In this unit, students investigate and describe the variability of given data, including center, spread, and overall shape. They also discuss and explore how measures of center can be used to summarize a set of data, using data sets and representations of data that are provided to them. This unit lays a foundation for the following unit in which students use their understanding to create the own representations for a given set of data, and analyze data, including determining measures of center and variability.

PACING = 5 weeks

Essential Learning Outcomes (ELO)

 🌕 Students will write statistical questions to survey and collect data.  (6.SP.1) (MP.1, MP.3)

Learning Targets:

• I can write a statistical question that has more than one right answer. (6.SP.1)

• I can differentiate between statistical questions and those that are not. (6.SP.1)

Essential Learning Outcomes (ELO)

🌕 Students will interpret data, summarize their findings and critique the reasoning of others.  (6.SP.2, 6.SP.3) (MP.1, MP.3)

Learning Targets:

• I can describe a set of data using its center (mode, median, or mean), its spread (range or M.A.D.), and its shape. (6.SP.2)

• I can describe a measure of center and a measure of variation for a data set. (6.SP.3)

• I can draw conclusions based on statistical data. (6.SP.3)

Essential Learning Outcomes (ELO)

🌕 Students will display, describe and analyze data on line plots, histograms, and box plots to construct viable arguments and critique the reasoning of others.  (6.SP.4, 6.SP.5) (MP.1, MP.3)

Learning Targets:

• I can display data on a number line, dot plot (line plot), histogram, and box and whisker plot. (6.SP.4)

• I can tell how many items are in a data set. (6.SP.5a)

• I can describe how data was collected and in what unit of measure. (6.SP.5b)

• I can find the median, mean, interquartile range, mean absolute deviation (average distance from the mean), and outliers in a set of data. (6.SP.5c)

• I can determine which sources are credible. (6.SP.5a)

• I can evaluate and use evidence from one source to answer a question, solve a problem, or formulate a research question. (6.SP.5c)

• I can choose the measure of center that best describes the data based on the context in which it was gathered. (6.SP.5d)

∎ Major Content           ⊡ Supporting Content           🌕 Additional Content

Computational Number Talks/Strings (minimum 3 days a week) to work on computational strategies.

Use your Daily Math Fluency kit (Hand2Mind)  *This kit was part of the Essential Learning PD week.

This kit has math talks (one problem to collect all of your students' strategies - formative assessment to see if they have efficient strategies) and number strings (pose one problem at a time from a series that is building/practicing ONE strategy, so do NOT collect all strategies).  

*The computational strategies that you practice during number talks does NOT have to align with the core math content.  Number talks are meant to practice fluency strategies, not teach new content.

CAN DO / Additional Resources:

Prior knowledge/Just in Time support     &     Enrichment RTTB   Lesson  30   Tricky Histograms

Nearpod Math lessons Open Middle tasks

Interactive manipulatives

CAN DO / Additional Resources:

Prior knowledge/Just in Time support     &     Enrichment RTTB   Lesson  32  Manipulating the Data

Nearpod Math lessons Open Middle tasks

Interactive manipulatives

“Closure in a lesson does not mean to pack up and move on. Rather, it is a cognitive activity that helps students focus on what was learned and whether it made sense and had meaning.” How the Brain Learns Mathematics (2007) P. 104

There are many ways to wrap up and reflect the day's activities but this step is often overlooked or rushed.  Purposely plan and allow time for students to have closure each day (even if it means setting a timer or daily alarm so you don't run out of time).

Ideas for closure activities