Saginaw Valley State University
Mathematics Pacing Guide
Time Frame: 8 Weeks – September/October Sixth Grade
Unit 1: Developing an Understanding of the Number System (Expressions & Equations)
|Standards for Mathematical Practice |Literacy Standards |
|1. Make sense of problems and persevere in solving them |RST.6.1 Cite specific textual evidence to support analysis of science and technical texts. |
| | |
|5. Use appropriate tools strategically |RST.6.3 Follow precisely a multistep procedure when carrying out experiments, taking measurements, or |
| |performing technical tasks. |
|8. Look for and express regularity in repeated reasoning | |
| |RST.6.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are|
| |used in a specific scientific or technical context relevant to grades 6–8 texts and topics. |
| | |
| |RST.6.7 Integrate quantitative or technical information expressed in words in a text with a version of that |
| |information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). |
|Common Core |Essential Questions |Assessment |Vocabulary |Resources |
|Compute fluently with multi-digit numbers and find | | |Decimal | |
|common factors | | |Divisor | |
|and multiples | | |Factors | |
|6. NS.2 Fluently divide multi-digit numbers using the| | |Greatest Common Factor | |
|standard algorithm. | | |(GCF) | |
| | | |Lease Common Multiple | |
| | | |(LCM) | |
| | | |Less than | |
| | | |Product | |
| | | |Whole numbers | |
|6. NS.3 Fluently add, subtract, multiply, and divide | | | | |
|multi-digit decimals using the standard algorithm for| | | | |
|each operation. | | | | |
|6. NS.4 Find the greatest common factor of two whole |What are the | | | |
|numbers less than or equal to 100 and the least |relationships between | | | |
|common multiple of two whole numbers less than or |factors, multiples, | | | |
|equal to 12. Use the distributive property to express|divisors, and products? | | | |
|a sum of two whole numbers 1–100 with a common factor|Scaffold Questions | | | |
|as a multiple of a sum of two whole numbers with no |What are factor pairs? | | | |
|common factor. For example, express 36 + 8 as 4 (9 + |How can one find the | | | |
|2). |factors of numbers? The | | | |
| |multiples of numbers? | | | |
| |What are some strategies | | | |
| |for finding common | | | |
| |factors for a set of | | | |
| |numbers? Common | | | |
| |multiples? | | | |
| |Which situations call for| | | |
| |common factors or common | | | |
| |multiples? For greatest | | | |
| |common factor or least | | | |
| |common multiple? | | | |
|Apply and extend previous understandings of |How can one use exponents| |Base | |
|arithmetic to algebraic expressions. |to write repeated | |Exponent | |
|6. EE.1 Write and evaluate numerical expressions |factors? | |Exponent | |
|involving whole-number exponents. | | |Perfect square | |
| | | |Powers | |
| | | |Radical sign | |
| | | |Square root | |
| | | | | |
Mathematics Pacing Guide
Time Frame: 2 Weeks - October/ November Sixth Grade
Unit 2: Understand Rational Numbers on a Number Line 6.NS.6
|Standards for Mathematical Practice |Literacy Standards |
|1. Make sense of problems and persevere in solving them |RST.6.1 Cite specific textual evidence to support analysis of science and technical texts. |
| | |
|5. Use appropriate tools strategically |RST.6.3 Follow precisely a multistep procedure when carrying out experiments, taking measurements, or |
| |performing technical tasks. |
| | |
| |RST.6.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are|
| |used in a specific scientific or technical context relevant to grades 6–8 texts and topics. |
| | |
| |RST.6.7 Integrate quantitative or technical information expressed in words in a text with a version of that |
| |information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). |
|Common Core |Essential Questions |Assessment |Vocabulary |Resources |
Mathematics Pacing Guide
Time Frame: 4 Weeks – November/December Sixth Grade
Unit 3: Understand Multiplication and Division of Fractions (The Number System - 6.NS.1)
|Standards for Mathematical Practice |Literacy Standards |
|1. Make sense of problems and persevere in solving them |RST.6.1 Cite specific textual evidence to support analysis of science and technical texts. |
| | |
|5. Use appropriate tools strategically |RST.6.3 Follow precisely a multistep procedure when carrying out experiments, taking measurements, or |
| |performing technical tasks. |
| | |
| |RST.6.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are|
| |used in a specific scientific or technical context relevant to grades 6–8 texts and topics. |
| | |
| |RST.6.7 Integrate quantitative or technical information expressed in words in a text with a version of that |
| |information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). |
| | |
| |WHST.6.2 Write informative/explanatory texts, including the narration of historical events, scientific |
| |procedures/ experiments, or technical processes. |
| |d. Use precise language and domain-specific vocabulary to inform about or explain the topic. |
| |f. Provide a concluding statement or section that follows from and supports the information or explanation |
| |presented. |
| | |
| |SL.6.2. Interpret information presented in diverse media and formats (e.g., visually, quantitatively, |
| |orally) and explain how it contributes to a topic, text, or issue under study. |
| | |
| |SL.6.4. Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and|
| |details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear |
| |pronunciation. |
| | |
| |SL.6.5. Include multimedia components (e.g., graphics, images, music, sound) and visual displays in |
| |presentations to clarify information. |
|Common Core |Essential Questions |Assessment |Vocabulary |Resources |
Mathematics Pacing Guide
Time Frame: 3 Weeks – January Sixth Grade
Unit 4: Develop an Understanding of Rational Numbers (The Number System 6.NS.6, 6.NS.5, 6.NS.7)
(Expressions & Equations 6.EE.6)
|Standards for Mathematical Practice |Literacy Standards |
|1. Make sense of problems and persevere in solving them |RST.6.1 Cite specific textual evidence to support analysis of science and technical texts. |
| | |
|5. Use appropriate tools strategically |RST.6.3 Follow precisely a multistep procedure when carrying out experiments, taking measurements, or |
| |performing technical tasks. |
| | |
| |RST.6.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are|
| |used in a specific scientific or technical context relevant to grades 6–8 texts and topics. |
| | |
| |RST.6.7 Integrate quantitative or technical information expressed in words in a text with a version of that |
| |information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). |
|Common Core |Essential Questions |Assessment |Vocabulary |Resources |
|Reason about and solve one-variable equations and | | |Addition | |
|inequalities | | |Algebraic Expression | |
|6. EE.6 Use variables to represent numbers and write | | |Coefficient | |
|expressions when solving a real-world or mathematical| | |Division | |
|problem; understand that a variable can represent an | | |Exponents | |
|unknown number, or, depending on the purpose at hand,| | |Expression | |
|any number in a specified set. | | |Like terms | |
| | | |Multiplication | |
| | | |Numerical Expression | |
| | | |Subtraction | |
| | | |Term | |
| | | |Variable | |
Mathematics Pacing Guide
Time Frame: 4 Weeks – February Sixth Grade
Unit 5: Understanding Concepts of Ratios and Rates (Ratios & Proportional Relationships)
|Standards for Mathematical Practice |Literacy Standards |
|1. Make sense of problems and persevere in solving them |RST.6.1 Cite specific textual evidence to support analysis of science and technical texts. |
| | |
|2. Reason abstractly and quantitatively |RST.6.3 Follow precisely a multistep procedure when carrying out experiments, taking measurements, or |
| |performing technical tasks. |
|5. Use appropriate tools strategically | |
| |RST.6.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are|
|6. Attend to precision |used in a specific scientific or technical context relevant to grades 6–8 texts and topics. |
| | |
| |RST.6.7 Integrate quantitative or technical information expressed in words in a text with a version of that |
| |information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). |
|Common Core |Essential Questions |Assessment |Vocabulary |Resources |
|6. RP.2. Understand the concept of a unit rate a/b |When is addition, | | | |
|associated with a ratio a:b with b ≠ 0, and use rate |subtraction, multiplication | | | |
|language in the context of a ratio relationship. For |or division appropriate for | | | |
|example, “This recipe has a ratio of 3 cups of flour |solving problems with | | | |
|to 4 cups of sugar, so there is 3/4 cup of flour for |percentages and decimals? | | | |
|each cup of sugar.” “We paid $75 for 15 hamburgers, | | | | |
|which is a rate of $5 per hamburger.” | | | | |
|6. RP.3. Use ratio and rate reasoning to solve |When are percentages and | | | |
|real-world and mathematical problems, e.g., by |decimals useful in solving | | | |
|reasoning about tables of equivalent ratios, tape |real world problems? | | | |
|diagrams, double number line diagrams, or equations. |Given the quantity and price| | | |
|a. Make tables of equivalent ratios relating |of two objects, how can you | | | |
|quantities with whole number measurements, find |determine which one is the | | | |
|missing values in the tables, and plot the pairs of |better buy? | | | |
|values on the coordinate plane. Use tables to compare|How do we solve percent | | | |
|ratios. |problems of the form “a % of| | | |
|b. Solve unit rate problems including those |b equals c” to find the | | | |
|involving unit pricing and constant speed. For |missing value of a variable?| | | |
|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? | | | | |
|c. Find a percent of a quantity as a rate 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. | | | | |
|d. Use ratio reasoning to convert measurement units;| | | | |
|manipulate and transform units appropriately when | | | | |
|multiplying or dividing quantities. | | | | |
Mathematics Pacing Guide
Time Frame: 5 Weeks – February/March Sixth Grade
Unit 6: Writing, Interpreting, and Using Mathematical Expressions and Equations (Expressions & Equations)
|Standards for Mathematical Practice |Literacy Standards |
|1. Make sense of problems and persevere in solving them |RST.6.1 Cite specific textual evidence to support analysis of science and technical texts. |
| | |
|3. Construct viable arguments and critique the reasoning of others |RST.6.3 Follow precisely a multistep procedure when carrying out experiments, taking measurements, or |
| |performing technical tasks. |
|5. Use appropriate tools strategically | |
| |RST.6.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are|
|7. Look for and make use of structure |used in a specific scientific or technical context relevant to grades 6–8 texts and topics. |
| | |
| |RST.6.7 Integrate quantitative or technical information expressed in words in a text with a version of that |
| |information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). |
|Common Core |Essential Questions |Assessment |Vocabulary |Resources |
|Apply and extend previous understandings of |What is a variable? |Before: |Algebraic expression |MAISA curriculum units and resources: |
|arithmetic to algebraic expressions | |KWL Chart |Algebraic inequality | |
|6.EE.1 Write and evaluate numerical expressions |What is an expression? |Pre-test |Change |Browse/View/UnitCalendar?SourceSiteID= |
|involving whole-number exponents. | |Brainstorming |Compound inequality |&CurriculumMapID=798&YearID=2013 |
| |What is an equation? |Graphic Organizers |Constant | |
| | | |Equation | |
| |What is an inequality? |During: |Evaluate | |
| | |Vocabulary Lessons (word, definition, |Inequality | |
| |Scaffold Questions: |picture, sentence) |Inverse operations | |
| |What are the variables in |Warm-ups (Used to review content) |Solution | |
| |the problem? |Formative Assessments throughout lesson |Solution Set | |
| |How are the |Graphic Organizers |Variable | |
| |variables related to each |Class Discussion | | |
| |other? |Class Examples | | |
| |Which variable depends on, |Student Participation at board | | |
| |or changes in relation to, |Independent Practice | | |
| |the other? |Real World Problems | | |
| |What does it mean to see |Lesson “check points” | | |
| |regular or predictable |Partner Work | | |
| |changes in a table of data? |Small Group Work | | |
| |A graph? |KWL Chart | | |
| |How can you use algebraic | | | |
| |symbols to write rules and |After: | | |
| |equations relating |Post-Test | | |
| |variables? |Graphic Organizers | | |
| | |Partner Work | | |
| |How can one use predictable |Small Group Work | | |
| |change to solve problems? |Content Review Stations | | |
| | |KWL Chart | | |
| | |Real World Problems | | |
|6. EE.2 Write, read, and evaluate expressions in | | |Dependent variable | |
|which letters stand for numbers. | | |Independent variable | |
|a. 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. | | | | |
|b. 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. | | | | |
|c. Evaluate expressions at specific values for their| | | | |
|variables. Include expressions that arise from | | | | |
|formulas 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 = s^3| | | | |
|and A = 6 s^2 to find the volume and surface area of | | | | |
|a cube with sides of length s = 1/2. | | | | |
|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. | | | | |
|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. | | | | |
|Reason about and solve one-variable equations and | | | | |
|inequalities | | | | |
|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. | | | | |
|6.EE.7 Solve real-world and mathematical problems by | | | | |
|writing and solving equations of the form x + p + q | | | | |
|and px = q for cases in which p, q and x are all | | | | |
|nonnegative rational numbers. | | | | |
|6. EE.8 Write an inequality of the form x > c or x < | | |Algebraic inequality | |
|c to represent a constraint or condition in a real | | |Compound inequality | |
|world or mathematical problem. Recognize that | | |Inequality | |
|inequalities of the form x > c or x < c have | | |Solution Set | |
|infinitely many solutions; represent solutions of | | | | |
|such inequalities on number line diagrams. | | | | |
|Represent and analyze quantitative relationships | | |Dependent variable | |
|between dependent and independent variables | | |Independent variable | |
|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 ordered pairs of distances and | | | | |
|times, and write the equation d = 65t to represent | | | | |
|the relationship between distance and time. | | | | |
Mathematics Pacing Guide
Time Frame: 4 Weeks – March/April Sixth Grade
Unit 7: Understand the Coordinate Plane (The Number System)
|Standards for Mathematical Practice |Literacy Standards |
|1. Make sense of problems and persevere in solving them |RST.6.1 Cite specific textual evidence to support analysis of science and technical texts. |
| | |
|5. Use appropriate tools strategically |RST.6.3 Follow precisely a multistep procedure when carrying out experiments, taking measurements, or |
| |performing technical tasks. |
|6. Attend to precision | |
| |RST.6.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are|
| |used in a specific scientific or technical context relevant to grades 6–8 texts and topics. |
| | |
| |RST.6.7 Integrate quantitative or technical information expressed in words in a text with a version of that |
| |information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). |
| | |
| |WHST.6.2 Write informative/explanatory texts, including the narration of historical events, scientific |
| |procedures/ experiments, or technical processes. |
| |d. Use precise language and domain-specific vocabulary to inform about or explain the topic. |
| |f. Provide a concluding statement or section that follows from and supports the information or explanation |
| |presented. |
| | |
| |WHST.6.4 Produce clear and coherent writing in which the development, organization, and style are |
| |appropriate to task, purpose, and audience. |
| | |
| |WHST.6.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by |
| |planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience |
| |have been addressed. |
| | |
| |WHST.6.6 Use technology, including the Internet, to produce and publish writing and present the |
| |relationships between information and ideas clearly and efficiently. |
| | |
| |WHST.6.7 Conduct short research projects to answer a question (including a self-generated question), drawing|
| |on several sources and generating additional related, focused questions that allow for multiple avenues of |
| |exploration. |
| | |
| |WHST.6.8 Gather relevant information from multiple print and digital sources, using search terms |
| |effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and |
| |conclusions of others while avoiding plagiarism and following a standard format for citation. |
| | |
| |WHST.6.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. |
| | |
| |WHST.6.10 Write routinely over extended time frames (time for reflection and revision) and shorter time |
| |frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.|
| | |
| |SL.6.2. Interpret information presented in diverse media and formats (e.g., visually, quantitatively, |
| |orally) and explain how it contributes to a topic, text, or issue under study. |
| | |
| |SL.6.4. Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and|
| |details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear |
| |pronunciation. |
| | |
| |SL.6.5. Include multimedia components (e.g., graphics, images, music, sound) and visual displays in |
| |presentations to clarify information. |
|Common Core |Essential Questions |Assessment |Vocabulary |Resources |
Mathematics Pacing Guide
Time Frame: 4 Weeks – April/May Sixth Grade
Unit 8: Geometry
|Standards for Mathematical Practice |Literacy Standards |
|1. Make sense of problems and persevere in solving them |RST.6.1 Cite specific textual evidence to support analysis of science and technical texts. |
| | |
|5. Use appropriate tools strategically |RST.6.3 Follow precisely a multistep procedure when carrying out experiments, taking measurements, or |
| |performing technical tasks. |
| | |
| |RST.6.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are|
| |used in a specific scientific or technical context relevant to grades 6–8 texts and topics. |
| | |
| |RST.6.7 Integrate quantitative or technical information expressed in words in a text with a version of that |
| |information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). |
|Common Core |Essential |Assessment |Vocabulary |Resources |
| |Questions | | | |
|Solve real-world and mathematical problems involving |What is one finding when asked|Before: |Area |MAISA curriculum units and resources: |
|area, surface |to determine area of a shape? |KWL Chart |Base | |
|area, and volume |Perimeter of a shape? Volume |Pre-test |Compose |View/UnitCalendar?SourceSiteID= |
|6.G.1 Find the area of right triangles, other |of an object? (What is |Brainstorming |Decompose |&CurriculumMapID=798&YearID=2013 |
|triangles, special quadrilaterals, and polygons by |the meaning of these |Graphic Organizers |Equation | |
|composing into rectangles or decomposing into |measurements?) | |Formula | |
|triangles and other shapes; apply these techniques in |How does one determine whether|During: |Height | |
|the context of solving real-world and mathematical |they need to find area or |Vocabulary Lessons (word, definition, |Length | |
|problems. |perimeter to solve a problem? |picture, sentence) |Net | |
| |What strategies can be used to|Warm-ups (Used to review content) |Parallelogram | |
|6. G.2 Find the volume of a right rectangular prism |find the area of |Formative Assessments throughout lesson|Perimeter | |
|with fractional edge lengths by packing it with unit |non-rectangular shapes? |Graphic Organizers |Prism | |
|cubes of the appropriate unit fraction edge lengths, |What attributes are important |Class Discussion |Pyramid | |
|and show that the volume is the same as would be found|to measure to find area or |Class Examples |Rectangle | |
|by multiplying the edge lengths of the prism. Apply |perimeter of rectangles, |Student Participation at board |Right angle | |
|the formulas V = l w h and V = b h to find volumes of |triangles, and parallelograms?|Independent Practice |Surface area | |
|right rectangular prisms with fractional edge lengths |How do the area of a triangle |Real World Problems |Triangle | |
|in the context of solving real-world and mathematical |and a parallelogram, relate to|Lesson “check points” |Volume | |
|problems. |the area of a rectangle? How |Partner Work |Width | |
| |can one find the area of a |Small Group Work | | |
|6. G.3 Draw polygons in the coordinate plane given |triangle? Parallelogram? |KWL Chart | | |
|coordinates for the vertices; use coordinates to find |What attributes are important | | | |
|the length of a side joining points with the same |to measure to find the volume |After: | | |
|first coordinate or the same second coordinate. Apply |of a rectangular prism? |Post-Test | | |
|these techniques in the context of solving real-world |What attributes are important |Graphic Organizers | | |
|and mathematical problems. |to measure to find the surface|Partner Work | | |
| |area of prism? |Small Group Work | | |
|6. G.4 Represent three-dimensional figures using nets | |Content Review Stations | | |
|made up of rectangles and triangles, and use the nets | |KWL Chart | | |
|to find the surface area of these figures. Apply these| |Real World Problems | | |
|techniques in the context of solving real-world and | | | | |
|mathematical problems. | | | | |
Mathematics Pacing Guide
Time Frame: 2 Weeks – May/June Sixth Grade
Unit 9: Developing an Understanding of Statistical Thinking (Statistics and Probability)
|Standards for Mathematical Practice |Literacy Standards |
|1. Make sense of problems and persevere in solving them |RST.6.1 Cite specific textual evidence to support analysis of science and technical texts. |
| | |
|4. Model with mathematics |RST.6.3 Follow precisely a multistep procedure when carrying out experiments, taking measurements, or |
| |performing technical tasks. |
|5. Use appropriate tools strategically | |
| |RST.6.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are|
| |used in a specific scientific or technical context relevant to grades 6–8 texts and topics. |
| | |
| |RST.6.7 Integrate quantitative or technical information expressed in words in a text with a version of that |
| |information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). |
|Common Core |Essential Questions |Assessment |Vocabulary |Resources |
|Develop understanding of statistical variability |What are the characteristics|Before: |Biased sample |MAISA curriculum units and resources: |
|6. SP.1 Recognize a statistical question as one that |of a statistical question? |KWL Chart |Box plot | |
|anticipates variability in the data related to the |How could one organize a |Pre-test |Complementary |View/UnitCalendar?SourceSiteID= |
|question and accounts for it in the answers. For |data set? |Brainstorming |Compound Event |&CurriculumMapID=798&YearID=2013 |
|example, “How old am I?” is not a statistical |Which representation is best|Graphic Organizers |Dependent events | |
|question, but “How old are the students in my school?”|to use to analyze the | |Distribution | |
|is a statistical question because one anticipates |distribution of the data? |During: |Dot plot | |
|variability in students’ ages. |What is the overall shape of|Vocabulary Lessons (word, definition, |Events | |
| |the data? |picture, sentence) |Experimental Probability | |
|6. SP.2 Understand that a set of data collected to |Would determining a measure |Warm-ups (Used to review content) |Fair | |
|answer a statistical question has a distribution which|of center or the spread of |Formative Assessments throughout lesson |Graph | |
|can be described by its center, spread, and overall |the data help us understand |Graphic Organizers |Histogram | |
|shape. |it better? If so, which |Class Discussion |Independent events | |
| |statistic should we use, and|Class Examples |Line plot | |
|6. SP.3 Recognize that a measure of center for a |what will it tell us about |Student Participation at board |Odds in favor | |
|numerical data set summarizes all of its values with a|the distribution of the |Independent Practice |Outcomes | |
|single number, while a measure of variation describes |data? |Real World Problems |Population | |
|how its values vary with a single number. |What do the measures of |Lesson “check points” |Probability | |
| |variation: range, |Partner Work |Random | |
|Summarize and describe distributions |interquartile range (IQR) |Small Group Work |Sample | |
|6. SP.4 Display numerical data in plots on a number |and mean absolute deviation |KWL Chart |Sample Space | |
|line, including dot plots, histograms, and box plots. |(MAD); represent with | |Simple events | |
| |respect to a numerical data |After: |Survey | |
|6.SP.5 Summarize numerical data sets in relation to |set? |Post-Test |Theoretical | |
|their context, such as by: |How do graphs and statistics|Graphic Organizers |Tree Diagram | |
|Reporting the number of observations. |help to compare |Partner Work |Unbiased sample | |
|b. Describing the nature of the attribute under |distributions and answer the|Small Group Work |Unfair | |
|investigation, including how it was measured and its |original question? |Content Review Stations | | |
|units of measurement. |How do we display data sets |KWL Chart | | |
|c. Giving quantitative measures of center (median |in graphs to represent a |Real World Problems | | |
|and/or mean) and variability (interquartile range |distribution? | | | |
|and/or mean absolute deviation), as well as describing|What do the measures of | | | |
|any overall pattern and any striking deviations from |center (mean, median, & | | | |
|the overall pattern with reference to the context in |mode) represent with respect| | | |
|which the data were gathered. |to a numerical data set? | | | |
|d. Relating the choice of measures of center and |How do the median and mean | | | |
|variability to the shape of the data distribution and |respond to changes in the | | | |
|the context in which the data were gathered. |number and magnitude of the | | | |
| |data values in a | | | |
| |distribution? | | | |
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