This resource is part of Tools4NCTeachers.

In this task, students interpret and answer questions about a graph. The task may be used for instructional or assessment purposes.

This is from Tools 4 NC Teachers. This is a 3 lesson "mini unit" about collecting data intended to be taught in order towards the beginning of Cluster 2.

This PowerPoint provides some professional learning activities about Grade 3 Cluster 2 with a focus on data. It is remixable.

This task is from Tools 4 NC Teachers. Remixing is allowed including the addition of student work. samples.

This task is from Tools 4 NC Teachers. Students are given data and must create a scaled bar graph. Remixing is allowed including the addition of student work. samples.

This resource is part of Tools4NCTeachers.

Students ask the question, "How many cubes can I grab with one hand?" They each take a turn grabbing a handful of cubes, and graph the data. Students analyze the data and answer questions

Have ideas for extending this lesson, or pictures of this lesson in action? Remix it, and share your thoughts!

This resource is part of Tools4NCTeachers.

In this lesson, students build pattern block animals inspired by literature, describe and graph the shapes used, and interpret the data by asking and answering questions to develop the concepts of geometry and graphing.

This resource is from Tools4NCTeachers.  This lesson will involve interviewing classmates about where they would like to spend their summer vacation.  Their choices will be the beach, mountains, time with a relative, or camping.  They will create a picture graph to represent the data collected.This lesson comes with printable materials and clipart for creating a class graph.

In this lesson, students will write a survey question, collect data, and explore ways to display data leading to a discussion of the purpose of bar graphs. The second portion of this lesson supports the students’ use of a bar graph. This lesson may take more than one day.

In this lesson, students will graph translations (slides) and reflections (flips) on a coordinate plane. The lesson is introduced by having students move across the room to demonstrate translations and reflections.

This applet simulates two runners moving along a track and creates a graph of the time-versus-distance relationship of their motion. Students then observe the simulated races as they happen and relate the changing positions of the two runners to dynamic representations that change as the events occur. Students can predict the effects on the graph of changing the starting position or the length of the stride of either runner. They can observe and analyze how a change in one variable, such as length of stride, relates to a change in speed. This computer simulation uses a familiar context that students understand from daily life, and the technology allows them to analyze the relationships in this context deeply because of the ease of manipulating the environment and observing the changes that occur.

This web page is an interactive physics problem on vector addition. The page explains the concept of breaking a vector into components and adding them together, and works through an example problem. The attached Java applet visualizes the problem. This is part of a collection of similar simulation-based student activities.

Students measure the effectiveness of water filters in purifying contaminated water. They prepare test water by creating different concentrations of bleach (chlorine-contaminated) water. After passing the contaminated water through commercially available Brita® water filters designed to purify drinking water, students determine the chlorine concentration of the purified water using chlorine test strips and measure the adsorption of chlorine onto activated carbon over time. They graph and analyze their results to determine the effectiveness of the filters. The household active carbon filters used are one example of engineer-designed water purification systems.

In this activity, a student challenges a partner to recreate his quadrilateral or other shape on a geoboard by calling out the ordered pairs of the quadrilateral's vertices.

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.