Essential Questions:
Big Ideas:
MA.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.
MA.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.
MA.6.SP.B.5 Summarize numerical data sets in relation to their context, such as by:
MA.6.SP.B.5a Reporting the number of observations.
MA.6.SP.B.5b Describing the nature of the attribute under investigation, including how it was measured and its units of measurement.
MA.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.
MA.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.
 How can I recognize when a question is statistical and when it is not?
 What is the best way to organize a set of data?
 How do I choose and create appropriate graphs to represent data?
 What is the difference in a measure of center and a measure of variation?
Big Ideas:
 Statistical questions and their answers account for variability in the data.
 A set of data collected to answer a statistical question has a distribution which can be described by its center, spread, and overall shape.
 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.
 Numerical data can be displayed in plots on a number line, including dot plots, histograms, and box plots.
 Numerical data sets can be summarized in relation to their context.
MA.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.
MA.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.
MA.6.SP.B.5 Summarize numerical data sets in relation to their context, such as by:
MA.6.SP.B.5a Reporting the number of observations.
MA.6.SP.B.5b Describing the nature of the attribute under investigation, including how it was measured and its units of measurement.
MA.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.
MA.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.
What to teachLesson Outline
PreAssessment Introduce Real World Experience Topic 1: Statistical Questions and Data Collection

Lesson Ideas 
Student Practice 
Topic 2: Visual Representations of Data


Topic 3: Measures of Center and Measures of Variation

Topic 4: Analyzing Statistical Data to Draw Conclusions
