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Hueneme Elementary School District Staff Development Day #3 March 10, 2014 CCSS Mathematic Unit of Study Grade 6 Introductions Judy Burnett Valerie Carey Melinda Cheresnowsky Veronica Mojica Unit of Study: Unit 6 STATISTICS Title: Statistics Length: 30 days Overview: Key Points *Data Collection *Data Representation *Data Distribution Mathematical Practices 1. Make sense of problems and persevere in solving them. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 8. Look for and express regularity in repeated reasoning. ESSENTIAL Standards Guaranteed: Taught and Assessed (Re-taught if necessary) 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. 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. 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. 6.SP.4. Display numerical data in plots on a number line, including dot plots, histograms, and box plots. 6.SP.5. Summarize numerical data sets in relation to their context, such as by: a. Reporting the number of observations. b. Describing the nature of the attribute under investigation, including how it was measured and its units of measurement. 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. 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. Supporting Standards (Taught in conjunction with the Essential Standards) 6.NS.2. Fluently divide multi-digit numbers using the standard algorithm. 6.NS.3. Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation. Academic Vocabulary (Explicitly taught throughout the course of the unit) Tier 2 *summarize *compare/contrast *analyze *context Tier 3 *statistical question *nonstatistical question *data *central tendency *mean/ median/ mode *variability *range *interquartile range *mean absolute deviation *frequency *number line *dot plot *box plot *histogram Enduring Understandings and Essential Questions Enduring Understandings AKA The Big Idea A statement about the concept behind the content that we want students to transfer to different learning experiences and subject areas. Essential Questions Questions based on the Enduring Understanding that teachers can use during instruction and assessment. Chapter 1 Days: 5 (Chapter = series of lessons/tasks) Essential Standards Essential Questions 6.SP.1 6.SP.5 A & B What is a statistical question? How can a nonstatistical question be rewritten as a statistical question? Enduring Understandings How does the data collected relate to the context in which it was collected? DATA COLLECTION: Some questions can be answered by collecting and analyzing data, and the question to be answered determines the data that needs to be collected and how best to collect it. -RESPONSES TO STATISTICAL QUESTIONS MAY VARY -DATA SETS CAN BE ANALYZED IN RELATION TO THEIR CONTEXT Learning Objectives (Unpacked Standards) Differentiate between statistical and nonstatistical questions Summarize data sets in relation to their context. Suggested Resources for Chapter 1 HOLT None Writing Sentence structure Online Lessons (Specific Links) Everyday Mathematics None Math Routines TBD Literature (Fiction/Informational Text) Tell Me if You Like by Gérard Gréverand (A book of questions that can be used for developing surveys of different formats: multiple choice, continuums, or yes/no.) http://www.illustrativemathematics.org/illustrations/1040 http://www.khanacademy.org/math/cc-sixth-grademath/cc-6th-data-statistics/cc-6th-statistics/v/statisticalquestions Videos/Interactives/Games http://www.cleanvideosearch.com/media/action/yt/watc h?v=ReSuQ5pf8H0 Other www.isbe.net/common_core/pdf/math-models/middleschools/6/6-7.pdf Chapter 2 Days: 9 (Chapter = series of lessons/tasks) Essential Questions Essential Standards 6.SP.5 c 6.SP.3 Enduring Understandings DATA DISTRIBUTION: There are special numerical measures that describe the center and spread of numerical data sets. How can data be summarized using measures of central tendency? How can data be summarized using measures of variability? What is the difference between measures of central tendency and measures of variability? Why are both important in describing data? Learning Objectives Students will summarize data using measures of central tendency. Students will summarize data using measures of variability. Students will describe the difference between measures of central tendency and measures of variability. Suggested Resources for Chapter 2 HOLT Chapter 7 Lesson 3 Chapter 7 Lesson 4 Everyday Mathematics Lesson 1-4 Lesson 1-5 Math Routines TBD Literature (Fiction/Informational Text) Newspaper clippings (home sales) Car dealership advertisements Writing Compare/contrast Summarize Videos/Interactives/Games http://learnzillion.com/lessons/371-learn-whichmeasure-of-central-tendency-to-use http://www.instagrok.com/grok/?query=central% 20tendency http://www.instagrok.com/grok/?query=measure %20of%20center Online Lessons (Specific Links) http://www.scholastic.com/browse/lessonplan.js p?id=1575 http://www.nsa.gov/academia/_files/collected_le arning/middle_school/algebra/measures_central. pdf **this lesson addresses many chapters for this unit** Chapter 3 Days: 7 (Chapter = series of lessons/tasks) Essential Standards 6.SP.4 Essential Questions When is one type of data display more appropriate than another? Enduring Understandings Learning Objectives DATA REPRESENTATION: Data can be represented visually using tables, charts, and graphs. The type of data determines the best choice of visual representation. Students will appropriately display numerical data. Suggested Resources for Chapter 3 HOLT Chapter 7 Lesson 4 Chapter 7 Lesson 5 Chapter 7 Lesson 7 Everyday Mathematics Lesson 1-2 Lesson 1-3 Lesson 1-7 Lesson 1-12 (Analyzing a Newspaper Article) Math Routines TBD Literature (Fiction/Informational Text) Newspaper clippings (home sales) Car dealership advertisements Writing Support a claim with evidence Labeling with titles, headings, keys Online Lessons (Specific Links) http://openhighschoolcourses.org/mod/book/vie w.php?id=208&chapterid=366 http://openhighschoolcourses.org/mod/book/vie w.php?id=208 Videos/Interactives/Games http://www.learnalberta.ca/content/me5l/html/ math5.html Chapter 4 Days: 9 (Chapter = series of lessons/tasks) Essential Questions Essential Standards 6.SP.2 6.SP.5 d How can data be described using measures of central tendency? How do you determine which measure of central tendency is most appropriate to use for a given data set? How are the measures of variability relevant to a given set of data? Enduring Understandings DATA DISTRIBUTION: There are special numerical measures that describe the center and spread of numerical data sets. Learning Objectives Students will demonstrate understanding of measures of central tendency. Students will justify which measure of central tendency is most appropriate in a given situation. Students will understand the use of measures of variability. Suggested Resources for Chapter 4 HOLT Chapter 7 Lesson 3 Writing Provide justification Everyday Mathematics Lesson 1-13 Online Lessons (Specific Links) http://www.insidemathematics.org/problems-ofthe-month/pom-throughthegrapevine.pdf Math Routines TBD Videos/Interactives/Games http://learnzillion.com/lessonsets/132understand-and-describe-the-distribution-of-aset-of-data http://learnzillion.com/lessons/536-describe-thedistribution-of-data-using-the-mean-absolutedeviation Assessment Formative Teacher created/selected Measured Progress: Testlets Summative Teacher created/selected Measured Progress: Benchmarks Smarter Balanced Assessment (3-8) Year at a Glance….. Unit 1 The Number System Unit 4 Expressions Unit 2 Dividing Fractions Unit 5 Equations Unit 3 Ratios & Proportions Unit 6 Statistics