Essential Questions:
Unit 5 instructional time is focused on these power standards.
6.SP.A.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.B.4 Display numerical data in plots on a number line, including dot plots, histograms, and box plots.
6.SP.B.5 Summarize numerical data sets in relation to their context, such as by:
6.SP.A.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.A.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.
 What can I learn from organizing and analyzing data?
 How can you collect, organize, and display data?
 What types of graphic representations of data help me do analysis in different situations?
 What data display is appropriate for a given set of data?
 We improve our understanding of data by organizing it in specific ways for study and analysis.
 We can make predictions and decisions in many areas based on the probability of events occurring.
Unit 5 instructional time is focused on these power standards.
6.SP.A.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.B.4 Display numerical data in plots on a number line, including dot plots, histograms, and box plots.
6.SP.B.5 Summarize numerical data sets in relation to their context, such as by:
 6.SP.B.5a Reporting the number of observations.
 6.SP.B.5b Describing the nature of the attribute under investigation, including how it was measured and its units of measurement.
 6.SP.B.5c 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.
 6.SP.B.5d 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.SP.A.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.A.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.
What to TeachUnit 5 Outline
Preassessment Introduce Real World Experience Topic 1: What is a Statistical Question? (2 days)

Lesson Ideas 
Student PRactice 
Topic 2: Understanding Data Distribution (1 day)

Topic 3: Using Dot Plots and Histograms to represent and describe data distributions (5 days)

Topic 4: Using Mean and Mean Absolute Deviation (MAD) (8 days)

Topic 5: Box Plots (10 days)

Assessment 
Unit ResourcesUnit Vocabulary
6th grade vocabulary cards AL Spanish 6th grade vocabulary cards MZ Spanish 6th grade CCSS Word List (ENGSPAN) ISBE unit EngageNY module (PFD) (WORD) Howard County resources for 6.SP.A.2 Howard County resources for 6.SP.B.4 Howard County resources for 6.SP.B.5 Georgia unit What A Deal! Activity Instructions What A Deal! Activity Worksheet Engage NY Teaching with Three Acts  How ToDistrict 6th grade Fluency Resources 
LEarn the MathParent Letter 