Middle School Programs Building Healthy Core Learning Math 6 Plus, Unit 13

Math 6 Plus UNIT 13 OVERVIEW: Collect, Analyze and Display Data Unit Outcomes     

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At the end of this unit, your student should be able to: Analyze a set of data using mean, median, mode and range Create a histogram and discuss distribution of data using a histogram Understand the mean as a number that “evens out” or “balances” a distribution Recognize that data with the same mean have different distributions Experiment with how the mean as a measure of center, responds to changes in the number and magnitude of data values Construct a box plot using the five number summary Find mean absolute deviation and discuss variability in the set of data Write an equation based on a word problem Create and complete a table of values based on an equation Display data in the form of dot plots, histograms, and boxand-whisker plots

Key Vocabulary                    

Terms to deepen the student’s understanding Analyzing Data  Mean Box Plot  Mean Absolute Center Deviation Cluster  Measures of Center Collecting Data  Measures of Continuous Data Variability Data  Median Discrete Data  Minimum Value Distribution  Mode Dot Plot  Outlier Five Number Summary  Peak Frequency Table  Quartile Gap  Range Histogram  Skewed Inter-Quartile Range  Spread Interpreting Data  Summary Statistics Interval  Symmetrical Line Plot  Tree Diagram Lower Quartile  Upper Quartile Maximum Value  Variability

Key Standards Addressed

Where This Unit Fits

Connections to Common Core/NC Essential Standards 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 a 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, a problem involving motion at a 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.

Connections to prior and future learning Coming into this unit, students should have a strong foundation in:  Line Plots

This unit builds to the following future skills and concepts:  Statistical Reasoning  Generating samples to gauge variation 6.SP.1 Recognize a statistical question as one that anticipates  Scatter Plots variability in the data related to the question and accounts for it  Comparing two sets of data 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 the students. 6.SP.2 Understand that a set of data collected to answer a statistical question has a distribution that can be described by its center, spread, and overall shape. 6.SP.3 Recognize that a measure of center for a numerical data

Middle School Programs Building Healthy Core Learning Math 6 Plus, Unit 13

Math 6 Plus UNIT 13 OVERVIEW: Collect, Analyze and Display 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. 6.SP.4 Display numerical data in plots on a number line, including 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 was 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 was gathered.

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Additional Resources

“Learning Checks”

Materials to support understanding and enrichment Teaching videos made by Wake County teachers WCPSS YouTube Channel – Math Playlist Measures of Central Tendency and Range Notes/ Practice Box Plot Video - Khan Box Plot - Glencoe Line Plot Video Mean Absolute Deviation Video - LearnZillion Mean Absolute Deviation - Glencoe

Questions Parents Can Use to Assess Understanding  What measures can we use to discuss the center of a data set?  How can we use a set of data to make general statements about a group of people?  What conclusions can be drawn from a histogram?  What can a histogram tell you about the spread of a data set?  How can I represent the same data in multiple ways?  What is Mean Absolute Deviation and what does it tell you about the variability of the data set?

* Please note, the unit guides are a work in progress. If you have feedback or suggestions on improvement, please feel free to contact [email protected].