Mathematical Tasks
Displaying Jumping Distances- 6.SP.4 and 6.SP.5
Domain
Cluster
Standard(s)
Materials
Task
Geometry
Summarize and describe distributions.
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:
 6.SP.5a Reporting the number of observations.
 6.SP.5b Describing the nature of the attribute under investigation, including how it
was measured and its units of measurement.
 6.SP.5c 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.5d 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.
Activity sheet
Displaying Jumping Distances
Below is a list of distances from the Long Jump in Physical Education class. All distances
are in inches.
36, 36, 37, 39, 39, 40, 41, 39, 39, 38, 39, 39, 40, 41, 41, 41, 42, 39, 39, 39
Part 1:
How many students jumped? What was the unit of measurement?
Part 2:
Plot the data on a number line (line plot). Write a sentence describing you data based on
what you notice.
Part 3:
Identify the median and mean of the data set.
Part 4:
Find the interquartile ranges and make a box plot of the data.
Part 5:
How is box plot different from the number line representation? How does each
representation help when looking at the data?
Mathematical Tasks
Sixth Grade
Mathematical Tasks
Rubric
Level I
Developing
Proficiency
 Student uses
inappropriate
solution strategy
and does not get
the correct
answer.
1.
2.
3.
4.
5.
6.
7.
8.
Level II
Not Yet
Proficient
 There are one
or two errors.
Level III
Proficient in Performance
 Accurately solves problem.
 Part 1: 20 students jumped. The unit of measurement was
inches.
 Part 2: The number line (line plot) is done correctly. The
sentence describes the spread, frequent data points, etc.
 Part 3: Median: 39. Mean: 39.2.
 Part 4: 1st quartile: 36-39; 2nd quartile: 39-39; 3rd quartile: 3940; 4th quartile: 41-42.
 Part 5: The description clearly and accurately describes the
differences. The number line allows you to easily see
frequently occurring data points as well as the spread, and
possible outliers. The box plot allows you to look more
closely at the spread because it displays the data into four
quartiles.
Standards for Mathematical Practice
Makes sense and perseveres in solving problems.
Reasons abstractly and quantitatively.
Constructs viable arguments and critiques the reasoning of others.
Models with mathematics.
Uses appropriate tools strategically.
Attends to precision.
Looks for and makes use of structure.
Looks for and expresses regularity in repeated reasoning.
Mathematical Tasks
Sixth Grade
Mathematical Tasks
Displaying Jumping Distances
Below is a list of distances from the Long Jump in Physical Education class. All distances are in inches.
36, 36, 37, 39, 39, 40, 41, 39, 39, 38, 39, 39, 40, 41, 41, 41, 42, 39, 39, 39
Part 1:
How many students jumped? What was the unit of measurement?
Part 2:
Plot the data on a number line (line plot). Write a sentence describing you data based on what you notice.
Part 3:
Identify the median and mean of the data set.
Part 4:
Find the interquartile ranges and make a box plot of the data.
Part 5:
How is box plot different from the number line representation? How does each representation help when
looking at the data?
Mathematical Tasks
Sixth Grade