ALEX Resources

   View Standards     Standard(s): [SC2015] (2) 5 :

5 ) Plan and carry out an investigation, using one variable at a time (e.g., water, light, soil, air), to determine the growth needs of plants.

[MA2019] (3) 19 :

19. Estimate and measure liquid volumes and masses of objects using liters (l), grams (g), and kilograms (kg).

a. Use the four operations to solve one-step word problems involving masses or volumes given in the same metric units.

[MA2019] (0) 17 :

17. Directly compare two objects with a measurable attribute in common to see which object has "more of" or "less of" the attribute and describe the difference.

Example: Directly compare the heights of two children and describe one child as "taller" or "shorter."

[MA2019] (0) 15 :

15. Classify objects into given categories of 10 or fewer; count the number of objects in each category and sort the categories by count.

a. Categorize data on Venn diagrams, pictographs, and "yes-no" charts using real objects, symbolic representations, or pictorial representations.

[MA2019] (1) 18 :

18. Determine the length of an object using non-standard units with no gaps or overlaps, expressing the length of the object with a whole number.

[MA2019] (1) 16 :

16. Organize, represent, and interpret data with up to three categories.

a. Ask and answer questions about the total number of data points in organized data.

b. Summarize data on Venn diagrams, pictographs, and "yes-no" charts using real objects, symbolic representations, or pictorial representations.

c. Determine "how many" in each category using up to three categories of data.

d. Determine "how many more" or "how many less" are in one category than in another using data organized into two or three categories.

[MA2019] (2) 17 :

17. Measure the length of an object by selecting and using standard units of measurement shown on rulers, yardsticks, meter sticks, or measuring tapes.

[MA2019] (2) 20 :

20. Measure to determine how much longer one object is than another, expressing the length difference of the two objects using standard units of length.

[MA2019] (2) 15 :

15. Measure lengths of several objects to the nearest whole unit.

a. Create a line plot where the horizontal scale is marked off in whole-number units to show the lengths of several measured objects.

[MA2019] (2) 16 :

16. Create a picture graph and bar graph to represent data with up to four categories.

a. Using information presented in a bar graph, solve simple "put-together," "take-apart," and "compare" problems.

b. Using Venn diagrams, pictographs, and "yes-no" charts, analyze data to predict an outcome.

In this lesson, students will understand that in order to grow healthy plants, soil, water, light, and air must be provided. Students will use math skills such as measurement and science process skills such as observation, comparing, and recording data.

   View Standards     Standard(s): [SC2015] (2) 4 :

4 ) Provide evidence that some changes in matter caused by heating or cooling can be reversed (e.g., heating or freezing of water) and some changes are irreversible (e.g., baking a cake, boiling an egg).

[SC2015] (2) 10 :

10 ) Collect and evaluate data to identify water found on Earth and determine whether it is a solid or a liquid (e.g., glaciers as solid forms of water; oceans, lakes, rivers, streams as liquid forms of water).

[MA2019] (2) 16 :

16. Create a picture graph and bar graph to represent data with up to four categories.

a. Using information presented in a bar graph, solve simple "put-together," "take-apart," and "compare" problems.

b. Using Venn diagrams, pictographs, and "yes-no" charts, analyze data to predict an outcome.

[MA2019] (2) 1 :

1. Use addition and subtraction within 100 to solve one- and two-step word problems by using drawings and equations with a symbol for the unknown number to represent the problem.

This lesson allows students to use the properties and characteristics of solids, liquids, and gases to determine how different variables affect states of matter.  Students predict what will happen and spend short amounts of time daily to observe and record data.  Students will graph their data into charts to see patterns and solve math problems. 

This lesson was created as a part of the 2016 NASA STEM Standards of Practice Project, a collaboration between the Alabama State Department of Education and NASA Marshall Space Flight Center.

   View Standards     Standard(s): [SC2015] (2) 6 :

6 ) Design and construct models to simulate how animals disperse seeds or pollinate plants (e.g., animals brushing fur against seed pods and seeds falling off in other areas, birds and bees extracting nectar from flowers and transferring pollen from one plant to another).*

[MA2019] (2) 16 :

16. Create a picture graph and bar graph to represent data with up to four categories.

a. Using information presented in a bar graph, solve simple "put-together," "take-apart," and "compare" problems.

b. Using Venn diagrams, pictographs, and "yes-no" charts, analyze data to predict an outcome.

Students will review collecting data and bar graphs by watching a BrainPOP video. After a digital read-aloud of the book Insect Pollinators digital book, students will choose which insect that he/she thinks would make the best pollinator. Students will represent the data collected by creating and drawing a bar graph.

This activity was created as a result of the ALEX Resource Development Summit.

   View Standards     Standard(s): [MA2019] (1) 16 :

16. Organize, represent, and interpret data with up to three categories.

a. Ask and answer questions about the total number of data points in organized data.

b. Summarize data on Venn diagrams, pictographs, and "yes-no" charts using real objects, symbolic representations, or pictorial representations.

c. Determine "how many" in each category using up to three categories of data.

d. Determine "how many more" or "how many less" are in one category than in another using data organized into two or three categories.

[MA2019] (2) 16 :

16. Create a picture graph and bar graph to represent data with up to four categories.

a. Using information presented in a bar graph, solve simple "put-together," "take-apart," and "compare" problems.

b. Using Venn diagrams, pictographs, and "yes-no" charts, analyze data to predict an outcome.

In this activity from The Electric Company, students will practice displaying data with bar graphs and picture graphs. Included are simple teacher-led activities and hands-on exercises for students.

   View Standards     Standard(s): [MA2019] (2) 16 :

16. Create a picture graph and bar graph to represent data with up to four categories.

a. Using information presented in a bar graph, solve simple "put-together," "take-apart," and "compare" problems.

b. Using Venn diagrams, pictographs, and "yes-no" charts, analyze data to predict an outcome.

In this activity from The Electric Company, students will review the components of and practice reading bar graphs. Included are simple teacher-led activities for students.

   View Standards     Standard(s): [MA2019] (2) 16 :

16. Create a picture graph and bar graph to represent data with up to four categories.

a. Using information presented in a bar graph, solve simple "put-together," "take-apart," and "compare" problems.

b. Using Venn diagrams, pictographs, and "yes-no" charts, analyze data to predict an outcome.

In this activity from The Electric Company, students will review the components of and practice reading and creating bar graphs. Included are simple teacher-led activities and hands-on exercises for students.

   View Standards     Standard(s): [MA2019] (1) 16 :

16. Organize, represent, and interpret data with up to three categories.

a. Ask and answer questions about the total number of data points in organized data.

b. Summarize data on Venn diagrams, pictographs, and "yes-no" charts using real objects, symbolic representations, or pictorial representations.

c. Determine "how many" in each category using up to three categories of data.

d. Determine "how many more" or "how many less" are in one category than in another using data organized into two or three categories.

[MA2019] (2) 16 :

16. Create a picture graph and bar graph to represent data with up to four categories.

a. Using information presented in a bar graph, solve simple "put-together," "take-apart," and "compare" problems.

b. Using Venn diagrams, pictographs, and "yes-no" charts, analyze data to predict an outcome.

In this activity from The Electric Company, students will review the components of and practice reading picture graphs. Included are simple teacher-led activities for students.

   View Standards     Standard(s): [MA2019] (1) 16 :

16. Organize, represent, and interpret data with up to three categories.

a. Ask and answer questions about the total number of data points in organized data.

b. Summarize data on Venn diagrams, pictographs, and "yes-no" charts using real objects, symbolic representations, or pictorial representations.

c. Determine "how many" in each category using up to three categories of data.

d. Determine "how many more" or "how many less" are in one category than in another using data organized into two or three categories.

[MA2019] (2) 16 :

16. Create a picture graph and bar graph to represent data with up to four categories.

a. Using information presented in a bar graph, solve simple "put-together," "take-apart," and "compare" problems.

b. Using Venn diagrams, pictographs, and "yes-no" charts, analyze data to predict an outcome.

In this activity from The Electric Company, students will practice matching graphs to summaries of data presented. Included are simple teacher-led activities for students.

   View Standards     Standard(s): [MA2019] (1) 16 :

16. Organize, represent, and interpret data with up to three categories.

a. Ask and answer questions about the total number of data points in organized data.

b. Summarize data on Venn diagrams, pictographs, and "yes-no" charts using real objects, symbolic representations, or pictorial representations.

c. Determine "how many" in each category using up to three categories of data.

d. Determine "how many more" or "how many less" are in one category than in another using data organized into two or three categories.

[MA2019] (2) 16 :

16. Create a picture graph and bar graph to represent data with up to four categories.

a. Using information presented in a bar graph, solve simple "put-together," "take-apart," and "compare" problems.

b. Using Venn diagrams, pictographs, and "yes-no" charts, analyze data to predict an outcome.

The Northern Frontier ducks are starting their migration to their winter home, Restoria, and the CyberSquad is going along for the ride! Just like real ducks, cyberducks migrate from one region to another to find a warm place to live with plenty of good food and water. The flock needs to avoid obstacles and manage their energy while migrating to Restoria. The player’s mission is to work with the ducks to help them get to Restoria safely and find the best ponds to stop at along the way.

Duck Dash is a “born-accessible” interactive game designed for kids ages 6-8, featuring beloved characters from the PBS KIDS math and environmental adventure series, Cyberchase. Players explore the math concepts of how to manage, organize, display, and evaluate data using graphs, and the science concepts of migration and ecology. 

   View Standards     Standard(s): [MA2019] (2) 16 :

16. Create a picture graph and bar graph to represent data with up to four categories.

a. Using information presented in a bar graph, solve simple "put-together," "take-apart," and "compare" problems.

b. Using Venn diagrams, pictographs, and "yes-no" charts, analyze data to predict an outcome.

[MA2019] (3) 16 :

16. For a given or collected set of data, create a scaled (one-to-many) picture graph and scaled bar graph to represent a data set with several categories.

a. Determine a simple probability from a context that includes a picture.

b. Solve one- and two-step "how many more" and "how many less" problems using information presented in scaled graphs.

In this interactive activity, students will be introduced to pictographs and led through steps to create a pictograph. There are teaching activities as well as practice activities available. A handout that reviews the strategies taught during the activity can be printed. After utilizing this resource, the students can complete the short quiz to assess their understanding.

   View Standards     Standard(s): [MA2019] (2) 16 :

16. Create a picture graph and bar graph to represent data with up to four categories.

a. Using information presented in a bar graph, solve simple "put-together," "take-apart," and "compare" problems.

b. Using Venn diagrams, pictographs, and "yes-no" charts, analyze data to predict an outcome.

[MA2019] (3) 16 :

16. For a given or collected set of data, create a scaled (one-to-many) picture graph and scaled bar graph to represent a data set with several categories.

a. Determine a simple probability from a context that includes a picture.

b. Solve one- and two-step "how many more" and "how many less" problems using information presented in scaled graphs.

This classroom resource provides a video that introduces bar graphs and how they can be used to analyze data. The vocabulary words vertical and horizontal will be introduced. After utilizing this resource, the students can complete the short quiz to assess their understanding.

   View Standards     Standard(s): [MA2019] (2) 16 :

16. Create a picture graph and bar graph to represent data with up to four categories.

a. Using information presented in a bar graph, solve simple "put-together," "take-apart," and "compare" problems.

b. Using Venn diagrams, pictographs, and "yes-no" charts, analyze data to predict an outcome.

In this activity from The Electric Company, students will review the components of and practice reading picture graphs. Included are simple teacher-led activities for students.