ALEX Classroom Resources

   View Standards     Standard(s): [ARTS] DAN (3) 6 :

6) Illustrate directions or spatial pathways in a dance phrase by drawing a picture map or using a symbol.

[ARTS] DAN (4) 6 :

6) Illustrate the relationship between two or more dancers in a dance phrase by drawing a picture or using symbols.

Example: Draw a formation or pathway of dancers using symbols.

[ARTS] DAN (5) 6 :

6) Illustrate changes in a dance sequence through media technology, written symbols, or words.

Example: Record changes in choreography in dance journal.

[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.

[MA2019] (4) 20 :

20. Interpret data in graphs (picture, bar, and line plots) to solve problems using numbers and operations.

a. Create a line plot to display a data set of measurements in fractions of a unit (¹/₂,¹/₄,¹/₈).

b. Solve problems involving addition and subtraction of fractions using information presented in line plots.

[MA2019] (5) 20 :

20. Graph points in the first quadrant of the coordinate plane, and interpret coordinate values of points to represent real-world and mathematical problems.

Students will compare and contrast quilting and square dancing.  This lesson has three options based on time allotment.  Students will graph a figure, choreograph and perform a square dance.     

   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] (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 learn the purpose of a histogram and be led through steps to create a histogram graph. 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] (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 "Cyberchase" video clip, the kids create their own bar graph to track the amount of bugs in the main Cybrary. They compare their bar graph to the one that Hacker created (to trick Ms. Fileshare, the librarian) and realize that the two bar graphs are based on different scales.

   View Standards     Standard(s): [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 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.