Common Core Mathematics 6
Unit 5: Statistics
PARCC Exam Notes
Unit 5: Assessment Clarifications
Standard
M/S/A
6.SP.A.1
A
6.SP.A.2
6.SP.A.3
6.SP.B.4
6.SP.B.5a
6.SP.B.5b
6.SP.B.5c
6.SP.B.5d
A
A
A
A
PBA/
EOY?
PBA
No
EOY
Yes
PBA
No
EOY
Yes
Calc?
MP
Notes
N/A
N/A
N/A
No
N/A
Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers.
N/A
N/A
N/A
No
4
PBA
No
EOY
Yes
N/A
N/A
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.
i) For example, tasks might present several distributions graphically and ask which two have nearly the same center, nearly the same spread,
or nearly the same overall shape.
N/A
No
4
PBA
No
EOY
Yes
N/A
N/A
No
2, 5
PBA
No
EOY
Yes
N/A
N/A
Yes
4
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.
i) For example, tasks might ask student to rate statements True/False/Not Enough Information, such as, “The average height of trees in
Watson Park is 65 feet. Are there any trees in Watson Park taller than 65 feet?”
N/A
Display numerical data and plots on a number line, including dot plots, histograms, and box plots.
i) Tasks are technology-enhanced to make creation of the plots as quick and effortless as possible; or tasks ask the student to identify which
display corresponds to a given set of data.
ii) Histograms should be continuous (bars must be touching); the data points are not part of one of the interval endpoints, for example, if
intervals are 0-3, 3-6, 6-9 then none of the data points should be 0, 3, 6, 9.
N/A
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.
i) Tasks provide students with a text-based and graphics-based overview of a numerical data set. This overview includes the necessary
information for (a) and (b). Students must extract this information from the overview and enter or identify/select it as part of the task.
ii) Tasks require students to choose a measure of center and a measure of variability; tasks are technology-enhanced to allow for rapid
computation of the chosen measures.
iii) With reference to the second clause in 6.SP.5c, tasks are technology-enhanced, e.g., to allow students to “tag” outliers, circle the bulk of
the observations, etc.
iv) With reference to 6.SP.6d, there is no wrong choice of measure of center – only a wrong interpretation of it. For example students can
choose the mean even for a distribution with outliers. However, tasks require students to identify/select from unambiguously true or false
statements such as, “About half of the values are greater than the average”; “If this point were deleted from the data set, the median would not
change”; etc.
v) The testing interface can provide students with a calculation aid of the specified kind for these tasks.
Other Integrative Tasks that may be linked to Unit 5
Evidence
Statement
Reach
Back?
6.C.9
5.NBT
5.MD.C
6.D.1
6.D.2
6.D.3
PBA/
EOY
?
PBA
Calc?
MP
Notes
Yes
3, 6
N/A
PBA
Yes
4, 1, 2,
5, 7
5.NBT.B
5.NF
5.MD
5.G.A
5.NBT.B
5.MD
PBA
Yes
4, 1, 2,
5, 7
Distinguish correct explanation/reasoning from that which is flawed, and – if there is a flaw in the argument – present corrected reasoning.
(For example, some flawed ‘student’ reasoning is presented and the task is to correct and improve it.) Content Scope: Knowledge and skills
articulated in 5.NBT, 5.MD.C
Tasks may have scaffolding if necessary in order to yield a degree of difficulty appropriate to Grade 6.
Solve multi-step contextual word problem with degree of difficulty appropriate to Grade 6, requiring application of knowledge and skills
articulated in the Evidence Statements on the PBA (excludes Reasoning Evidence Statements).
Tasks may have scaffolding if necessary in order to yield a degree of difficulty appropriate to Grade 6.
Solve multi-step contextual problems with degree of difficulty appropriate to Grade 6, requiring application of knowledge and skills
articulated in 5.NBT.B, 5.NF, 5.MD and 5.G.A
Tasks may have scaffolding if necessary in order to yield a degree of difficulty appropriate to Grade 6.
PBA
Yes
4, 1, 2,
5, 7
Reasoned estimates: Use reasonable estimates of known quantities in a chain of reasoning that yields an estimate of an unknown quantity.
Content Scope: Knowledge and skills articulated in 5.NBT.B, 5.MD
Tasks may have scaffolding if necessary in order to yield a degree of difficulty appropriate to Grade 6.
Grade 6 Sub-Claim B Performance Level Descriptors applicable to Unit 5
Statistics and
Probability
6.SP.2
6.SP.3
6.SP.4
6.SP.5
Grade 6 Math: Sub-Claim B
The student solves problems involving the Additional and Supporting Content for grade/course with connections to the Standards for Mathematical Practice.
Level 5: Distinguished Command
Level 4: Strong Command
Level 3: Moderate Command
Level 2: Partial Command
Recognizes and describes a statistical
Recognizes a statistical question and
Recognizes a statistical question and
Recognizes a statistical question and
question, and understands that a set of
understands that a set of collected data
understands that a set of collected data
understands that a set of collected data
collected data has a distribution which
has a distribution which can be described has a distribution which can be described has a distribution which can be described
can be described by its center, spread
by its center, spread and overall shape.
by its center, spread and overall shape.
by its center, spread and overall shape.
and overall shape.
Understands the purpose of center and
Understands the purpose of center and
Understands the purpose of center and
Understands the purpose of center and
variability and that each can be
that it can be summarized with a single
that it can be summarized with a single
variability and that each can be
summarized with a single number.
number.
number.
summarized with a single number.
PARCC Abbreviation Key:
PBA: Performance-Based Assessment
EOY: End of Year Assessment
M/S/A: Indicates whether this standard is considered Major content, Supporting Content, or Additional Content
MP: Standards for Mathematical Practice
* Indicates a modeling standard
PARCC Sub-Claims:
Sub-Claim A: Information on how PARCC will assess major content
Sub-Claim B: Information on how PARCC will assess additional and supporting content
Sub-Claim C: Information on how PARCC will assess reasoning
Sub-Claim D: Information on how PARCC will assess modeling