This week students refine their statistical skills and review past skills in preparation for the Georgia Milestones MATH test next Thursday! Our learning targets this week include: 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. 1. I can identify statistical questions. 2. I can explain how data answers statistical questions. 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. 3. I can describe a statistical data set using center, spread, and 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. 4. I can compare a measure of center with a measure of variation. 6.SP.4. Display numerical data in plots on a number line, including dot plots, histograms, and box plots. 5. I can communicate numerical data on a number line (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. 6. I can summarize numerical data sets. 7. I can analyze the relationship between measures of center and the data distribution. MCC6.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. 1. I can calculate the area of polygons by composing or decomposing them into basic shapes. 2. I can apply my understanding of shapes to solve real-world problems. MONDAY: Activate: Draw a picture or diagram of a box plot labeling the 5-number summary. Vocabulary: 5-number summary Lesson: COMPUTER LAB: 9:15 TO 10:15 TenMarks SP1 and G1 When completed, students review BOX AND WHISKER PLOTS with website: http://www.brainingcamp.com/content/box-and-whisker-plots/lesson.php Summary/Exit Ticket: 3 questions about graphs Homework: Line Plots/Box Plots problems TUESDAY: Activate: Check homework. Lesson: Complete PPT - Comparing Numerical Data Using Box Plots - slides 1 – 25 – Students follow along drawing conclusions from the box plots they make. Summary/Exit Ticket: slides 26 - 28 of PPT Homework: Statistics problems w/ box plots
WEDNESDAY - Activate: Check homework together Vocabulary: Histogram Lesson: COMPUTER LAB 8:15 – 9:20 Watch the following PPT – Bar Graphs vs Histograms.Visit the two websites below to see how histograms and bar graphs are alike and different. http://www.studyzone.org/mtestprep/math8/e/histogram6l.cfm http://www.ixl.com/math/grade-6/create-histograms Work through video practicing stem-and-leaf plot... https://www.youtube.com/watch?v=39BU7o5QTLA (8:20) Students work in pairs through foldable. Self-checking. Complete Snapshot SP2. (redo SP1 and G1 if not passed yesterday) Summary/Exit Ticket: Tell a partner: How are histograms and bar graphs alike and different? Homework: HIstogram problems
THURSDAY: Activate: Check homework together. Go over process of building a stem-leaf and histogram.
Vocabulary: mean absolute deviation Lesson: Median Absolute Deviation http://www.showme.com/sh/?h=QAtAQ0u (5:44) Work through foldable with teacher. Summary/Exit Ticket: What does the MAD tell us about our data? Homework: Finish foldable for homework. FRIDAY: Activate - Check homework together. Lesson: COMPUTER LAB 1 – 1:45 Snapshot SP1-SP2-SP3-SP4–SP5a-SP5b and G1 and G3 Summary/Exit TIcket: Which area do I need to practice more this weekend? Homework: Each student will have their own TenMarks and/or SNAPSHOT assignment due Monday.
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April 2015
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