Curriculum / Math / 6th Grade / Unit 8: Statistics / Lesson 1
Math
Unit 8
6th Grade
Lesson 1 of 14
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Define and identify statistical questions.
The core standards covered in this lesson
6.SP.A.1 — Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers. For example, "How old am I?" is not a statistical question, but "How old are the students in my school?" is a statistical question because one anticipates variability in students' ages.
6.SP.B.5.A — Reporting the number of observations.
The essential concepts students need to demonstrate or understand to achieve the lesson objective
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Problems designed to teach key points of the lesson and guiding questions to help draw out student understanding
Ten sixth-grade students at a school were each asked five survey questions. Their answers to each question are shown here.
The five survey questions are shown below.
a. Match each question to a data set that could represent the students’ answers. Explain your reasoning.
Question 1: Flip a coin 10 times. How many heads did you get?
Question 2: How many books did you read in the last year?
Question 3: What grade are you in?
Question 4: How many dogs and cats do you have?
Question 5: How many inches are in 1 foot?
b. Discuss with a partner: How are Question 3 and Question 5 different from the other questions?
Grade 6 Unit 8 Lesson 2 is made available by Open Up Resources under the CC BY 4.0 license. Copyright © 2017 Open Up Resources. Download for free at openupresources.org. Accessed April 3, 2018, 1:07 p.m..
Which of the following are statistical questions? Explain your reasoning for each one.
Identifying Statistical Questions, accessed on April 3, 2018, 1:08 p.m., is licensed by Illustrative Mathematics under either the CC BY 4.0 or CC BY-NC-SA 4.0. For further information, contact Illustrative Mathematics.
Marcus has 25 baseball cards. Each card is worth a different amount of money. The cards also represent players from different teams in the MLB (Major League Baseball).
There are two types of data that we can collect—numerical and categorical.
a. What is an example of numerical data that Marcus can collect about his baseball cards?
b. What is an example of categorical data that Marcus can collect about his baseball cards?
Grade 6 Mathematics > Module 6 > Topic A > Lesson 1 of the New York State Common Core Mathematics Curriculum from EngageNY and Great Minds. © 2015 Great Minds. Licensed by EngageNY of the New York State Education Department under the CC BY-NC-SA 3.0 US license. Accessed Dec. 2, 2016, 5:15 p.m..
A set of suggested resources or problem types that teachers can turn into a problem set
Give your students more opportunities to practice the skills in this lesson with a downloadable problem set aligned to the daily objective.
A task that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
Last night, Jennifer and her family went out for dinner. The questions below came up on their way to the restaurant or during the meal. Decide whether or not each question is a statistical question.
a. How far are we from the restaurant?
b. How long will it be until we get there?
c. Would Jennifer rather have burgers or pizza?
d. How much should we leave for the tip?
e. What was the first dish ordered in the restaurant this evening?
f. Do customers at the restaurant like pizza?
g. What is a typical bill for tables at this restaurant?
h. On average, how many people were sitting at each table this evening?
i. Which of the statistical questions above would give numerical data? Which would give categorical data?
Statistical Questions, accessed on April 3, 2018, 10:41 a.m., is licensed by Illustrative Mathematics under either the CC BY 4.0 or CC BY-NC-SA 4.0. For further information, contact Illustrative Mathematics.
The following resources include problems and activities aligned to the objective of the lesson that can be used for additional practice or to create your own problem set.
Lesson 2
Topic A: Understanding Statistics & Distributions
6.SP.A.1 6.SP.B.5.A
Describe data that is represented in a dot plot. Represent data using dot plots and frequency tables.
6.SP.B.4 6.SP.B.5.A
Represent data using histograms.
6.SP.B.4
Describe and analyze the overall shape of dot plots and histograms, including symmetry, skewness, outliers, and clusters.
6.SP.A.2
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Topic B: Measurements of Center & Variability
Define and determine the mean of a data set.
6.SP.A.2 6.SP.B.5.C
Define and determine the median of a data set.
Define and determine the mode of a data set.
Determine which measure of center best represents a data set. Determine how measures of center change when data is added or removed.
6.SP.A.2 6.SP.B.5.D
Use the range and interquartile range to understand the spread and variability of a data set.
Understand and determine mean absolute deviation (MAD) as a measure of variability of a data set.
6.SP.B.5.C
Compare measures of center and measures of spread to describe data sets.
6.SP.A.3
Topic C: Box Plots & Circle Graphs
Represent data using box plots.
6.SP.B.4 6.SP.B.5
Analyze box plots and other representations, and summarize numerical data in context.
Analyze circle graphs in context.
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