Display numerical data in plots on a number line, including dot plots, histograms, and box plots.
Learning Targets (I can)
Display data using a line plot and a dot plot.
Display data using a histogram.
Display data using a box plot.
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.comLinks to an external site.) Essential vocabulary for this standard includes: data, probability, statistical question, statistical variation, statistics, and variability. Visit the online dictionaryLinks to an external site. or visual math dictionaryLinks 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.
How does your line plot show how many people at the party are under 20? Between 30 and 40?
How does your line plot show the ranges of ages at the party?
Is the line plot an appropriate way to display this data? Explain your reasoning.
Why would you use a histogram to display data? Create a set of data that can be appropriately described using a histogram. Create the histogram.
What type of data makes sense to display in a box plot? Think of a real-life example and find some data on the internet to support your example.
The mean number of children in six families is four. How many children might be in each family? Can you make a line plot to represent this data?
SLIDE-BASED TASKS
These links are HCPSS created instructional tasks. These tasks are provided in Google slides.These tasks should be used for inspiration and resources, but instruction should start with students having the opportunity to engage with the math first(often involving physical and/or visual models) followed by discussion and explicit instruction to ensure student understanding.
These resource sheets can be used for independent practice, homework, or assessment. They are intended to reinforce procedures and concepts. They should not be used as a source of direct instruction or whole-group practice.