This lesson unit is intended to help you assess how well students are able to: Calculate the mean, median, mode, and range from a frequency chart; and to use a frequency chart to describe a possible data set, given information on the mean, median, mode, and range.

Networking is an important skill. Students will do a series of activities that focus on the process of networking and its relevance and importance to career development. Students will learn about taking initiative and overcoming fear, informational interviewing, as well as potential guidelines to consider when using social networks.

This problem-based learning module is designed to engage students in solving a real problem within the community. The question being "How can I help my community get digitally connected? " Students will choose to investigate one of three solutions of making wifi available in our school district to the most populated areas. They will either choose to put Wifi on bus, placing hotspots in the community or using kajeet. The students will be using Google Earth Pro to place circles on a map and calculating the area of these circles. Students will make a model of these circles onto a hard copy using scale factor. At the conclusion, the students will present findings to administration, the board of education, state and local leaders as well as their peers. These findings can be presented through the choice of a display board, flyer, video production or prezi.This blended module includes teacher-led discussion, group-led investigation and discussions along with technology integration.

This resource is designed to encourage student understanding of how to professionally communicate with supervisors using technology.  Students will be translating text messages into modern English statements and then determine the level of appropriateness and professionalism in the messages.

Students learn how and why engineers design satellites to benefit life on Earth, as well as explore motion, rockets and rocket motion. Through six lessons and 10 associated hands-on activities, students discover that the motion of all objects everything from the flight of a rocket to the movement of a canoe is governed by Newton's three laws of motion. This unit introduces students to the challenges of getting into space for the purpose of exploration. The ideas of thrust, weight and control are explored, helping students to fully understand what goes into the design of rockets and the value of understanding these scientific concepts. After learning how and why the experts make specific engineering choices, students also learn about the iterative engineering design process as they design and construct their own model rockets. Then students explore triangulation, a concept that is fundamental to the navigation of satellites and global positioning systems designed by engineers; by investigating these technologies, they learn how people can determine their positions and the locations of others.

During this problem-based learning unit, students will explore dystopian societies of past and in short stories in order to identify dystopian elements in today's society. In turn, students will have a choice between multiple product outputs in which they will apply what they have learned to modern day life and provide ideas of how to improve our society by combating these dystopian elements.*Students will need some prior knowledge of Nazi Germany, Civil Rights America in 1930's, Present Day China, and Sierra Leone in order to make connections to why these societies have dystopian elements.

This resource is part of Tools4NCTeachers.

The Family Letter is intended to be sent home at the beginning of Cluster 1. It explains big ideas of the cluster using family-friendly language. Families can also find tips for working with their children at home, digital games, videos, and books. This file contains both English and Spanish versions of the Cluster 1 Family Letter.

This resource is part of Tools4NCTeachers.

The Family Letter is intended to be sent home at the beginning of Cluster 1. It explains big ideas of the cluster using family-friendly language. Families can also find tips for working with their children at home, digital games, videos, and books. This file contains both English and Spanish versions of the Cluster 1 Family Letter.

This resource is part of Tools4NCTeachers.

The Family Letters explain big ideas of the cluster using family-friendly language. Families can also find tips for working with their children at home, digital games, videos, and books.

This file contains a Part 1 Family Letter and Part 2 Family Letter. Both letters are available in English and Spanish.

Part 1 focuses on:
- Rote counting
- Writing numerals
- Understanding number relationships

Part 2 focuses on:
- Answering the question "How many?"
- Sorting and counting shapes

This resource is part of Tools4NCTeachers.

The Family Letters are intended to be sent home at the beginning and middle of Cluster 3. They explain big ideas of the cluster using family-friendly language. Families can also find tips for working with their children at home, digital games, videos, and books. This file contains both English and Spanish versions of the Cluster 3 Family Letters.

This resource is part of Tools4NCTeachers.

The Family Letter is intended to be sent home at the beginning of Cluster 4. It explains big ideas of the cluster using family-friendly language. Families can also find tips for working with their children at home, digital games, videos, and books. This file contains both English and Spanish versions of the Cluster 4 Family Letter.

The Family Letters are intended to be sent home at the beginning and middle of the cluster. They explain big ideas of the cluster using family-friendly language. Families can also find tips for working with their children at home, digital games, videos, and books. This file contains both English and Spanish versions of the Family Letters.

The Family Letters are intended to be sent home at the beginning and middle of the cluster. They explain big ideas of the cluster using family-friendly language. Families can also find tips for working with their children at home, digital games, videos, and books. This file contains both English and Spanish versions of the Family Letters.

This resourse is part of Tools4NCTeachers. This ready-to-use packet provides all the materials and organizational tools needed to host a family math event at your school.  The materials are focused around Cluster 7 standards. Please remix this resource to share additional ideas for hosting a family math event!

Students apply their knowledge of scale and geometry to design wearables that would help people in their daily lives, perhaps for medical reasons or convenience. Like engineers, student teams follow the steps of the design process, to research the wearable technology field (watching online videos and conducting online research), brainstorm a need that supports some aspect of human life, imagine their own unique designs, and then sketch prototypes (using Paint®). They compare the drawn prototype size to its intended real-life, manufactured size, determining estimated length and width dimensions, determining the scale factor, and the resulting difference in areas. After considering real-world safety concerns relevant to wearables (news article) and getting preliminary user feedback (peer critique), they adjust their drawn designs for improvement. To conclude, they recap their work in short class presentations.

In this problem-based, blended learning mondule, students will investigate what is the single - most defining trait that makes us human? Is it our highly developed speech, our imagination, creativity, or our upright walking posture? Humans have mastered fire, developed tools, art, music, recorded our history, and accomplished a countless number of other things. In this module, students will explore genetics concepts regarding inheritance, natural selection, biology of the human brain, and our hominid evolution over the last two hundred thousand years. Students will utilize guided research, and independent work to formulate an argumentative essay, and substantiating their claim with evidence from their research. When the argumentative essay is completed, students will create a project from a choice board that demonstrates their understanding of one of the concepts of our humanity.

This problem-based learning module is students will be collecting their personal health numbers in a station rotation format. After choosing their health numbers to compare, the students will create a scatter plot and line of best fit using class data. Students will do a gallery walk to compare their health numbers with their peers. The students will then create a presentation for a health fair to bring awareness to health numbers based on their personal findings and facts.

In this problem-based learning module students will connect these standards to their personal life by completing a random sample from their environment in the area of careers to investigate to see if their own career is environmentally challenged. Students will work independently as well as with a partner. Students will also complete a reflection in the form of a final product to make an inference and draw a conclusion about the population of their area in relation to careers. The final product will be presented to their peers and teachers, but also can be exhibited to their families. This blended module includes teacher-led instruction, student-led stations, partner comparisons and technology integrated investigations.

This problem-based learning module is designed to bring "Awareness " to students about being judgemental and pre-judging people. Students will become aware of their own judgmental issues and develop a presentation that will bring awareness to their audience on the topic. This module is developed with instruction based on whole group discussions, station rotations, partner research as well as final presentation. This module is created with the ELA standards of W.7.6, W.7.2 , SL.7.1 and the history standard of 7.16 as the focus.

In this problem-based learning module, students will investigate the following question: Does the state of Ohio suffer from "Brain Drain? " If so why is this, where are people going, & what can be done to stop it? If not, what is keeping/bringing people here? After researching and learning about some of the push-pull factors that drove 19th century European immigration to the United States, student groups will be formed in order research, create, and share their findings to determine whether or not Ohio is a "push " or "pull " state. After the launch activity, students will spend the first two days gaining background knowledge on the historical components and content related to the topic. Beginning on Day 4, students will be grouped into teams to begin research and development of the "BIG IDEA " question of: Does the state of Ohio suffer from "Brain Drain? " If so why is this, where are people going, & what can be done to stop it? If not, what is keeping/bringing people here? Once the groups have determined their position on the problem, they will begin researching information to be able to share out their findings.The final products will be presented to an authentic audience consisting of District Administration (i.e., media relations), Local Administration (elected officials), and possibly, local Chamber of Commerce members