Unit Title: Community and Communication
Three Weeks
Math
Lesson Plan
Teacher: 6th Grade Math Teacher
Grade: 6th
Lesson Title: Communicating through Statistics
STRANDS
Statistics and Probability
LESSON OVERVIEW
Summary of the task, challenge, investigation, career-related scenario, problem, or community link.
Statistics is a mathematical tool for communicating. Throughout this unit, students will learn how to analyze data and share their findings. This unit makes use of real-life statistics.
Students will explore bar graphs, line plots, line graphs, measures of center and measures of variation. The community aspect of statistics will be brought out as we extend statistics to
include Social Studies (data about our communities) and Science (data about our habitat), as we display and write a written analyze the data found in the two academic areas in our
iBook.
MOTIVATOR
Hook for the week unit or supplemental resources used throughout the week. (PBL scenarios, video clips, websites, literature)
Watch “Why Statistics” video in the Resource Folder. This video compares Statistics to a microscope. This video is motivational because it explains the need for studying statistics and
how statistics is used in the real life.
DAY
Objectives
(I can….)
Materials &
Resources
Instructional Procedures
Differentiated
Instruction
Assessment
1
I can explain
what a
statistical
question is.
5 Statistical
Questions and 5
Non-Statistical
Questions in an
envelope for
each group.
Examples in
resource folder.
Essential Question:
1. What is a statistical question?
2. How does it differ from a non-statistical question?
Prompting
Statistical Questions vs. Non-statistical Questions
Differentiated
Instruction –
Remediation: Have
students sort 3
Statistical and 3 NonStatistical Question
Set: Ask student to define statistics.
Teaching Strategy:

Materials for
Differentiated
Instruction –
Remediation:
3 Statistical
Questions and 3
Non-Statistical
Questions in an
envelope for
each group.



Materials for
Differentiated
Instruction –
Enrichment:
iPad
Paper
Give the students an envelope that contains 5 statistical questions and 5 nonstatistical questions. Ask the to sort the questions into two categories. Do not
give students the categories of how you would like them sorted. Their only
directions are to sort them into two categories and be able to defend why they
made the categories they did. Give the students about 5 minutes to complete
this sort with their table group.
Share with the students the proper sorting of the questions. Ask them to
compare how they sorted them to how they were supposed to be sorted. Ask
them to discuss the criteria for the two categories within their table groups.
Bring the group back together and discuss what they thought the criteria for
each of the categories was. Explain to the students that a statistical question is
a question designed to collect data and the data that is collected should vary.
This is unlike a question that has a specific answer.
Go through the examples of statistical questions from the sort. Explain how
each is designed to collect data that varies. These could include:
How tall are the members of the high school basketball team?
How old are the members of the city council?
How many hours do you spend studying each night?
What are the ethnic backgrounds of the students in my school?
Notice that each question anticipates various answers.

Go through the examples of non-statistical questions. These could include:
What’s the mascot of Dobyns-Bennett High School?
Who was the first president of the United States of American?
What day is Halloween?
Notice that each question anticipates a specific answer.
Grouping
Reduce the number
of questions for the
students to put on
their posters.
Differentiated
Instruction –
Enrichment : Have
students research
the difference
between a biased
and unbiased
question.
Formative
Assessment:
Informal
observations
Discussion
Ticket Out the Door
Class Discussion
Homework
Assignment

Within their groups, ask students to brainstorm their own statistical questions.
Ask the students to come up with 4 statistical questions. Then ask the students
to come up with 2 non-statistical questions. When the students have generated
their 6 questions, ask them to share their 6 questions with you. They should
support their selection of these questions. When their questions have been
approved, give each group a piece of chart paper. Ask them to write their
questions in any order on a piece of chart paper. Hang the chart paper up when
they are done.

When everyone is done, ask the students to do a gallery walk and review each of
the posters. They are to pick out the four statistical questions.
Summarizing Strategy: Ticket Out the Door: Ask students to explain the difference
between a statistical question and a non-statistical question.
Assign practice problems for homework.
Adapted from
Muschla, Gary Robert; Muschla, Judith A.; Muschla, Erin (2012-03-21). Teaching the
Common Core Math Standards with Hands-On Activities, Grades 6-8 (Jossey-Bass
Teacher) (Kindle Locations 1587-1593). John Wiley and Sons. Kindle Edition.
2
I can display
numerical
data on a
line plot.
Presidential
Ages (See
Resource
Folder)
Graph Paper
Pencil
Paper
Essential Question: How do I display numerical data on a line plot?
Prompting
The Ages of the Presidents
Formative
Assessments:
Informal
observations
Set: Dot Plot vs. Line Plot (See Resource Folder)
Teaching Strategy:
Materials for
Differentiated
Instruction –
Remediation:
Graphing
Calculator
Grouping



Ask students about the ages of the oldest and youngest Presidents of United
States of America in the 20th century.
Have students open the Presidential Ages (See Resource Folder) table on their
iPads.
Pass out graph paper and have the students draw a horizontal and vertical axis.
Explain that we will be making line plots of the data.
Differentiated
Instruction –
Remediation: Allow
students to use a
graphing calculator
to create their line
plots.
Allow students to do
Discussion
Ticket Out the Door
Homework
Assignment
Materials for
Differentiated
Instruction –
Enrichment:
iPad






Have the students look at the data of the Age of the Presidents, and discuss the
range of data. What would be appropriate intervals to group the Presidents?
You may want to use intervals of 5 years. (40-44, 45-49, 50-54, etc.)
Have them mark the vertical axis with intervals of 1. (1, 2, 3, 4 etc.)
Be sure the students have labeled their axis and titled their graph.
Have them place an “X” in the correct category for each President according to
their age.
Once the line plot of the President has been completed, ask the students to
work in their table groups on the line plot of the Vice-Presidential Ages. Be
available to guide the students as needed. Finally, ask the students to complete
the First Lady Ages on their own.
Have the students compare the 3 line plots. Discuss the similarities and
differences. What conclusions can be drawn from the graphs? Overall, are
Presidents or Vice- Presidents often older when they are elected to office?
What would you consider to answer this question? Discuss how you cam to
your conclusions. How do First Ladies compare in age to Presidents and VP’s?
Are they often younger or older than the other two groups? Notice the intervals
for each graph. Does the fact that the First Ladies have intervals included that
are younger than those on the other graphs influence your conclusions? Would
the fact that the VP’s have intervals included that are older then the Presidents
line plot lead to a conclusion that VP’s are on average older than the Presidents
are?
a fewer number of
presidents, vicepresidents, and first
ladies.
Differentiated
Instruction –
Enrichment: Have
students research
the ages of the 50
Governors in the
United States of
America. Are
Governors often
younger than
Presidents? How
many of the
Presidents of the 20th
Century were
Governors?
Summarizing Strategy:
Have the students write a paragraph or two discussing their conclusions of the discussion
regarding the Presidents and age. Students should use the data and line plots as
evidence to support their conclusions. The paragraph should also include a description
as to how a line plot is constructed and how the data is organized into intervals.
Assign practice problems for homework.
3
I can identify
the center of
the data and
Materials for
Differentiated
Essential Question:
1. What is meant by the center of data set?
2. How is it found?
Differentiated
Instruction –
Remediation:
Formative
Assessments:
Informal
explain
which
measure of
central
tendency is
the best of a
given set of
data.
Instruction –
Remediation:
Supply students
with the Mean,
Median, and
Mode Graphic
Organizer to
keep track of
their notes.
Materials for
Differentiated
Instruction –
Enrichment:
iPad
3. How is it useful when analyzing data?
Mean, Median, and Mode Jigsaw
Hook: Watch the Mean, Median, and Mode Song (See Resource File)
Teaching Strategy: Have students Think-Pair-Share on what the center means. Lead a
brief discussion on the Measures of Central Tendency.
Explain a Jig-Saw Lesson to the students. Have the students number off at their tables.
Group #1 will learn all about mean. Group #2 will learn about median. Group #3 will
learn about mode. Have students transition into their learning groups. Their task in
their learning groups is to learn all they can about their topic. In particular, they need to
learn:
1.
2.
3.
How do you calculate (Mean, Median, Mode)?
What situation would be the best to use (Mean, Median, Mode)?
What situation would not be best to use (Mean, Median, Mode)?
Supply students with
the Mean, Median,
and Mode Graphic
Organizer to keep
track of their notes.
observations
Discussion
Ticket Out the Door
Differentiated
Instruction –
Enrichment: Have
students research
mean, median, and
mode in the news.
Have them critique
the information they
find.
Give the groups enough time to research these questions. Remind students that they will
need to be able to go back to their table groups and teach their table all about their
subject.
When the groups are ready, send them back to their table to teach each other about
their specialized subject. Give students problems to work out on Mean, Median, and
Mode as a group. Have them discuss which measure of central tendency is appropriate
for each situation.
Summarizing Strategy: Ticket Out the Door: Describe a situation when the mode is the
best measure of central tendency.
Homework: We are going to be learning about our community of students at Innovation
Academy. Think about something you would like to learn about our community. Write a
statistical question. Though we are looking for a statistical question, the questions
should have a numerical answer.
4
I can
describe a
Graph Paper
Differentiated
Essential Question: How do I describe a set of data by its center, spread, and overall
shape?
Prompting
Formative
Assessments:
set of data
by its center,
spread, and
overall
shape.
Instruction –
Remediation:
Excel on
MacBook Air
Graphing
Calculator
Materials for
Differentiated
Instruction –
Enrichment:
iPad or
MacBook
Our IA Community
Set: Watch this video called I use Statistics Everyday (See Resource Folder).
Teaching Strategy:
1.
2.
3.
4.
5.
Group students in groups of two. Ask the students to compare questions they
were supposed to write for homework. Ask them to decide on one question to
use. Once they have decided on the question, they are to bring the question to
the teacher for approval. Make sure the questions are statistical questions and
appropriate.
Once the questions have been approved, ask the students to ask ten students in
the class.
When the students have collected their data, ask them to describe their data in
the following ways:
a. By its center.
b. By its spread.
c. By its shape.
Review the steps for sketching a line plot with students. This will aid students in
finding the shape of their data.
Have students share their results with the class. Ask and discuss the following
question: Did any group pose a statistical question that could not be analyzed
by its center, range, or shape?
Summarize: Give the students a set of data and ask them to describe it by its center,
spread, and shape.
Assign practice problems for homework.
Adapted from Muschla, Gary Robert; Muschla, Judith A.; Muschla, Erin (2012-03-21).
Teaching the Common Core Math Standards with Hands-On Activities, Grades 6-8
(Jossey-Bass Teacher) (Kindle Locations 1587-1593). John Wiley and Sons. Kindle
Edition.
5
Grouping
Observations
Discussions
Differentiated
Instruction –
Remediation: Allow
students to use
technology to create
the line plot. Allow
students to use
calculators.
Differentiated
Instruction –
Enrichment : Have
students decide on
something they
would like to
research about our
community at IA. An
example, how do IA
students learn best?
Have them do
background
research, come up
with survey
questions to handout
to students, analyze
the data, and finally
write a conclusion.
Ticket Out the Door
Performance
Assessment:
Presentation of
Findings
Project Day 1 – refer to Unit Plan
Topic – iBook Community Guide
6
I can
describe the
variation of a
set of data.
Calculator
Paper
Pencil
Materials for
Differentiated
Instruction –
Enrichment :
Supply students
with a graphic
organizer to
keep track of
their notes.
(See Box and
Whisker Plots in
the Resource
Folder)
Essential Question: How do I describe variation of a set of data?
Prompting
Measures of Variation
Set: Watch the video titled “Using the Measures of Center and Variability” (See Resource
Folder).
Teaching Strategy:
1.
Define measures of variation.
2.
Model how to find the measures of variation for the students. Students need to
identify the minimum, lower quartile, median, upper quartile, and the
interquartile range. After a few modeled examples, guide the students through
some examples, and then allow them to collaborate on some examples. Finally,
ask them to work out some examples on their own.
3.
Model how to find outliers for students. Guide students through a few
examples, allow them to do some examples collaboratively, and then do some
examples independently.
Calculators
Summarizing Strategy:
Materials for
Differentiated
Instruction –
Enrichment :
Grouping
Ticket Out the Door: Have the students compare and contrast the measures of central
tendency and the measures of variation. As the students discuss this within their table
groups, monitor their discussion for accuracy, answer questions and clarify
misconceptions.
Differentiated
Instruction –
Remediation:
Supply students with
an advanced
organizer to keep
track of their notes.
Use of Calculators
Differentiated
Instruction –
Enrichment : Have
students research
real-world examples
of variation.
Formative
Assessment:
Informal
observations
Responses to
activities
Ticket Out the Door
Responses.
7
I can use
measures of
center and
measures of
variability to
summarize
data sets in
context.
iPad
Assign practice problems for homework.
Calculator
Paper
Pencil
Essential Question:
1. What is Mean Absolute Deviation (MAD)?
2. How can it help me describe a set of data?
Grouping
Mean Absolute Deviation
Differentiated
Instruction –
Remediation:
Supply students with
the Mean Absolute
Deviation graphic
organizer (See
Resource Folder) to
keep track of their
notes.
Materials for
Differentiated
Instruction –
Enrichment :
Supply students
with the Mean
Absolute
Deviation
graphic
organizer (See
Resource
Folder) to keep
track of their
notes.
Set: Give students 5 sets of data to find the mean, median, and mode of.
Teaching Strategy:

Ask student to define deviation. Discuss with the class what deviation is.
Deviation is the amount by which a single measurement differs from a fixed
value such as the mean.

Give the students the following example. Eight students were asked how many
text messages they sent in one day. The students answered: 52, 59 48, 54, 60,
58, 55, and 62.

Ask the students to find the mean of the data set.

Next, ask them what the difference between the mean and 52 is. Then ask them
what the farthest data point from the mean is. Finally, ask them to decide if the
data is close to the mean or is it far from the mean.

Explain to the students that a tool for describing how spread out a set of data is
Mean Absolute Deviation. It is a single number that describes how close a data
set is to the mean. The smaller the Mean Absolute Deviation, the closer the
data set is to the mean.
Calculators
Materials for
Differentiated
Instruction –
Enrichment :
iPad
To calculate the mean absolute deviation, use the following steps:
1. Find the mean.
2. Find the distance between each data value and the mean. That is, find the
absolute value of the difference between each data value and the mean.
Prompting
Use of Calculators
Differentiated
Instruction –
Enrichment : Have
students research
real-world examples
of variation.
Formative
Assessment:
Informal
observations
Responses to
activities
Ticket Out the Door
Responses.
3. Find the average of those differences.
Using the above data set, model for the students how to calculate the Mean
Absolute Deviation.

Continue to model other examples for students. Guide students through some
examples, and finally, allow students to work on examples independently. You
may use examples like the following.
Movie Admission: $9.00, $9.25, $9.00, $8.00, $7.00, $10.00, $10.50, $12.00
Baseball Player Salaries (in millions): $33, $24.49, $22.60, $20.63, $16.50, $0.45,
$0.44, $0.43, $0.41, $0.41
Bird Speeds (in miles per hour): 88, 77, 65, 70, 65, 72
Length of Movies (in minutes): 90, 95, 88, 100, 98
Summarizing Strategy:
Ticket Out the Door: Have students write a set of directions explaining how to calculate
Mean Absolute Deviation.
Assign practice problems for homework.
8
Project Day 2 – refer to Unit Plan
Topic – iBook
9
I can use
measures of
center and
Number line
(See Resource
Folder)
Essential Question:
1. What is Mean Absolute Deviation (MAD)?
2. How can it help me describe a set of data?
Grouping
Prompting
Formative
Assessment:
Informal
measures of
variability to
summarize
data sets in
context.
I can
determine
measures of
center and
variability of
a data set
and use the
measures to
draw
conclusions.
I can connect
the
measures of
center and
variability to
the shape of
the data
distribution
within the
given
context.
10
I can use bar
graphs and
A copy of the
data sets on
cards so that
each group has
an envelope
that contains all
8 cards
markers
calculators
Materials for
Differentiated
Instruction –
Remediation:
Calculators
Materials for
Differentiated
Instruction –
Enrichment:
Paper
Pencil
Graph Paper
How MAD are You?
Set: Watch Just Your Average Cover Song (See Resource Folder)
Teaching Strategy: Ask students to come up with a data set that had 9 data points and a
mean of 5. Have them display this one a line plot on the number line in the resource
folder.
Next, give the students the 8 sets of data (See Resource Folder) in an envelope. Ask the
students to first describe the similarities between 8 sets of data. The two similarities are
they all have 9 data points and have a mean of 5. Ask the students to sort the data sets
least different from the mean to the greatest difference from the mean. After all the
groups have sorted, discuss as a class how they made the decisions to sort the way they
did.
Differentiated
Instruction –
Remediation :
Reduced the
numbers of
distribution sets
observations
Discussions
Questioning
Use of Calculators
Differentiated
Instruction –
Enrichment: Create
two sets of data that
have the same MAD.
Remind students that the Mean Absolute Deviation (MAD) is a way to explain how
spread out a data set is. Review how to calculate Mean Absolute Deviation. Next, ask
the students to find the Mean Absolute Deviation of the 8 data sets. Have the students
order them from least to the greatest.
Summarizing Strategy: How could we rearrange the nine points in our data sets to
decrease the MAD? How could we arrange the nine points in our data sets to increase
the MAD?
Assign practice problems for homework.
Adapted from: Kader, Gary D. “Means and MADs.” Mathematics Teaching in the Middle
School 4.6 (1999): 398-403.
Essential Question: How do I use a line graph or bar graph to make predictions or draw
conclusions?
Think-Pair-Share
Formative
Assessment:
line graphs
to make
predictions
or draw
conclusions.
Colored Pencils
Rulers
Copies of the
Data
Materials for
Differentiated
Instruction –
Remediation :
Graphing
Calculators
Excel on a
laptop
Materials for
Differentiated
Instruction –
Enrichment:
iPad
Set: There has been a debate for many years about whether Babe Ruth or Hank Aaron
was the best homerun hitter. Babe Ruth is a legend, but Hank Aaron hit more homerun.
This activity will let you decide who the best was. Using your iPad, do a quick search for
data to help you determine who you think was the best homerun hitter.
Teaching Strategy:
Tell the story of the debate amongst sports fans about who was the best homerun hitter.
Babe Ruth hit 714 HR’s, a record that most thought was unbreakable. Hank Aaron broke
that record in 1974, and went on to hit 755 HR’s in his career, though he played for more
seasons, and played during a time when seasons were 162 games each, rather than 116
games per season when Ruth played.
Give the students the following data. This table includes number of homeruns for each
of the baseball players first 12 years of professional play.
Year
1
2
3
4
5
6
7
8
9
10
11
12
Ruth
54
59
35
41
46
25
47
60
54
46
49
46
Aaron
13
27
26
44
30
39
40
34
45
44
24
32
Pass out graph paper and help the students set up a line graph using the data. Make sure
students include a title, labeled axis, regular intervals. Use colored pencils to indicate by
color which line represents which player.
The final project should look like this:
Scaffold the task
Observations
Differentiated
Instruction –
Remediation: Allow
them to create their
graphs using the TI84 or Excel.
Student graphs
Differentiated
Instruction –
Enrichment:
Research other
“debates” in sports.
Ty Cobb versus Pete
Rose as the best
hitter in baseball is
another debate that
continues. Larry
Bird, Magic Johnson
and Michael Jordan
could be researched
to find the best
basketball player.
Give students an
opportunity to find
statistics in other
sports they are
interested in.
Ticket Out the Door
Ask the students to compare the two lines on the graph. Discuss the similarities and
differences. Observe that 10 out of 12 of the blue points are higher than the red points.
Can a conclusion about “Who was the best?” be made from the data? Push students to
construct an argument for their conclusion using the data. This may be modeled for the
student.
Summarizing Strategy: Ticket Out the Door: Based on the line graph, which do you think
is the better baseball player?
11
I can use bar
graphs and
line graphs
to make
predictions
or draw
conclusions
Graph Paper
Colored Pencils
Rulers
Copies of the
Data
Materials for
Differentiated
Instruction –
Remediation:
Graphing
Calculators
Excel on a
Assign practice problems for homework
Essential Question: How do I use a line graph or bar graph to make predictions or draw
conclusions?
Set: Give the students a set of data. Have them find the mean, median, and mode of a
set of data. Students may research how to calculate these.
Teaching Strategy: Review with the student their findings from yesterday.
Ask the students if this is a fair comparison of the players by only comparing the first 12
years. Have them discuss this within their table groups. Have them come up with their
own way to compare the two hitters. They may need to use their iPads to do additional
research on the two players. Have the students create graphical representations of their
data and create a presentation to support their findings.
Students may need to be reminded about Mean Absolute Deviation. Ask students what
Mean Absolute Deviation would show in this situation. (It would show which baseball
player was more consistent.)
Summarizing Strategy: Write a paragraph or two describe what your group is
Think-Pair-Share
Scaffold the task
Differentiated
Instruction –
Remediation: Allow
them to create their
graphs using the TI84 or Excel.
Differentiated
Instruction –
Enrichment:
Research other
Formative
Assessment:
Observations
Student graphs
Ticket Out the Door
laptop
researching and how you plan to support your conclusion.
Assign practice problems for homework
Materials for
Differentiated
Instruction –
Enrichment:
12
I can use bar
graphs and
line graphs
to make
predictions
or draw
conclusions.
Materials for
Differentiated
Instruction –
Remediation:
Essential Question: How do I use a line graph or bar graph to make predictions or draw
conclusions?
Graphing
Calculators
Teaching Strategies:
Excel on a
laptop
Set: Watch this video on Statistics and Baseball (See Resource Folder)
Allow students to finish up their presentations from the day before. When students are
ready, watch the presentations. As students are presenting, the audience is critiquing
the data in the presentation to decide whether they agree with the presenters’ findings
or not.
Score students using a rubric similar to the one in the resource folder.
Materials for
Differentiated
Instruction –
Enrichment:
Summarizing Strategy: Ticket Out the Door: Explain one thing you learned by watching
another group’s presentation.
Assign practice problems for homework
“debates” in sports.
Ty Cobb versus Pete
Rose as the best
hitter in baseball is
another debate that
continues. Larry
Bird, Magic Johnson
and Michael Jordan
could be researched
to find the best
basketball player.
Give students an
opportunity to find
statistics in other
sports they are
interested in.
Differentiated
Instruction –
Remediation: Allow
them to create their
graphs using the TI84 or Excel.
Differentiated
Instruction –
Enrichment :
Research other
“debates” in sports.
Ty Cobb versus Pete
Rose as the best
hitter in baseball is
Performance
Assessment:
Presentation
another debate that
continues. Larry
Bird, Magic Johnson
and Michael Jordan
could be researched
to find the best
basketball player.
Give students an
opportunity to find
statistics in other
sports they are
interested in.
13
Project Day 3 – refer to Unit Plan
Topic – iBook Community Guide
14
I can use
Graph Paper
Essential? How do I use data to make a prediction?
Think-Pair-Share
Formative
data to make
a prediction.
Calculators
Materials for
Differentiated
Instruction –
Remediation:
Graphing
Calculators
Excel on a
laptop
Materials for
Differentiated
Instruction –
Enrichment:
Hook: Suppose a soft drink company was having a contest to win a free iPod. You have
to collect the letters to spell MUSIC BOX. Each soft drink you buy has 1 letter printed
inside the bottle cap. The letters are randomly and equally distributed, with the
exception of the “X”, which only appears in 1 out of 50 bottle caps.
How many bottles will you have to buy to win the iPod? If each bottle of soda were
$1.50, would you save or lose money compared to going out and just buying the IPOD for
$300?
Teaching Strategy: Using the TI-84 calculators, walk students through how to use the
Random Number Generator on the calculator. First the students are to press the Math
button, then move the cursor over to the PRB tab. Finally, move the cursor down to
randInt( and press enter. Now have the students make sure randInt(1,50) is typed on
their home screen. When a student presses enter, it will give him or her a random
number between 1 and 50. This will simulate the bottle caps in our experiment.
Letter
Numbers
M
1-7
U
8-14
S
15-21
I
22-28
C
29-35
B
36-42
O
43-49
X
50
Have students work through this experiment, recording data as they go. It is important
that they keep track of the data as they go, otherwise they will not know when they have
won their iPod. When they are done, have them answer the following questions.
How many bottles of soda (random numbers) did you have to buy to win the free iPod?
If each bottle cost $1.50, how much money did you spend?
Does it make sense to buy the bottles of soda just to try to win the contest? Would it be
cheaper just to go buy and iPod for $200, than to buy many bottles of soda to try to win
one?
Pull students together to discuss as a whole as needed. Circulate the room and ask
probing questions to check for understanding.
Final Discussion: Have the students compare results. Do you have to buy the same
number of bottles of soda each time the trial is conducted? What was the least numbers
Assessment:
Hands-on activity
Dear Teacher Letter
Observations
Differentiated
Instruction –
Remediation:: Give
students a frequency
table and ask the
students to analyze
the data.
Differentiated
Instruction –
Enrichment: Have
students create their
own game using
random number
selection. Have
them explain if their
game is fair or not.
Answers to the
questions.
of bottles it took to win the contest? The most? What was the class average for the
number of bottles that were bought?
Summarizing Strategy: Students will write a Dear Teacher Letter explaining why the
graphing calculator simulation represents the contest. Why were the numbers assigned
to each letter as they were? Why does the letter “x” only have one number rather than a
range of numbers assigned to it? What does this mean as far as trying to win the
contest?
13
Project Day 4 – refer to Unit Plan
Topic – iBook Community Guide
STANDARDS
Identify what you want to teach. Reference State, Common Core, ACT
College Readiness Standards and/or State Competencies.
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.