The story of "Winne the Pooh" has captivated us for many years.  It is fun to read or watch a video of.  But did Winne the Pooh really live in the London, England Zoo?  Did a children’s author write about his son and this real bear?  It is fun to compare fiction and nonfiction.  Most students will in their backgrounds relate to this captivating story.  

The story of "“Humpty Dumpty" has been around for a very long time.  Long ago one idea that came to the light was that of a large cannon that fell and could not be put back together again.  It is fun to compare fiction and to make predictions about what might have really happened.  Most students will in their backgrounds relate to this captivating story.  

Engaging students in their education is not always easy. One way is to give them the opportunity to be involved in school event decision making processes. Providing them with a task, having them poll their peers, and then using the analyzed data to inform their decisions is sure to keep them engaged.

Students develop and solidify their understanding of the concept of "perimeter" as they engage in a portion of the civil engineering task of land surveying. Specifically, they measure and calculate the perimeter of a fenced in area of "farmland," and see that this length is equivalent to the minimum required length of a fence to enclose it. Doing this for variously shaped areas confirms that the perimeter is the minimal length of fence required to enclose those shapes. Then students use the technology of a LEGO MINDSTORMS(TM) NXT robot to automate this task. After measuring the perimeter (and thus required fence length) of the "farmland," students see the NXT robot travel around this length, just as a surveyor might travel around an area during the course of surveying land or measuring for fence materials. While practicing their problem solving and measurement skills, students learn and reinforce their scientific and geometric vocabulary.

Students will design a survey to explore their classmates' feelings and experiences with bullying. Once the class has participated in the survey, they will analyze the data, discussing implications and how they can improve/build classroom community.

In this activity, students will conduct a survey to identify the environmental issues (in their community, their country and the world) for which people are concerned. They will tally and graph the results. Also, students will discuss how surveys are important when engineers make decisions about environmental issues.

This lesson is from Tools 4 NC Teachers. This lesson provides students with opportunities to become introduced to creating bar graphs after collecting data.

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 lesson is from Tools 4 NC Teachers. This lesson provides students with opportunities to become introduced to collecting data about their classmates’ favorite food.

This lesson is from Tools 4 NC Teachers. It provides a lesson and some activities about creating scaled bar graphs.

This lesson is focused around developing a mathematical community at the beginning of the school year. While this lesson addresses standard NC.3.MD.3, the primary goal is for students to learn how to work with classmates on activities related to counting and number sense and engage in real-world math situations.

This task is from Tools 4 NC Teachers. It includes examples of student work at the end which can help teachers anticipate students' responses, assess students' understanding, and plan next instructional steps. The task is remixable including the addition of more samples of student work.

This task is from Tools 4 NC Teachers. This multi-step task involves the processes of collecting data, creating a scaled bar graph, and answering questions about the data and the graph. It is remixable including the addition of more student work.

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 provide the missing parts and data on a scaled bar graph. It includes opportunities to also estimate in Part 2 of the task. Remixing is allowed including the addition of samples of student work.

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 lesson is from Tools 4 NC Teachers. Students will measure the distance of their feet and make a line plot of the numerical data.

This lesson is from Tools 4 NC Teachers. Students will collect data, create a table, graph their data, and answer questions about their data. This is remixable.

This lesson is from Tools 4 NC Teachers and is intended to be taught towards the beginning of the cluster. This lesson focuses on developing a mathematical community at the beginning of the school year. Students collect data and make a scaled bar graph, which they worked with in third grade. This is remixable.

This lesson is from Tools 4 NC Teachers. This lesson allows students to pose a question that yields numerical data, collect the data, and then represent the data on a line plot or bar graph. This is remixable.