### Topic 19

The standards for this topic are:

#### Develop understanding of statistical variability.

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*.

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.

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.

#### Summarize and describe distributions.

Display numerical data in plots on a number line, including dot plots, histograms, and box plots.

Summarize numerical data sets in relation to their context, such as by:

- CCSS.MATH.CONTENT.6.SP.B.5.A Reporting the number of observations.
- CCSS.MATH.CONTENT.6.SP.B.5.C 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.
- CCSS.MATH.CONTENT.6.SP.B.5.D 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.

### Tips

The performance task at the end of the unit is about students using data and statistics to analyze surveys and sales from a fund-raising project. Why not try this unit as a PBL? Students could look for a real need in the community to fund-raise for.

If you aren’t ready to give that a try, then there are two PBLs that are part of the PBLU classes by BIE:

- “In
*New-Tritional Info*, students use rates and proportions to calculate how long they’d have to exercise to burn off different McDonald’s menu items and explore this even further in two project tasks,*Have It Your Way*and*Would You Like Fries with That?”* - “In the
*BizWorld*project, students work in teams to form friendship bracelet companies by raising capital (not actual money, but in a scenario).”

### Technology Integration Resources

- 6.SP.1 – Recognize a statistical question as one that anticipates variability in …
- 6.SP.2 – Understand that a set of data collected to answer a statistical question …
- 6.SP.3 – Recognize that a measure of center for a numerical data set …

- 6.SP.4 – Display numerical data in plots on a number line, including dot plots, …
- 6.SP.5 – Summarize numerical data sets in relation to their context, such as by:

### Math Practices

When you incorporate academic conversations into your math lessons, you are having them **attend to precision**. Have them focus on using clear and precise language in their discussions with others and in their reasoning. Have them use the appropriate mathematical terms in discussions about data and statistics (including mean, median, and mode).

**Incorporate ELA in Math**: Perhaps have them research a famous scientist and the data she/he worked with. Then have a mini-reader’s theater where they pretend to be the scientist discussing the data. Have them work in groups, taking turns as the interviewer, interviewee, and keeping track of the academic vocabulary used and used appropriately.

**What are some real-world applications of data and statistics that students can discuss?**