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Standard #: MAFS.6.SP.1.1 This document was generated on CPALMS - www.cpalms.org 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. Subject Area: Mathematics Grade: 6 Domain: Statistics & Probability Cluster: Develop understanding of statistical variability. (Additional Cluster) Clusters should not be sorted from Major to Supporting and then taught in that order. To do so would strip the coherence of the mathematical ideas and miss the opportunity to enhance the major work of the grade with the supporting clusters. Date Adopted or Revised: 02/14 Content Complexity Rating: Level 1: Recall - More Information Date of Last Rating: 02/14 Status: State Board Approved Related Courses Course Number 2001025: 2000025: 0800000: 7812015: Course Title M/J STEM Astronomy and Space Science (Specifically in versions: 2015 and beyond (current)) M/J STEM Life Science (Specifically in versions: 2015 and beyond (current)) M/J Health 1 (Specifically in versions: 2014 - 2015, 2015 and beyond (current)) Access M/J Grade 6 Mathematics (Specifically in versions: 2014 - 2015, 2015 and beyond (current)) 0800030: 1205010: 1205020: 7912110: 2109015: 2109025: 1204000: 2003030: 2002200: M/J Health 4 (Specifically in versions: 2014 - 2015, 2015 and beyond (current)) M/J Mathematics 1 (Specifically in versions: 2014 - 2015, 2015 and beyond (current)) M/J Mathematics 1, Advanced (Specifically in versions: 2014 2015, 2015 and beyond (current)) Fundamental Explorations in Mathematics 1 (Specifically in versions: 2013 - 2015, 2015 - 2017 (course terminated)) (Specifically in versions: 2016 and beyond (current)) (Specifically in versions: 2016 and beyond (current)) M/J Intensive Mathematics (MC) (Specifically in versions: 2014 - 2015, 2015 and beyond (current)) M/J STEM Physical Science (Specifically in versions: 2015 and beyond (current)) M/J STEM Environmental Science (Specifically in versions: 2015 and beyond (current)) Related Access Points Access Point Access Point Number MAFS.6.SP.1.AP.1a Access Point Title Identify statistical questions and make a plan for data collection. Related Resources Problem-Solving Task Name Description This worksheet uses The Phantom Tollbooth as a literature basis Averages and The Phantom for problem-solving tasks that challenge students to explore the Tollbooth Book concept of averages. Students are given a context and a series of questions and are asked to identify whether each question is statistical and to Buttons: Statistical Questions provide their reasoning. Students are asked to compose an original statistical question for the given context. The purpose of this task is for students to gain a better understanding of the passage of time. Students with the help of How Long is 30 Seconds? their teacher should work to design an investigation to find out how successful the class is at predicting when 30 seconds has passed. Once the data is recorded students should begin to graph their findings to make comparisons. Lesson Plan Name Calculating the Mean, Median, Mode, and Range from a Frequency Chart Exotic Tadpole Explosion! Sensoring Data Sensoring Data Statistical Question Sort Statistical Question? Description This lesson lasts a total of two hours: 15-minute pre-lesson, 90minute lesson, and 15-minute follow up lesson or homework. Students will need the two worksheets, a mini-whiteboard, a pen, and an eraser. Each small group will need both card sets, a large sheet of paper, and a glue stick. Students will generate responses to a question about favorite computer games and use this data for the lesson. Students will then work collaboratively to display different data and discuss various strategy approaches. Inquiry based challenge to develop a plan to investigate a large tadpole population growth in the town of Belle Pole. Students analyze preexisting data and make conclusions about the data. Student groups compare their approaches and conclusions with other student groups. A whole group discussion leads students to conclude that results often varied based on methods used to conduct the same investigation. The lesson ends with students writing a self reflection from their student group and whole group discussions. In this follow up lesson, students will explore data collection using the weather station sensor and perform statistical analysis of the data. Students will use a scientific method of inquiry to plan an investigation of their own. This activity is meant to allow students to use a variety of skills they have acquired throughout a statistics unit in a personally meaningful way. In this follow up lesson, students will explore data collection using the weather station sensor and perform statistical analysis of the data. Students will use a scientific method of inquiry to plan an investigation of their own. This activity is meant to allow students to use a variety of skills they have acquired throughout a statistics unit in a personally meaningful way. In this lesson, students will explore statistical questions. Students will be able to create statistical questions and understand when a question is non-statistical. This lesson incorporates a YouTube video, direct instruction, and a question sort. By the end of the lesson, students will be able to write their own statistical questions for future statistical lessons. The lesson will start by assessing prior knowledge about asking questions that have variability. To hook the students, the teacher will ask students questions to which they must decide if they are statistical or non-statistical. Finally, the teacher will ask for students to volunteer questions so the class can discuss why or why not the question is statistical. This lesson helps the student identify and write statistical Statistical Questions and questions and determine the variability based on the collected Variability data. This lesson is Part 1 of 2 and uses the inquiry-based learning method to help students recognize a statistical question as one that anticipates variability in the data. Through cooperative Statistically Speaking Part I: learning activities, the students will develop an understanding of An Investigation of Statistical how to analyze the data collected to answer a statistical Questions and Data question. Since this lesson focuses on math concepts related to Distribution identifying clusters, gaps, outliers and overall shape of a line plot, it will help students build a strong foundation for future concepts in the statistics and probability domain. The corresponding lesson Resource ID is: 49091 This lesson is Part 2 of 2 and uses the inquiry based learning method to help students recognize a statistical question as one that anticipates variability in the data. Through cooperative learning activities, the students will develop an understanding of how to analyze the collected data to answer a statistical Statistically Speaking Part II: question. Students will complete a statistical research project in An Investigation of Statistical teams. Since this lesson focuses on math concepts related to Questions and Data identifying clusters, gaps, outliers and overall shape of a line Distribution plot, it will help students build a strong foundation for future concepts in the statistics and probability domain. The corresponding lesson is Statistically Speaking Part I: An Investigation of Statistical Questions and Data Distribution, Resource ID 48649. This lesson addresses statistical and non-statistical questions. The hook will be getting the students talking about what is exciting about show "The Family Feud" and how the questions Survey Says on the show are examples of statistical questions because they yield numerical answers that vary from one individual to another. The students will have several attempts to identify statistical or non-statistical questions. Students will learn how to recognize and formulate a statistical question. After a statistical question is established, students will What is a Question? engage in collecting data from their classmates. The lesson concludes with student presentations of analyzed data and conclusions about the topic selected. This lesson introduces students to statistical questions with What's the Question? answer variability versus non-statistical questions with singular answers. Students will identify and create questions of both types, as well as those that correlate to a given set of data presented as a bar graph. Students will also create bar graphs to represent a statistical question and a non-statistical question. Project Name Dealing With Data In the Elementary School Description Students will be asked to take part in a statistics-based class project in which they will brainstorm a problem they want answered and choose as a group (the example given here is how much garbage in the school cafeteria is recyclable). Students will learn problem solving through collecting data and using mean, median and mode to analyze data from real life, then they will use graphs to represent their findings. Perspectives Video: Professional/Enthusiast Name Determining Remote Locations with Math Description Ecologist, Rebecca Means, describes the process of determining remote locations in the USA and developing quantitative questions that are appropriate. Tutorial Name Mean Statistical questions Description This tutorial will help the learners with their understanding of how to find the mean by equally distributing picture objects and using a standard algorithm. Discover what makes a question a "statistical question"? Teaching Idea Name Description "Students compute the measures of central tendency (mean, Measures of Central Tendency median, and mode) and range and determine how outliers affect (Middle School) the measures." from the Beacon Learning Center. Formative Assessment Name Questions About a Class Description Students are asked to determine whether or not questions are statistical and justify their responses. Students are asked to write a statistical question and explain why it is statistical. TV Statistics Assessment Name Description Sample 1 - Sixth Grade Math This is a State Interim Assessment for sixth grade. State Interim Assessment Sample 3 - Sixth Grade Math This is a State Interim Assessment for sixth grade. State Interim Assessment Text Resource Name Whole Lotta Shakin' Goin' On: Busy Stretch for Large Earthquakes Description This article is intended to support reading in the content area. The text investigates whether the number of large magnitude earthquakes has significantly increased. The article explores the challenge of trying to determine why the amount and intensity of earthquakes can vary across time. The text also briefly explores the recent rise in man-made earthquakes. Student Resources Name Buttons: Statistical Questions Statistical questions Description Students are given a context and a series of questions and are asked to identify whether each question is statistical and to provide their reasoning. Students are asked to compose an original statistical question for the given context. Discover what makes a question a "statistical question"? Parent Resources Name Buttons: Statistical Questions Description Students are given a context and a series of questions and are asked to identify whether each question is statistical and to provide their reasoning. Students are asked to compose an original statistical question for the given context.