs and circle graphs, then draw them on paper and use a Web site to generate them. Posing and answering questions using the graphs will give the students an opportunity to apply their problem-solving and communication skills. They will also find the mode for a set of data.
3-5
Students collect numerical data, generate graphs, and compare two data sets. They also find the mean, mode, median, and range of the data sets. Students communicate with each other and the teacher and practice their problem-solving skills.
3-5
In this lesson, students construct box-and-whisker plots. Students use the box-and-whisker plots to identify the mean, mode, median, and range of the data set. Representation is the major focus of this lesson.
3-5
Students learn a powerful way to display data, the glyph. Representation, communication, and problem solving are important parts of this lesson.
3-5
This lesson focuses students’ attention on the variables used in planning trips. It captures students’ interest, provides a review of the primary unit objectives, and assesses students’ prior knowledge. This experience enables students to consider the variables that must be accounted for in planning a class field trip.
3-5
During this segment, student groups present the plans they developed in the previous lesson. This provides the teacher an opportunity to review students’ attainment of the primary unit objectives and to assess students’ current knowledge and skill level. This experience focuses students’ attention on the mathematics needed in planning a short trip. It builds towards the application of these understandings and skills in the remaining segments of the unit.
