Hueneme Elementary School District
Staff Development Day #3
March 10, 2014
CCSS Mathematic Unit of Study
Grade 6
Introductions
Judy Burnett
 Valerie Carey
 Melinda Cheresnowsky
 Veronica Mojica

Unit of Study: Unit 6 STATISTICS
Title: Statistics
Length: 30 days
Overview: Key Points
*Data Collection
*Data Representation
*Data Distribution
Mathematical Practices
1. Make sense of problems and
persevere in solving them.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
8. Look for and express regularity in
repeated reasoning.
ESSENTIAL Standards
Guaranteed: Taught and Assessed (Re-taught if necessary)
6.SP.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.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.
6.SP.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.
6.SP.4. Display numerical data in plots on a number line, including dot plots, histograms, and box plots.
6.SP.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.
Supporting Standards
(Taught in conjunction with the Essential Standards)
6.NS.2. Fluently divide multi-digit numbers using the standard algorithm.
6.NS.3. Fluently add, subtract, multiply, and divide multi-digit decimals
using the standard algorithm for each operation.
Academic Vocabulary
(Explicitly taught throughout the course of the unit)
Tier 2
*summarize
*compare/contrast
*analyze
*context
Tier 3
*statistical question
*nonstatistical question
*data
*central tendency
*mean/ median/ mode
*variability
*range
*interquartile range
*mean absolute deviation
*frequency
*number line
*dot plot
*box plot
*histogram
Enduring Understandings and Essential Questions
Enduring Understandings
AKA The Big Idea
A statement about the concept behind the
content that we want students to transfer
to different learning experiences and
subject areas.
Essential Questions
Questions based on the Enduring
Understanding that teachers can use
during instruction and assessment.
Chapter 1
Days: 5
(Chapter = series of lessons/tasks)
Essential Standards
Essential Questions
6.SP.1
6.SP.5 A & B
What is a statistical question? How can a
nonstatistical question be rewritten as a
statistical question?
Enduring Understandings
How does the data collected relate to
the context in which it was collected?
DATA COLLECTION: Some questions can
be answered by collecting and analyzing
data, and the question to be answered
determines the data that needs to be
collected and how best to collect it.
-RESPONSES TO STATISTICAL QUESTIONS MAY VARY
-DATA SETS CAN BE ANALYZED IN RELATION TO THEIR
CONTEXT
Learning Objectives
(Unpacked Standards)
Differentiate between statistical and
nonstatistical questions
Summarize data sets in relation to their
context.
Suggested Resources for Chapter 1
HOLT
None
Writing
Sentence structure
Online Lessons (Specific Links)
Everyday Mathematics
None
Math Routines
TBD
Literature (Fiction/Informational Text)
Tell Me if You Like by Gérard Gréverand
(A book of questions that can be used for developing
surveys of different formats: multiple choice,
continuums, or yes/no.)
http://www.illustrativemathematics.org/illustrations/1040
http://www.khanacademy.org/math/cc-sixth-grademath/cc-6th-data-statistics/cc-6th-statistics/v/statisticalquestions
Videos/Interactives/Games
http://www.cleanvideosearch.com/media/action/yt/watc
h?v=ReSuQ5pf8H0
Other
www.isbe.net/common_core/pdf/math-models/middleschools/6/6-7.pdf
Chapter 2
Days: 9
(Chapter = series of lessons/tasks)
Essential Questions
Essential Standards
6.SP.5 c
6.SP.3
Enduring Understandings
DATA DISTRIBUTION: There are special numerical
measures that describe the center and spread of
numerical data sets.
How can data be summarized using measures
of central tendency?
How can data be summarized using measures
of variability?
What is the difference between measures of
central tendency and measures of variability?
Why are both important in describing data?
Learning Objectives
Students will summarize data using measures
of central tendency.
Students will summarize data using measures
of variability.
Students will describe the difference between
measures of central tendency and measures of
variability.
Suggested Resources for Chapter 2
HOLT
Chapter 7 Lesson 3
Chapter 7 Lesson 4
Everyday Mathematics
Lesson 1-4
Lesson 1-5
Math Routines
TBD
Literature (Fiction/Informational Text)
Newspaper clippings (home sales)
Car dealership advertisements
Writing
Compare/contrast
Summarize
Videos/Interactives/Games
http://learnzillion.com/lessons/371-learn-whichmeasure-of-central-tendency-to-use
http://www.instagrok.com/grok/?query=central%
20tendency
http://www.instagrok.com/grok/?query=measure
%20of%20center
Online Lessons (Specific Links)
http://www.scholastic.com/browse/lessonplan.js
p?id=1575
http://www.nsa.gov/academia/_files/collected_le
arning/middle_school/algebra/measures_central.
pdf
**this lesson addresses many chapters for this unit**
Chapter 3
Days: 7
(Chapter = series of lessons/tasks)
Essential Standards
6.SP.4
Essential Questions
When is one type of data display more
appropriate than another?
Enduring Understandings
Learning Objectives
DATA REPRESENTATION: Data can be
represented visually using tables, charts,
and graphs. The type of data determines
the best choice of visual representation.
Students will appropriately display
numerical data.
Suggested Resources for Chapter 3
HOLT
Chapter 7 Lesson 4
Chapter 7 Lesson 5
Chapter 7 Lesson 7
Everyday Mathematics
Lesson 1-2
Lesson 1-3
Lesson 1-7
Lesson 1-12 (Analyzing a Newspaper Article)
Math Routines
TBD
Literature (Fiction/Informational Text)
Newspaper clippings (home sales)
Car dealership advertisements
Writing
Support a claim with evidence
Labeling with titles, headings, keys
Online Lessons (Specific Links)
http://openhighschoolcourses.org/mod/book/vie
w.php?id=208&chapterid=366
http://openhighschoolcourses.org/mod/book/vie
w.php?id=208
Videos/Interactives/Games
http://www.learnalberta.ca/content/me5l/html/
math5.html
Chapter 4
Days: 9
(Chapter = series of lessons/tasks)
Essential Questions
Essential Standards
6.SP.2
6.SP.5 d
How can data be described using measures of
central tendency?
How do you determine which measure of
central tendency is most appropriate to use
for a given data set?
How are the measures of variability relevant
to a given set of data?
Enduring Understandings
DATA DISTRIBUTION: There are special
numerical measures that describe the
center and spread of numerical data sets.
Learning Objectives
Students will demonstrate understanding of
measures of central tendency.
Students will justify which measure of central
tendency is most appropriate in a given
situation.
Students will understand the use of measures
of variability.
Suggested Resources for Chapter 4
HOLT
Chapter 7 Lesson 3
Writing
Provide justification
Everyday Mathematics
Lesson 1-13
Online Lessons (Specific Links)
http://www.insidemathematics.org/problems-ofthe-month/pom-throughthegrapevine.pdf
Math Routines
TBD
Videos/Interactives/Games
http://learnzillion.com/lessonsets/132understand-and-describe-the-distribution-of-aset-of-data
http://learnzillion.com/lessons/536-describe-thedistribution-of-data-using-the-mean-absolutedeviation
Assessment
Formative
 Teacher created/selected

Measured Progress:
Testlets
Summative
 Teacher created/selected

Measured Progress:
Benchmarks

Smarter Balanced
Assessment (3-8)
Year at a Glance…..
Unit 1
The Number System
Unit 4
Expressions
Unit 2
Dividing Fractions
Unit 5
Equations
Unit 3
Ratios & Proportions
Unit 6
Statistics