Mathematics Grade 6
Educational Links

Strand: STATISTICS AND PROBABILITY (6.SP)

Develop understanding of statistical variability of data (Standards 6.SP.1-3). Summarize and describe distributions (Standards 6.SP.4-5).

Standard 6.SP.2

Understand that a set of data collected to answer a statistical question has a distribution that can be described by its center, spread/range and overall shape.

• Average Number of Siblings
  The goal of this task is to compare the mean and median in a context where the data is slightly skewed to the right.
• Box Plots
  By completing this lesson students will understand the concept of median, quartiles, and how to build a box plot.
• Chapter 4 - Mathematical Foundations (UMSMP)
  This is Chapter 4 of the Utah Middle School Math: Grade 6 textbook. It provides a Mathematical Foundation for Fluency.
• Chapter 4 - Student Workbook (UMSMP)
  This is Chapter 4 of the Utah Middle School Math: Grade 6 student workbook. It covers the following topics: Statistics.
• Comparative Experimental Design
  This Annenberg Learner's Learning Math interactive teaches students the difference between the design of comparative observational studies and comparative experimental studies. Students then design their own study in the classroom activity. NOTE: You have to create a Free PBS Account to view this web page, but it is easy to do and worth the effort.
• Data Analysis Using Mean, Median, Mode, and Range
  There are 4 videos in this lesson helping students learn about mean, median, mode and range. The classroom activity consists of a game in which students make attempts to get a pom-pom into a can. They collect the data about attempts. then calculate the mean, median, mode and range. NOTE: You have to create a Free PBS Account to view this web page, but it is easy to do and worth the effort.
• Describing Distributions
  In this task, students are asked to describe data distributions in terms of center, spread and overall shape and to also compare data distributions in terms of center and spread by selecting which of two distributions has a greater center and which has a greater spread.
• Electoral College
  This task is intended to demonstrate that a graph can summarize a distribution as well as provide useful information about specific observations. With the table provided, the graph and values have context. The purpose of this task is to help students understand that a distribution can be described in terms of shape and center, and also to provide practice in selecting and calculating measures of center.
• Gathering Data for a Line Plot
  Two interactives are used in this lesson and both involve counting raisins in boxes and then plotting a graph. Students extend their understanding of mean, median, mode, and range after creating line plots in the classroom activity. NOTE: You have to create a Free PBS Account to view this web page, but it is easy to do and worth the effort.
• Grade 6 Math Module 6: Statistics (EngageNY)
  In this module, students move from simply representing data into analysis of data. Students begin to think and reason statistically, first by recognizing a statistical question as one that can be answered by collecting data. Students learn that the data collected to answer a statistical question has a distribution that is often summarized in terms of center, variability, and shape.
• Grade 6 Unit 6: Statistics (Georgia Standards)
  In this unit students will: Analyze data from many different sources such as organized lists, box-plots, bar graphs, histograms and dot plots. Understand that responses to statistical questions may vary. Understand that data can be described by a single number. Determine quantitative measures of center (median and/or mean). Determine quantitative measures of variability (interquartile range and range).
• How Long Is a Minute?
  This activity is designed to give students an understanding of arithmetic mean, median, and range of data sets. They practice using a virtual stopwatch in the interactive to estimate how long a minute is. They collect the data from repeat guesses and use that in the activity. NOTE: You have to create a Free PBS Account to view this web page, but it is easy to do and worth the effort.
• Is It Center or Is It Variability?
  The purpose of this task is to challenge students to think about whether they should be most interested in the center of the data distribution or in the spread of a data distribution in order to answer a given statistical question.
• Make a Stem and Leaf Plot
  Students use data values to create stem and leaf plots with this interactive. This is further explored in the classroom activity which also asks students to interpret data to answer a question. NOTE: You have to create a Free PBS Account to view this web page, but it is easy to do and worth the effort.
• Math Task: The Missing Words
  Math Task Overview: Students should be able to explain a reasonable strategy for determining the number of missing words. They should accurately compute the mean and range, and select an appropriate graph for displaying the data. Students will explore the concepts of variability and distribution of a data set.
• Measuring Variability Through Tracking Wildfires
  Data about wildfires in the U.S. is the basis of this lesson. Students examine the data about active fires as well as historical data and use that data to find changes across decades. NOTE: You have to create a Free PBS Account to view this web page, but it is easy to do and worth the effort.
• Prison Population: Real World Statistical Variability
  Statistical data about changes in state and national prison populations from 1925 is the focus of this lesson. Students examine the data to make observations, find patterns and calculate the median and range. NOTE: You have to create a Free PBS Account to view this web page, but it is easy to do and worth the effort.
• Puppy Weights
  Given the weights of puppies, the student is asked to draw a graph summarizing the varying weights, describe the distribution of the weights, and determine the typical weight of a puppy born in the location.
• Statistics and Probability (6.SP) - 6th Grade Core Guide
  The Utah State Board of Education (USBE) and educators around the state of Utah developed these guides for Mathematics Grade 6 - Statistics and Probability.
• The Bell Curve
  This lesson and activity introduces the student to the concept of the Bell Curve and distribution.
• Variation About the Mean: The Boston Harbor Project
  The use and statistical analysis of data in the efforts to improve the water quality in Boston Harbor is the subject of this video. Students then apply an understanding of mean absolute deviation to examine data. They also use data about bacteria found in a river in an analysis of what that data set tells. NOTE: You have to create a Free PBS Account to view this web page, but it is easy to do and worth the effort.

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http://www.uen.org - in partnership with Utah State Board of Education (USBE) and Utah System of Higher Education (USHE).  Send questions or comments to USBE Specialist - Lindsey  Henderson and see the Mathematics - Secondary website. For general questions about Utah's Core Standards contact the Director - Jennifer  Throndsen.

These materials have been produced by and for the teachers of the State of Utah. Copies of these materials may be freely reproduced for teacher and classroom use. When distributing these materials, credit should be given to Utah State Board of Education. These materials may not be published, in whole or part, or in any other format, without the written permission of the Utah State Board of Education, 250 East 500 South, PO Box 144200, Salt Lake City, Utah 84114-4200.