6.SP.1 - About the Math, Learning Targets, and Increasing Rigor

Grade 5 AGL Statistics and Probability

6.SP.1

Full Standard

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.

 

Learning Targets (I can)

  • Identify a statistical question.
  • Describe the difference between a statistical and non-statistical question.

 

About the Math

Developing understanding of statistical thinking:
Building on and reinforcing their understanding of number, students begin to develop their ability to think statistically. Students recognize that a data distribution may not have a definite center and that different ways to measure center yield different values. The median measures center in the sense that it is roughly the middle value. The mean measures center in the sense that it is the value that each data point would take on if the total of the data values were redistributed equally, and also in the sense that it is a balance point. Students recognize that a measure of variability (interquartile range or mean absolute deviation) can also be useful for summarizing data because two very different sets of data can have the same mean and median yet be distinguished by their variability. Students learn to describe and summarize numerical data sets, identifying clusters, peaks, gaps, and symmetry, considering the context in which the data were collected. (CCSC Grade 6 p.38)

In learning Grade 6 mathematics, students build on the knowledge and experiences in data analysis developed in earlier grades (see K-3 Categorical Data Progression and Grades 2-5 Measurement Progression). They develop a deeper understanding of variability and more precise descriptions of data distributions, using numerical measures of center and spread, and terms such as cluster, peak, gap, symmetry, skew, and outlier. They begin to use histograms and box plots to represent and analyze data distributions. As in earlier grades, students view statistical reasoning as a four-step investigative process:

  • Formulate questions that can be answered with data
  • Design and use a plan to collect relevant data
  • Analyze the data with appropriate methods
  • Interpret results and draw valid conclusions from the data that relate to the questions posed.

Such investigations involve making sense of practical problems by turning them into statistical investigations (MP1); moving from context to abstraction and back to context (MP2); repeating the process of statistical reasoning in a variety of contexts (MP8). (CCSC writing team p. 2 (December 2011) www.commoncoretools.wordpress.com Links to an external site.) Essential vocabulary for this standard includes: data, probability, statistical question, statistical variation, statistics, and variability. Visit the online dictionary Links to an external site., visual math dictionary Links to an external site. for vocabulary support.

 

Progression of Standard within Grade 6 (5 AGL)

This progression informs how to develop the standard within the grade level. This progression is provided by HCPSS Elementary Mathematics.

Progression Throughout Year
Quarter 1 Quarter 2 Quarter 3 Quarter 4
 
  • Identify a statistical question.
  • Describe the difference between a statistical and non-statistical question.

 

Progression of this Standard Across Grades

This progression is informed by the Achieve the Core Coherence Map Links to an external site.. Information is not the complete standard.

Progression Across Grades
Grade 5 Grade 7
  • Make line plots with fractions. Solve problems with information presented in line plots. ( 5.MD.2 )
  • Understand that statistics can be used to gain information about a population (7.SP.1)

 

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