MATHEMATICS STANDARDS
GRADES 6-8
MATH GRADE 8: GEOMETRY
Grade 6 Statistics and Probability
Develop understanding of statistical variability.
RESOURCES
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.
- Reading Charts and Graphs
- Stem and Leaf Plots
- Stem and Leaf
- Stem and Leaf Lesson
- STem and Leaf
- Box and Whisker
- Box Plot
- Braining Camp: Box Plots
- Box Plotter
- Box and Whisker Plot
- The Pizza Palace
- Bar Graph
- Bar Graphs
- Graphing Calculator
- Collecting and Analyzing Data Quiz
- Data Interpretation Games
- Exploring Histograms
- Histogram
- Line Graphs
- Line Graph
- Line Graph Lesson
- Long Distance Airplanes
- Push Ups
Summarize numerical data sets in relation to their context, such as by:
· Reporting the number of observations.
· Describing the nature of the attribute under investigation, including how it was measured and its units of measurement.
· 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.
· 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.
Grade 6 Statistics and Probability
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Develop understanding of statistical variability.
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RESOURCES
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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.
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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:
· Reporting the number of observations.
· Describing the nature of the attribute under investigation, including how it was measured and its units of measurement.
· 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.
· 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.
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