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Standard #: MAFS.6.SP.1.1
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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
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Course Number
2001025:
2000025:
0800000:
7812015:
Course Title
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versions: 2015 and beyond (current))
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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))
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2109025:
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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.