CMS Curriculum Guides 2011-2012
6th Grade Math
Unit Title: Data About Us (Statistics)
Suggested Time: Unit starts 4th Quarter May 21-June 8 /. Unit will take approximately 14 days.
Enduring understanding (Big Idea): 1.Collecting, Organizing, Displaying, and Analyzing Data 2. Representing data with line plots, bar graphs, coordinate graphs, and stem and
leaf plots 3. Finding measures of center 4. Finding measures of variation of a set of data 5. Calculating the mean (FOUND IN TEACHER’S EDITION ON
MATHEMATICAL HIGHLIGHTS PAGE)
Essential Questions: 1. What is the question being asked? 2. What organization of the data can help me analyze the data? 3. What statistical measures will provide useful
information about the distribution of data? 4. What will statistical measures tell me about the distribution of the data? 5. How can I use graphs and statistics to describe a data
distribution or to compare two data distributions in order to answer my original question?
(FOUND IN TEACHER’S EDITION ON MATHEMATICAL HIGHLIGHTS PAGE)
Unit Plans (FOUND IN TEACHER’S EDITION ON PLANNING FOR
THE UNIT PAGE)
Common Core Standards
Alignment/Mathematical Practices
Connection to 2003 Standards
Investigation 1 Looking at Data
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.a Reporting the number observations
6.SP.5.b Describing the nature of the attribute
under investigation, including how it was
measured and its units of measurement.
7.4.01 Collect, organize, analyze,
and display data (including box plots
and histograms) to solve problems.
7.4.02 Calculate, use, and interpret
the mean, median, mode, range,
frequency distribution, and interquartile range for a set of data.
7.4.03Describe how the mean,
median, mode, range, frequency
distribution, and inter-quartile range
of a set of data affect its graph.
7.4.04Identify outliers and determine
their effect on the mean, median,
mode, and range of a set of data.
7.4.05Solve problems involving two
or more sets of data using appropriate
statistical measures.
Problem 1.1 Organizing and Interpreting Data – Pages 17-20
Problem 1.2 Useful Statistics Pages 21-26
Problem 1.3 Experimenting With the Median-Pages 27-30
Problem 1.4 Using Different Data Types-Pages 31-36
Problem 1.5 Vertical Bar Graphs and Horizontal Bar Graphs-Pages 37-40
CMS Curriculum Guides 2011-2012
6th Grade Math
Investigation 2 Using Graphs to Explore Data
Problem 2.1- Traveling to School Pages 47-52
Problem 2.2 Jumping Rope Pages 53-56
Problem 2.3- Relating Height to Arm Span pages 57-62
Problem 2.4 Relating Travel Time to Distance Pages 63-66
Mathematical Practices
1. Make sense of problems and persevere in
solving them
4. Model with mathematics
7. Look for and make use of structure
6.NS.8 Solve real-world and mathematical
problems by graphing points in all four quadrants
of the coordinate plane. Include use of
coordinates and absolute value to find distances
between points with the same first coordinate or
the same second coordinate
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.5.a Reporting the number observations
6.SP.5.b Describing the nature of the attribute
under investigation, including how it was
measured and its units of measurement.
Mathematical Practices:
3. Construct viable arguments and critique the
reasoning of others
7. Look for and make use of structure
7.4.01 Collect, organize, analyze, and
display data (including box plots and
histograms) to solve problems.
7.4.05Solve problems involving two
or more sets of data using appropriate
statistical measures.
CMS Curriculum Guides 2011-2012
6th Grade Math
Investigation 3 What do we mean by Mean?
Problem 3.1- Finding the Mean 79-80
Problem 3.2- Data With the Same Mean pages 81-87
Problem 3.3- Using the Mean pages 87-90
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.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.
6.SP.5.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.
Common Core Additional Investigations (added to satisfy NCSCOS 2003)
Mathematical Practices:
2. Reason abstractly and quantitatively
7. Look for and make use of structure
Mathematical Practices:
7.4.01 Collect, organize, analyze, and
display data (including box plots and
histograms) to solve problems.
7.4.02 Calculate, use, and interpret
the mean, median, mode, range,
frequency distribution, and interquartile range for a set of data.
7.4.03Describe how the mean,
median, mode, range, frequency
distribution, and inter-quartile range
of a set of data affect its graph.
7.4.04Identify outliers and determine
their effect on the mean, median,
mode, and range of a set of data.
7.4.05Solve problems involving two
or more sets of data using appropriate
statistical measures.
CMS Curriculum Guides 2011-2012
6th Grade Math
Prior Knowledge: 1. Analyzing and classifying counting numbers(Prime Time, Bits and Pieces II, Covering and Surrounding, Bits and Pieces III, How Likely is It?) 2.
Representing the number of proper factors of a counting number, graphing rectangle lengths and widths with constant perimeter or constant area (Prime Time, Covering and
Surrounding) 3.Ordering numbers from least to greatest, counting (elementary school, Bits and Pieces III) 4. Comparing, counting, and ordering numbers, spread of measures
(elementary school, Bits and Pieces III) 5. Using arithmetic operations, learning the meaning of rational numbers (elementary school, Bits and Pieces III) (FOUND IN
TEACHER’S EDITION ON CONTENT CONNECTIONS TO OTHER UNITS PAGE 11)
Essential Terms Developed in This Unit (FOUND IN TEACHER’S
Useful Terms Referenced in This Unit
EDITION ON PLANNING FOR THE UNIT PAGE)
*All vocabulary is used when teaching honors.
Bar graph
Coordinate graph
Mean
Mode
Outlier
Stem-and-Leaf plot (stem plot)
x-axis
y-axis
Categorical data
line plot
median
numerical data
range
Average
Back-to-back stem plot
Compare
Data
Distribution
Double bar graph
Household
Measures of centers
Predict, prediction
Scale
Stacked bar graph
Survey
Table
Resources (TEACHER’S EDITION ON PROGRAM RESOURCES PAGE – BASICALLY THE SAME RESOURCES IN EACH BOOK)
Investigation 1: Labsheet; Transparencies 1.1A-B, 1.2A-B, 1.3, 1.4A-C, 1.5A-B; Additional Practice/Skills Worksheets, Calculators, index cards
Investigation 2: Labsheet; Additional Practice /Skills; Transparencies 2.1A-C, 2.2, 2.3A-B, 2.4, Calculators, graph paper, yardsticks, large grid paper, local street map
Investigation 3: Labsheet; Additional Practice/Skills; Transparencies 3.1A-B, 3.2A-B, 3.3A-B, calculators, unlined paper, cubes (6 different colors), stick on notes
CMP2 Website –online & technology resources
Formal Assessment : Unit Test
Assessment Options: Notebook check; Multiple-Choice; Question Bank; Exam View CD-ROM, Unit Project
Parent Guide-Unit Letters
Spanish Assessment Resources
PHSchool.com
TeacherExpress CD-ROM
LessonLab Online Courses
Unit Technology Tips-If you are able to get to a computer lab have the students input information and find data and graph using bar graphs.