In this lesson, students learn that navigational techniques change when people travel to different places land, sea, air and in space. For example, an explorer traveling by land uses different methods of navigation than a sailor or an astronaut.

Overview of how the Pennsylvania Common Core Standards for Mathematics are driving changes in classrooms and schools, and where resources can be found to support the implementation of those changes.

This Geometry Concept Collection is a rigorous presentation of high school geometry. It is fully correlated with the Common Core State Standards.

In CK-12 Middle School Math Concepts – Grade 8, the learning content is divided into concepts. Each concept is complete and whole providing focused learning on an indicated objective. Theme-based concepts provide students with experiences that integrate the content of each concept. Students are given opportunities to practice the skills of each concept through real-world situations, examples, guided practice and explore more practice. There are also video links provided to give students an audio/visual way of connecting with the content.

The COVID-19 Pandemic is a clear example of how science and society are connected. This unit explores how different communities are differentially impacted by the virus through the lens of historical inequities in society. In the context of decisions their families make, students explore the basics of how the virus affects people, and design investigations to explore how it spreads from person to person, and what we can do to prevent that spread.

The COVID-19 Pandemic is a clear example of how science and society are connected. This unit explores how different communities are differentially impacted by the virus through the lens of historical inequities in society. In the context of decisions their families make, students explore the basics of how the virus affects people, and design investigations to explore how it spreads from person to person, and what we can do to prevent that spread.

COVID-19 has caused so many changes in our lives. What are we doing differently now? Why are we doing those things, and how do we feel about all of the changes? In the context of decisions their families make, students explore the basics of how the virus affects people, and design investigations to explore how it spreads from person to person, and what we can do to prevent that spread.

This unit is designed to support students in understanding the COVID-19 pandemic, transmission of the COVID-19 virus, and the impacts of the pandemic on communities, especially communities of color. Specific learning targets are listed at the beginning of each lesson and highlight a core idea for the lesson, the science and engineering practice students will engage in, and the crosscutting concept students will use in the lesson. i

This unit is designed to support students in understanding the COVID-19 pandemic, transmission of the COVID-19 virus, and the impacts of the pandemic on communities, especially communities of color. Specific learning targets are listed at the beginning of each lesson and highlight a core idea for the lesson, the science and engineering practice students will engage in, and the crosscutting concept students will use in the lesson.

The unit focuses on the question How can people help end pandemics? It is designed to teach students about the COVID-19 pandemic, transmission of the COVID-19 virus, and the impacts of the pandemic on communities. Over the course of the unit, students will study the COVID-19 pandemic in light of historical pandemics to build an understanding of the following key concepts:

• How the COVID-19 virus spreads from person to person and through communities,
• How strategies to reduce transmission of COVID-19 work,
• How the actions of individuals can help to end pandemics.

The unit also supports the development of two social emotional competencies: self awareness and social awareness.

In this lesson, students will explore a market basket of goods and services and determine what is in each category in the market basket. Students learn that the consumer price index (CPI) is made up of market basket goods and services for which the prices are compared each month to determine if the price of any of the items has changed and if there has been inflation. Students will engage in role-play scenarios to understand the effects of inflation.

In this lesson, students go further into the collection and interpretation of data, including cleaning and visualizing data. Students first look at the how presenting data in different ways can help people to understand it better, and they then create visualizations of their own data. Using a the results of a preferred pizza topping survey, students must decide what to do with data that does not easily fit into the visualization scheme that they have chosen. Finally, students look at which parts of this process can be automated by a computer and which need a human to make decisions.

In this lesson students get practice making decisions with data based on some problems designed to be familiar to middle school students. Students work in groups discussing how they would use the data presented to make a decision before the class discusses their final choices. Not all questions have right answers and in some cases students can and should decide that they should collect more data. The lesson concludes with a discussion of how different people could draw different conclusions from the same data, or how collecting different data might have affected the decisions they made.

Students begin the lesson by looking at a cake preference survey that allows respondents to specify both a cake and an icing flavor. They discuss how knowing the relationship between cake and icing preference helps them better decide which combination to recommend. They are then introduced to cross tabulation, which allows them to graph relationships to different preferences. They use this technique to find relationships in a preference survey, then brainstorm the different types of problems that this process could help solve.

In this lesson students look at a simple example of how a computer could be used to complete the decision making step of the data problem solving process. Students are given the task of creating an algorithm that could suggest a vacation spot. Students then create rules, or an algorithm, that a computer could use to make this decision automatically. Students share their rules and what choices their rules would make with the class data. They then use their rules on data from their classmates to test whether their rules would make the same decision that a person would. The lesson concludes with a discussion about the benefits and drawbacks of using computers to automate the data problem solving process.

To conclude this unit, students design a recommendation engine based on data that they collect and analyze from their classmates. After looking at an example of a recommendation app, students follow a project guide to complete this multi-day activity. In the first several steps, students choose what choice they want to help the user to make, what data they need to give the recommendation, create a survey, and collect information about their classmates' choices. They then interpret the data and use what they have learned to create the recommendation algorithm. Last, they use their algorithms to make recommendations to a few classmates. Students perform a peer review and make any necessary updates to their projects before preparing a presentation to the class.

In this lesson, students look at how data is collected and used by organizations to solve problems in the real world. The lesson begins with a quick review of the data problem solving process they explored in the last lesson. Then students are presented three scenarios that could be solved using data and brainstorm the types of data they would want to solve them and how they could collect the data. Each problem is designed to reflect a real-world service that exists. After brainstorming, students watch a video about a real-world service and record notes about what data is collected by the real-world service and how it is used. At the end of the lesson, students record whether data was provided actively by a user, was recorded passively, or is collected by sensors.

In the first lesson of the data unit, students get an overview of what data is and how it is used to solve problems. Students start off with a brief discussion to come to a common understanding of data. They then split into groups and use a data set to make a series of meal recommendations for people with various criteria. Each group has the choices of meal represented in a different way (pictures, recipes, menu, nutrition) that gives an advantage for one of the recommendations. Afterwards, groups compare their responses and discuss how the different representations of the meal data affected how the students were able to solve the different problems.

In this lesson students create their own system for representing information. They begin by brainstorming all the different systems they already use to represent yes-no responses. They then work in small groups to create a system that can represent any letter in the alphabet using only a single stack of cards. The cards used have one of 6 different possible drawings (6 animals, 6 colors, etc.) and so to represent the entire alphabet students will need to use patterns of multiple cards to represent each letter. Students create messages with their systems and exchange with other groups to ensure the system worked as intended. In the wrap-up discussion the class reviews any pros and cons of the different systems. They discuss commonalities between working systems and recognize that there are many possible solutions to this problem and what's important is that everyone use the same arbitrary system to communicate.

In this lesson students learn to use their first binary system for encoding information, the ASCII system for representing letters and other characters. At the beginning of the lesson the teacher introduces the fact that computers must represent information using either "on" or "off". Then students are introduced to the ASCII system for representing text using binary symbols. Students practice using this system before encoding their own message using ASCII. At the end of the lesson a debrief conversation helps synthesize the key learning objectives of the activity.