Targets & Standards
In the 6th grade, students build conceptual understanding of and procedural proficiency with ratios, rates, rational numbers, operations with an emphasis on division, and expressions/equations applying this knowledge to solve real world & mathematical problems including geometry and statistics.
Essential Standards
6.SP.B.4 Display numerical data in plots on a number line, including dot plots, histograms, and box plots.
There are no substandards for this standard.
6.SP.B.5 Summarize numerical data sets in relation to their context, such as by:
a. Reporting the number of observations.
b. Describing the nature of the attribute under investigation, including how it was measured and its units of measurement.
c. Giving quantitative measures of center (median and/or mean) and variability (interquartile range and/or mean absolute deviation), as well as describing any overall pattern and any striking deviations from the overall pattern with reference to the context in which the data were gathered.
d. Relating the choice of measures of center and variability to the shape of the data distribution and the context in which the data were gathered.
Achievement Level Descriptors & Evidence
Achievement Level Descriptors
Evidence
Supporting Standards
6.SP.A Target I - Develop an understanding of statistics variability. (DOK 2)
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.
There are no substandards for this standard.
6.SP.A.2 Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center, spread, and overall shape.
There are no substandards for this standard.
6.SP.A.3 Recognize that a measure of center for a numerical data set summarizes all of its values with a single number, while a measure of variation describes how its values vary with a single number.
There are no substandards for this standard.