Ratios & Proportional Relationships (RP)
Transcript of Ratios & Proportional Relationships (RP)
Sixth Grade Mathematics 2015
1
Ratios & Proportional Relationships (RP)
Standard I Can Statement Vocabulary Supplemental
Resources Assessments
Quarter
Focus
6.RP.1.
Understand the concept of a
ratio and use ratio language
to describe a ratio
relationship between two
quantities. For example,
“The ratio of wings to
beaks in the bird house at
the zoo was 2:1, because for
every 2 wings there was 1
beak.” “For every vote
candidate A received,
candidate C received nearly
three votes.”
Identify a ratio.
Describe a ratio between quantities
Explain a ratio by drawing a picture.
Use things/people in my classroom to develop
a ratio.
Comprehend a given ratio by matching the
ratio to a given illustration
Write a ratio in different forms (fraction,
colon, word form)
Compare two quantities using a ratio.
Ratio
Chapter 1 Lesson 2
Inquiry Lab 1-2
Q1
6.RP 2.
Understand the concept of
a unit rate a/b
associated with a ratio a:b,
with b ≠ 0, and
use rate language in the
context of a ratio
relationship. For example,
“This recipe has
a ratio of 3 cups of flour to
4 cups of sugar,
so there is 3/4 cup of flour
for each cup of sugar.” “We
paid $75 for 15
hamburgers, which is a rate
of $5 per hamburger.”
Explain that a ratio is a fraction which is also a
division problem.
Write a ratio using letters a:b, a/b, a to b –
where b is not equal to 0 according to the
definition of ratio.
.
Define unit rate.
Explain in my own words what a unit rate is.
.
Calculate unit rate when given certain
quantities.
Demonstrate that rate means one.
Give an example of unit rate.
Unit Rate
Unit Price
Inquiry Lab 1-3
Chapter 1 Lesson 3
Q1
Sixth Grade Mathematics 2015
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Ratios & Proportional Relationships (RP)
Standard I Can Statement Vocabulary Supplemental
Resources Assessments
Quarter
Focus
6.RP 3.
Use ratio and rate reasoning
to solve real world and
mathematical problems,
e.g., by reasoning about
tables of equivalent ratios,
tape diagrams, double
number line diagrams, or
equations.
Create a real-world ratio problem.
Demonstrate a real-world ratio problem (not
with a worksheet).
Solve a real-world ratio problem.
Chapter 1 Lesson 4
Q1
6.RP.3a
Make tables of relating
quantities with whole-
number measurements, find
missing values in the tables,
and plot the pairs of values
on the coordinate plane.
Use tables to compare
ratios.
Identify equivalent ratios
Create a table by using equivalent fractions.
Find a missing value from a table of ratios.
Solve proportions using equivalent ratios (ex.
by using simple proportions ½ = c/4).
Ratio table
Scaling
Chapter 1 Lesson 4
Chapter 1 lesson 4, 6
Q1
6.RP.3b
Solve unit rate problems
including those involving
unit pricing and constant
speed. For example, if it
took 7 hours to mow 4
lawns, then at that rate, how
many lawns could be
mowed in 35 hours? At
what rate were lawns being
mowed?
Create a bar diagram using a unit rate
Interpret a rate from a bar diagram.
Use a chart to compare proportional quantities.
Solve for rate using real-world situation.s
Write a proportion correctly.
Solve an equation using that proportion
(above).
Chapter 1 Lesson 5,6,7
Inquiry Lab 1-7
Q1
Sixth Grade Mathematics 2015
3
Ratios & Proportional Relationships (RP)
Standard I Can Statement Vocabulary Supplemental
Resources Assessments
Quarter
Focus
6.RP.3c
Find a percent of a quantity
as a rate per 100 (e.g., 30%
of a per 100 (e.g. 30% of a
quantity means 30/100
times the quantity), solve
problems involving finding
the whole, given a part and
the percent.
Illustrate what I know about ratios and
fractions to define a percent using Base 10
blocks.
Explain how ratio and percent are related.
Explain that percent is out of 100.
Convert a rate to a percent.
Calculate percent given the rate and base (Rate
of base = part).
Design a model using Base 10 blocks showing
how a percent is a ratio of 100.
Solve problems involving finding the whole,
given a part and the percent.
Percent
Rate
Base
Percent proportion
Least common
denominator
Unit ratio
Chapter 2 lessons 1-8
Q1
6.RP.3d
Use ratio reasoning to
convert measurement units;
manipulate measurement
units, manipulate and
transform units
appropriately when
multiplying or dividing
quantities.
Recall English and Metric units of
measurement
Convert units using multiplication and division
in multiple ways (proportions, multiplication,
division, and moving decimals)
Convert measurement units using ratio
reasoning within customary units
Convert measurement units using ratio
reasoning within metric units
.
Metric not in book
Chapter 4 Lesson 5
Q2
Sixth Grade Mathematics 2015
4
The Number System (NS)
Standard I Can Statement Vocabulary Supplemental
Resources Assessments
Quarter
Focus
6.NS.1.
Interpret and compute
quotients of fractions, and
solve word problems
involving division of
fractions by fractions, e.g.,
by using visual fraction
models and equations to
represent the problem. For
example, create a story
context for (2/3) ÷ (3/4) and
use a visual fraction model
to show the quotient; use
the relationship between
multiplication and division
to explain that (2/3) ÷ (3/4)
= 8/9 because 3/4 of 8/9 is
2/3. (In general, (a/b) ÷
(c/d) =ad/bc). How much
chocolate will each person
get if 3 people share 1/2 lb
of chocolate equally? How
many 3/4-cup servings are
in 2/3 of a cup of yogurt?
How wide is a rectangular
strip of land with length 3/4
mi and area 1/2 square mi?
Recognize a fraction as a division problem;
naming the divisor, dividend, and quotient.
Compare quotients of fractions using
model.s
Compute quotients of fractions using
models.
Evaluate how to solve division problems
with fractions in real life and mathematical
situations.
List the steps to determine the quotient of
fractions (1. Keep 2. Change 3. Flip).
Determine the quotient of fractions.
Solve quotients of fractions.
Find the reciprocal of a number.
Create a word problem involving division of
fractions.
Solve word problems involving division of
fractions using different methods.
Divisor
Dividend
Quotient
Reciprocal
Multiplicative inverse
Chapter 4 Lessons 4-8
Q2
6.NS.2
Fluently divide multi-digit
numbers using the standard
algorithm.
Explain my understanding of place value
when dividing a multi-digit number by
another multi-digit number.
Use base 10 blocks to illustrate the
algorithm.
Use strategies such as T-chart, estimation,
etc.? to solve division problems.
Chapter 3 Lessons 5-8
Flipped classroom/ Q1
Sixth Grade Mathematics 2015
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The Number System (NS)
Standard I Can Statement Vocabulary Supplemental
Resources Assessments
Quarter
Focus
Apply the rules of division to solve multi-
digit problems.
6.NS.3.
Fluently add, subtract,
multiply, and divide multi-
digit decimals using the
standard algorithm for each
operation.
Fluently add multi-digit decimal numbers.
Fluently subtract multi-digit decimal
numbers.
Fluently multiply multi-digit decimal
numbers.
Fluently divide multi-digit decimal numbers.
Recall estimation strategies for adding,
subtracting, multiplying and dividing
decimals.
Chapter 3—Lessons 1-4
Flipped Classroom
Q1
6.NS.4.
Find the greatest common
factor of two whole
numbers less than or equal
to 100 and the least
common multiple of two
whole numbers less than or
equal to 12. Use the
distributive property to
express a sum of two whole
numbers 1–100 with a
common factor as a
multiple of a sum of two
whole numbers with no
common factor. For
example, express 36 + 8 as
4 (9 + 2).
Determine the greatest common factor
(GCF) of two numbers less than or equal to
100.
Determine the least common multiple
(LCM) of two whole numbers less than or
equal to 12.
Explain the difference between LCM and
GCF.
Justify the LCM and GCF of two whole
numbers using math.
Prove that two whole numbers have a
common factor based on the distributive
property.
Identify the distributive property.
Use the distributive property to solve
addition problems.
Sum
Product
Difference
GCF
LCM
Distributive property
Prime factorization
Compatible numbers
Chapter 1
Q1
Sixth Grade Mathematics 2015
6
The Number System (NS)
Standard I Can Statement Vocabulary Supplemental
Resources Assessments
Quarter
Focus
6.NS.5.
Understand that positive
and negative numbers are
used together to describe
quantities having opposite
directions or values (e.g.,
temperature above/below
zero, elevation above/below
sea level, credits/debits,
positive/negative electric
charge); use positive and
negative numbers to
represent quantities in real-
world contexts, explaining
the meaning of 0 in each
situation.
Identify positive and negative numbers using
a number line.
Label a number line with positive and
negative numbers.
Interpret the use of negative and positive
numbers to represent real world situations.
Understand the meaning of 0.
Use positive and negative numbers to
represent quantities in the real world (ex.
temperature above zero and below zero).
Explain where zero fits into a situation
represented by integers.
Integer
Rational number
Chapter 5
Q2
6.NS.6.
Understand a rational
number as a point on the
number line
Extend number line
diagrams and coordinate
axes familiar from previous
grades to represent points
on the line and in the plane
with negative number
coordinates.
coordinate Chapter 5
Q2
Sixth Grade Mathematics 2015
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The Number System (NS)
Standard I Can Statement Vocabulary Supplemental
Resources Assessments
Quarter
Focus
6.NS.6a
Recognize opposite signs of
numbers as indicating
locations on opposite sides
of 0on the number line;
recognize that the opposite
of the opposite of a number
is the number itself, e.g., -(-
3) = 3, and that 0 is its own
opposite.
Locate a number and its opposite using a
coordinate plane.
Demonstrate that the opposite of the
opposite of a number is the number itself (ie.
–(-4)=4)
Locate a rational number on a number line
(ex. 5 and its opposite -5).
Recognize that 0 is its own opposite.
Coordinate plane
Chapter 5 Lesson 6
Q2
6.NS.6b.
Understand signs of
numbers in ordered pairs as
indicating locations in
quadrants of the coordinate
plane; recognize that when
two ordered pairs differ
only by signs, the locations
of the points are related by
reflections across one or
both axes.
Choose the quadrant for any ordered pair.
Justify that when two ordered pairs differ
only by signs, the locations of the points are
related by reflections across one or both
axes.
Predict the quadrant for an ordered pair.
Use the signs of numbers (negative, positive)
to predict the quadrant of a reflection.
Use reflections to correctly plot ordered
pairs and their opposites.
Origin
Ordered pair
Quadrant
x-axis
y-axis
horizonatal axis
vertical axis
x-coordinate
y-coordinate
Chapter 5 Lesson 6-7
Q2
6.NS.6c.
Find and position integers
and other rational numbers
on a horizontal or vertical
number line diagram; find
and position pairs of
integers and other rational
numbers on a coordinate
plane.
Plot all integers and other rational numbers
on number lines (vertically and horizontally)
and coordinate planes.
Order rational numbers on a number line
horizontally or vertically.
Find the position of integer pairs and other
rational numbers on a coordinate plane.
Chapter 5 Lesson 4-6
Q2
Sixth Grade Mathematics 2015
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The Number System (NS)
Standard I Can Statement Vocabulary Supplemental
Resources Assessments
Quarter
Focus
6.NS.7.
Understand ordering and
absolute value of rational
numbers.
Absolute value Chapter 5 Lesson 2
Q2
6.NS.7a.
Interpret statements of
inequality as statements
about the relative position
of two numbers on a
number line diagram. For
example, interpret -3 > -7 as
a statement that -3 is
located to the right of -7 on
a number line oriented from
left to right.
Compare negative and positive numbers.
Understand ordering or rational numbers.
Order rational numbers on a number line.
Understand absolute value of rational
numbers.
Chapter 5 Lesson 3
Q2
6.NS.7b.
Write, interpret, and
explain statements of order
for rational numbers in real-
world contexts. For
example, write -3° C > -7°
C to express the fact that -
3° C is warmer than
-7° C.
Write an inequality to show the relationship
between rational numbers in real world
situations.
Explain in my own words how to compare
rational numbers (written or spoken).
Chapter 5 Lesson 4-5
Q2
6.NS.7c.
Understand the absolute
value of a rational number
as its distance from 0 on the
number line; interpret
absolute value as magnitude
for a positive or negative
quantity in a real-world
situation. For example, for
an account balance of -30
dollars, write |-30| = 30 to
Define and identify absolute value.
Use a number line to find the absolute value
of any number.
Understand absolute value as the distance
from zero on the number line.
Apply absolute value to real world
situations.
Recognize the symbol \\ as representing
Chapter 5 Lesson 2
Q2
Sixth Grade Mathematics 2015
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The Number System (NS)
Standard I Can Statement Vocabulary Supplemental
Resources Assessments
Quarter
Focus
describe the size of the debt
in dollars.
absolute value.
6.NS.7d.
Distinguish comparisons of
absolute value from
statements about order. For
example, recognize that an
account balance less than
30 dollars represents a debt
greater than 30 dollars.
Distinguish comparisons of absolute value
by statements of order.
Understand that absolute value deals only
with distance from zero (regular whole
numbers are their true values)
Chapter 5 Lesson 2
Q2
6.NS.8.
Solve real-world and
mathematical problems by
graphing points in all four
quadrants of the coordinate
plane. Include use of
coordinates and absolute
value to find distances
between points with the
same first coordinate or the
same second coordinate.
Graph points in all four quadrants of the
coordinate plane.
Solve real-world problems by graphing
points in all four quadrants of a plane(maps,
shapes, pictures).
Solve mathematical problems by graphing
points in all four quadrants of a plane (maps,
shapes, pictures.)
Calculate distances between two points with
the same first or second coordinates using
absolute values, given only coordinates.
Chapter 5 Lesson 6-7
Q2
Sixth Grade Mathematics 2015
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Expressions & Equations (EE)
Standard I Can Statement Vocabulary Supplemental
Resources Assessments
Quarter
Focus
6.EE.1.
Write and evaluate numerical
expressions involving whole-
number exponents.
Write a numerical expression involving whole
numbers using exponents.
Write and solve expressions involving whole
number exponents.
Evaluate a numerical expression involving
whole numbers using exponents.
Exponent
Base
Power
Perfect Square
Chapter 6 Lesson 1 Q2
6.EE.2.
Write, read, and evaluate
expressions in which letters
stand for numbers.
Chapter 6 lesson 4 Q2
6.EE.2a
Write expressions that record
operations with numbers and
with letters standing for
numbers. For example,
express the calculation
“Subtract y from 5” as 5 - y.
Write numbers and variables to represent
desired operations.
Rewrite a numerical expression using
variables.
Interpret that an expression using variables is
an algebraic expression.
Constant
Variable
Expression
Coefficient
Term
Sum
Product
Chapter 6 Lesson 4 Q2
6.EE.2b.
Identify parts of an
expression using
mathematical terms (sum,
term, product, factor,
quotient, coefficient); view
one or more parts of an
expression as a single entity.
For example, describe the
expression 2 (8 + 7) as a
product of two factors; view
(8 + 7) as both a single entity
and a sum of two terms.
Identify parts of an expression using
mathematical terms (sum, term, product,
factor, quotient, coefficient)
Identify one or more parts of an expression as
a single entity
Factor
Quotient
Factor the expression
Chapter 6 Lesson 7 Q3
Sixth Grade Mathematics 2015
11
Expressions & Equations (EE)
Standard I Can Statement Vocabulary Supplemental
Resources Assessments
Quarter
Focus
6.EE.2c
Evaluate expressions at
specific values of their
variables. Include
expressions that arise from
formulas used in real-world
problems. Perform arithmetic
operations, including those
involving whole-number
exponents, in the
conventional order when
there are no parentheses to
specify a particular order
(Order of Operations). For
example, use the formulas V
= s3 and A = 6 s2 to find the
volume and surface area of a
cube with sides of length s =
1/2.
Write and evaluate algebraic expressions from
real world situations.
Apply order of operations to solve
expressions and equations. (no parenthesis).
Substitute specific value for variables in order
to evaluate the expression.
Evaluate expressions at specific values of
their
Variables.
Equation
Substitution
Evaluate
Chapter 6 Lessons 2-4 Q2
6.EE.3.
Apply the properties of
operations to generate
equivalent expressions. For
example, apply the
distributive property to the
expression 3 (2 + x) to
produce the equivalent
expression 6 + 3x; apply the
distributive property to the
expression 24x +18y to
produce the equivalent
expression 6 (4x + 3y); apply
properties of operations to y
+ y + y to produce the
equivalent expression 3y.
Apply the properties of operations to generate
equivalent expressions.
Identify the properties of operations.
Commutative property
Associative property
Distributive property
Identity property
Chapter 6 Lessons 5-6 Q3
Sixth Grade Mathematics 2015
12
Expressions & Equations (EE)
Standard I Can Statement Vocabulary Supplemental
Resources Assessments
Quarter
Focus
6.EE.4.
Identify when two
expressions are equivalent
(i.e., when the two
expressions name the same
number regardless of which
value is substituted into
them). For example, the
expressions y + y + y and 3y
are equivalent because they
name the same number
regardless of which number
y stands for.
Identify when two expressions are equivalent.
Identify the properties of operations.
Apply the properties of operations to generate
equivalent expressions.
Equivalent expressions
Algebraic expressions
Chapter 6 Lesson 7 Q3
6.EE.5.
Understand solving an
equation or inequality as a
process of answering a
question: which values from
a specified set, if any, make
the equation or inequality
true? Use substitution to
determine whether a given
number in a specified set
makes an equation or
inequality true.
Understand solving an equation or inequality
as a process of answering a question.
Recognize that the correct answer to an
equation or inequality makes it true.
Use substitution to check the answer or
determine if a given number is a solution.
Chapter 7 Lesson 1
Chapter 8 Lesson 5-6 Q3
6.EE.6.
Use variables to represent
numbers and write
expressions when solving a
real-world or mathematical
problem; understand that a
variable can represent an
unknown number, or,
depending on the purpose at
hand, any number in a
specified set.
Write an expression to represent a real-world
or mathematical situation.
Represent a number with a variable.
Justify that a variable can represent an
unknown number or any number in a
specified set.
Define the variable
Chapter 6 Lesson 4
Q3
Sixth Grade Mathematics 2015
13
Expressions & Equations (EE)
Standard I Can Statement Vocabulary Supplemental
Resources Assessments
Quarter
Focus
6.EE.7.
Solve real-world and
mathematical problems by
writing and solving
equations of the form x + p =
q and p x = q for cases in
which p, q and x are all
nonnegative rational
numbers.
Write an equation from real-world situations
and then use inverse operations to solve the
equation.
Write and solve equations of the form x +p
and p x=q (in which p ,q, and x are non-
negative rational numbers).
Inverse operations
Addition property of
equality
Subtraction property of
equality
Multiplication property
of equality
Division property of
equality
Chapter 7 Lessons 2-5 Q3
6.EE.8.
Write an inequality of the
form x > c represent a
constraint or condition in a
real world or mathematical
problem. Recognize that
inequalities of the form x > c
or x < c have infinitely many
solutions; represent solutions
of such inequalities on
number line diagrams.
Write an inequality to represent a constraint
or condition in a real-world or mathematical
situation.
Recognize and justify that inequalities have
infinitely many solutions.
Represent solutions of inequalities on a
number line (graph).
Inequality
Chapter 8 Lessons 5-7 Q3
6.EE.9.
Use variables to represent
two quantities in a real-world
problem that change in
relationship to one another;
write an equation to express
one quantity, thought of as
the dependent variable, in
terms of the other quantity,
thought of as the independent
variable. Analyze the
relationship between the
dependent and independent
variables using graphs and
tables and relate these to the
equation. For example, in a
problem involving motion at
constant speed, list and graph
Use variables to represent two quantities in a
real world situation that change in relationship
to one another.
Distinguish between dependent and
independent variables.
Write an equation to express one quantity
(dependent variable) in terms of the other
quantity (independent variable).
Relate the data between the dependent and
independent variables using graphs and tables
and relate these to the equation.
Dependent variable
Independent variable
Function
Function rule
Function table
Chapter 8 Lesson 1-4 Q3
Sixth Grade Mathematics 2015
14
Expressions & Equations (EE)
Standard I Can Statement Vocabulary Supplemental
Resources Assessments
Quarter
Focus
ordered pair of distances and
times, and write the equation
d = 65t to represent the
relationship between
distance and time.
Sixth Grade Mathematics 2015
15
Geometry (G)
Standard I Can Statement Vocabulary Supplemental
Resources Assessments
Quarter
Focus
6.G.1.
Find the area of right
triangles, other triangles,
special quadrilaterals, and
polygons by composing
into rectangles or
decomposing into triangles
and other shapes; apply
these techniques in the
context of solving real-
world and mathematical
problems.
List formulas for solving the area of various
Polygons
Apply the formulas and calculate area of
various polygons
Recognize how to compose and decompose
polygons into triangles and rectangles.
Find the area of certain polygons by
composing into rectangles and decomposing
into triangles and other shapes.
Determine the area of a triangle using a
formula.
Determine the area of a rectangle using a
formula.
Determine the area of a triangle by
constructing diagrams.
Determine the area of real world shapes.
Discuss the area of triangles and
parallelograms in mathematical problems.
Justify formulas of the area of a triangle.
Base
Height
Area
Quadrilateral
Rectangle
Square
Rhombus
Parallelogram
Triangle
Equilateral triangle
Isosceles triangle
Scalene triangle
Right triangle
Composite figure
Congruent
Polygon
Chapter 9 Lessons 1-4,6 Q3
6.G.2.
Find the volume of a right
rectangular prism with
fractional edge lengths by
packing it with unit cubes
of the appropriate unit
fraction edge lengths, and
show that the volume is the
same as would be found by
multiplying the edge
lengths of the prism.
Recall the formula for finding the volume of
a rectangular prism.
Tell what volume is in relation to its formula.
Construct unit cubes to find volume.
Justify that the “modeled volume” is equal to
the “formula volume”.
Volume
Chapter 10 Lesson1
Q4
Sixth Grade Mathematics 2015
16
Geometry (G)
Standard I Can Statement Vocabulary Supplemental
Resources Assessments
Quarter
Focus
Apply the formulas V = l w
h and V = b h to find
volumes of right
rectangular prisms with
fractional edge lengths in
the context of solving real-
world and mathematical
problems.
Calculate the volume of a right rectangle
prism.
Apply volume formulas for right rectangular
prisms to solve real-world problems.
Model the volume of a right rectangular
prism with fractional edge lengths by packing
it with unit cubes of the appropriate unit
fraction edge lengths.
6.G.3.
Draw polygons in the
coordinate plane given
coordinates for the vertices;
use coordinates to find the
length of a side joining
points with the same first
coordinate or the same
second coordinate. Apply
these techniques in the
context of solving real
world and mathematical
problems.
Draw polygons on a coordinate plane given
coordinates for the vertices.
Evaluate the length of polygons by using grid
models.
Determine the length of the sides of
polygons in a coordinate plane given the
same first or second coordinate.
Apply the technique of using coordinate
planes to find the length of the side of
polygons in real-world situations.
Chapter 9 Lesson 5 Q4
6.G.4.
Represent three-
dimensional figures using
nets made up of rectangles
and triangles, and use the
nets to find the surface area
of these figures. Apply
these techniques in the
context of solving real-
world and mathematical
problems.
Give examples of 3 dimensional shapes.
Recognize that 3 dimensional shapes can be
represented using nets.
Use area of a 2 dimensional shape to
determine the surface area of 3 dimensional
shapes.
Explain the surface area of objects in the
class room.
Solve problems to determine the surface area
of figures.
Construct three-dimensional figures using
nets made up of rectangles and triangles
Nets
Surface area
Base
Cubic units
Lateral face
Prism
Pyramid
Rectangular prism
Slant height
Three-dimensional
figure
Triangular prism
Vertex
Chapter 10 Lesson 3-5 Q4
Sixth Grade Mathematics 2015
17
Geometry (G)
Standard I Can Statement Vocabulary Supplemental
Resources Assessments
Quarter
Focus
Use nets to calculate surface area of figures
in a given situation.
Sixth Grade Mathematics 2015
18
Statistics & Probability (SP)
Standard I Can Statement Vocabulary Supplemental
Resources Assessments
Quarter
Focus
6.SP.1.
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.
Recognize variability.
Ask statistical questions.
Recognize a statistical question as one that
anticipates variability.
Variability
Statistics
Statistical question
Chapter 11 Lesson 3
Chapter 11 Inquiry Lab
Q4
6.SP.2.
Understand that a set of
data collected to answer a
statistical question has a
distribution, which can be
described by its center,
spread, and overall shape.
Use a histogram to answer a statistical
question showing the distribution of its
center, spread, and overall shape.
Describe a set of data by its center, spread,
and overall shape.
Design a survey.
Collect data from a survey.
Interpret data gathered from a survey.
Construct a histogram.
Histogram
Center
Spread
Chapter 12 Lesson 2 Q4
6.SP.3.
Recognize that a measure of
center for a numerical data
set summarizes all of its
values with a single
number, while a measure of
variation describes how its
values vary with a single
number.
Use mean to describe data.
Understand that there is variation in data.
Distinguish between “measure of center” and
“measure of variation”.
Mean
Variation
Measure of center
Measure of variation
Median
Mode
Chapter 11 Lesson 1-3 Q4
Sixth Grade Mathematics 2015
19
Statistics & Probability (SP)
Standard I Can Statement Vocabulary Supplemental
Resources Assessments
Quarter
Focus
6.SP.4.
Display numerical data in
plots on a number line,
including dot plots,
histograms, and box plots.
Illustrate data using a variety of graph types.
(number line, dot plot, histogram, & box
plot).
Dot plot
Box plot
Scattergram
Line plot
Line graph
Histogram
Cluster
Gap
Chapter 12 Q4
6.SP.5.
Summarize numerical data
sets in relation to their
context, such as by:
Summarize data sets in relation to their
content.
Chapter 12
Q4
6.SP.5a
Reporting the number of
observations.
Report the number of observations. Observation
Frequency
distribution
Chapter 12 Q4
6.SP.5b
Describing the nature of the
attribute under
investigation, including
how it was measured and its
units of measurement.
Describe the data collected including how it
was measured and its unit of measurement.
Chapter 12 Q4
Sixth Grade Mathematics 2015
20
Statistics & Probability (SP)
Standard I Can Statement Vocabulary Supplemental
Resources Assessments
Quarter
Focus
6.SP.5c.
Giving quantitative
measures of center (median
and/or mean) and
variability (interquartile
range and/or mean absolute
deviation), as well as
describing any overall
pattern and any striking
deviations from the overall
pattern with reference to the
context in which the data
were gathered.
Explain data in terms of measures of center
and measures of variability.
Calculate quantitative measures of variance
(ie. range interquartile range, mean absolute
deviation)
Identify outliers in data.
Mean
Median
Quantitative range
Interquartile range
Mean absolute
deviation
Outliers
First quartile
Quartiles
Measures of variation
Chapter 12 Q4
6.SP.5d.
Relating the choice of
measures of center and
variability to the shape of
the data distribution and the
context in which the data
were gathered.
Chapter 12