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.
6-8, 9-12
Students model linear data in a variety of settings that range from car repair costs to sports to medicine. Students work to construct scatterplots, interpret data points and trends, and investigate the notion of line of best fit.
3-5
This project-based unit on statistics furnishes a vehicle for problem solving through real-world data collection and analysis. Students use the mean, mode and median to analyze their data and use graphs to represent their findings.
9-12
Adapted from
Navigating through Algebra in Grades 9–12, this lesson allows students to examine a recursive sequence in a game between the Devil and Daniel Webster.
6-8
In this year-long project, students design, "build," and "sell" a
house; after which they simulate investment of the profits in the stock
market. Along the way, students make scale drawings, compute with
fractions and decimals in various contexts, and even solve simple
equations. This lesson plan was adapted from an article by David B.
Smith, which appeared in the September 2000 edition of
Mathematics Teaching in the Middle School.
6-8
Students participate in an activity in which they develop number sense in and around the shopping mall. They solve problems involving percent and scale drawings.
3-5
Students participate in an activity in which they develop number sense in and around the shopping mall. They develop their skills in determining percents and estimating area.
6-8
In this lesson, students transition from arithmetic to algebraic thinking by exploring problems that are not limited to single-solution responses. Values organized into tables and graphs are used to move toward symbolic representations. Problem situations involving linear, quadratic, and exponential models are employed. This lesson is based upon the article "Building Bridges to Algebraic Thinking" by Roger Day, which appeared in the February 1997 edition of
Mathematics Teaching in the Middle School.
3-5
A post office is a good example of a real-world environment in which numbers of different types can be found. Whole numbers and fractions are introduced. Numbers that occur in a greater variety of measurement situations can also be introduced. At this level, students should be encouraged to elaborate on the way numbers are used.
6-8
Students organize and prepare a luncheon for the entire class. Working
in committees, each group of students is responsible for a different
aspect of the event.
