Michigan Curriculum Framework Standards and Benchmarks
III. Data Analysis and Statistics
Content Standard 2: Students examine data and describe characteristics of a distribution, relate data to the situation from which they arose, and use data to answer questions convincingly and persuasively. (Description and Interpretation)
Benchmark 1:  Read and explain data they have collected and organized themselves and progress to reading data from other sources.
Benchmark 4:  Raise and answer questions about the source, collection, organization and presentation of data, as well as the conclusions drawn from the data; explore biases in the data.
Benchmark 5:  Formulate questions and problems and gather and interpret data to answer those questions.
IV. Number Sense and Numeration
Content Standard 2: Students recognize that numbers are used in different ways such as counting,
measuring, ordering and estimating, understand and produce multiple representations of a number, and
translate among equivalent representations. (Representation and Uses of Numbers)
Benchmark 3:  Investigate ways numbers are used (e.g., counting, ordering, naming, locating, measuring).

National Education Standards
NM-PROB.CONN.PK-12.1: Recognize and use connections among mathematical ideas;
NM-PROB.CONN.PK-12.2: Understand how mathematical ideas interconnect and build on one another to produce a coherent whole;
NM-PROB.CONN.PK-12.3: Recognize and apply mathematics in contexts outside of mathematics.

National Educational Technology Standards for Students Grades 3-5
Content Standard 1:  Basic operations and concepts
Benchmark 1:  Use keyboards and other common input and output devices efficiently and effectively.
Content Standart 2:  Social, ethical, and human issues
Benchmark 3:  Discuss basic issues related to responsible use of technology and information and describe personal consequences of inappropriate use.
Content Standard 3:  Technology productivity tools
Benchmark 5:  Use technology tools for individual and collaborative writing, communication, and publishing activities to create knowledge products for audiences inside and outside the classroom.
Content Standard 4:  Technology communications tools
Benchmark 5:  Use technology tools for individual and collaborative writing, communication, and publishing activities to create knowledge products for audiences inside and outside the classroom.
Benchmark 6:  Use telecommunications efficiently and effectively to access remote information, communicate with others in support of direct and independent learning, and pursue personal interests.
Content Standard 5:  Technology research tools
Benchmark 7:  Use telecommunications and online resources to participate in collaborative problem-solving activities for the purpose of developing solutions or products for audiences inside and outside the classroom.
Content Standard 6:  Technology problem-solving and decision-making tools
Benchmark 8:  Use technology resources for problem solving, self directed learning and extended learning activities.
Benchmark 9:  Determine when technology is useful and select the appropriate tool(s) and technology resources to address a variety of tasks and problems.
Benchmark 10:  Evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources.

Objectives
Students will be able to:
         Create a time line
         Create a short math question and answer using dates on the time line
         Work in cooperative groups
         Correctly place their inventor on a time line

Materials and Technology
Paper
Pencils
Yarn
Timeliner

Procedure
Begin by asking students to share more information about their inventor.  Be sure to ask students to give the patent year or some other significant year.  On a sheet of paper, have each student write down a significant year.  Have two students stand in the front of the room holding a piece of yarn that is the length of the room.  Have students come up two at a time and physically stand in the place on the time line they belong.  Discuss the time line.  Point out relationships between students on the time line. As a class, create and answer some math questions to point out these relationships.

Assessment
Extend this activity to include technology.  Introduce Timeliner by showing the tutorial to the class.  After the tutorial, explain that since we are creating a class time line, only one student will be able to use Timeliner at a time.  Verbally assess students while working on Timeliner.  Since each student had to create a math problem to go in the notes of their section of the time line, I asked them to solve the problem they created.  The math problem should be a short question that can be answered by looking at the time line.