Student Work Plan: Unit 1

Name of Student: ___________________________

Start Date: _____________

1st Trimester: (Statistics & Probability)

Learning Objectives
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.

Student: I can describe a statistical data set using

center, spread, and shape.

Mastery
Beginner

_____

Developing _____
Mastered!

_____

Beginner

_____

*Task 1- 4

6.SP.4. Display numerical data in plots on a number line, including dot

plots, histograms, and box plots.

Student: I can communicate numerical data on a

number line (dot plots, histograms, and box plots).
*Task 5-8

Developing _____
Mastered!

_____

Beginner

_____

6.SP.5. Summarize numerical data sets in relation to their context

Student: I can summarize numerical data sets.

*Task 5-8

6.SP.5. A. Describing the nature of the attribute under investigation,

including how it was measured and its units of measurement.

Student: I can analyze the relationship between

measures of center and the data distribution.
*Task 5-8

6.SP.5. B. 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.

Student: I can analyze the relationship between

measures of center and the data distribution.
*Task 5-8

Developing _____
Mastered!

_____

Beginner

_____

Developing _____
Mastered!

_____

Beginner

_____

Developing _____
Mastered!

_____

Student Work Plan: Unit 1

http://www.ixl.com/standards/common-core/math/grade-6
Username: _________________
Password: _________________
Completed 90% or higher on each line under 6th grade Common Core

6.SP.1

I can identify statistical questions and explain how data answers statistical questions.

6.SP.2

I can describe a statistical data set using center, spread, and shape.

6.SP.3

I can compare a measure of center with a measure of variation.

6.SP.4

I can communicate data on a number line (dot plots, histograms, and box plots).

6.SP.5.a

I can analyze the relationship between measures of center and the data distribution.

6.SP.5.b

I can analyze the relationship between measures of center and the data distribution.

6.SP.5.c

I can analyze the relationship between measures of center and the data distribution.

Student Work Plan: Unit 1

Assignments: (Complete Math Journal Pages)

***Use your Everyday Math Student Reference book at anytime for help

!
Lessons

C.C.
Strand

Student
Reference
Pages

Math
Journal
Pages

1.2

6.SP.1-4,
5a-5c

pp.136

6, 7, 8

1.3

6.SP.1-3,
5a, 5c

pp.135

9, 10,
11, 12

1.4

6.SP.2,
3,5c,5d

pp.136-137

14, 15

1.5

6.SP.5d

pp. 136

17, 17c

1.6

6.SP.5d

pp. 140

18, 19

1.7

6.SP.1

pp. 138

21, 22,
22a, 23

1.11

6.SP.5b

pp.138-141

36, 37,
38

1.12

6.SP.5b,d

pp.132-133

40, 41

1.13

Progress
Check

2.1

6.SP.4

pp. 4-8

45, 46

2.3

6.SP.4

pp. 31-34

52, 53

2.7

6.SP.4

pp. 22-23

66, 67

Unit Performance Task:

Wii (Bowling, Baseball, Tennis)

STUDENT COMMENTS
I need help with ......(Or) I mastered it!

Student Work Plan: Unit 1

Performance Task: (Collecting, Organizing, Analyzing Data)
TASK # 1 : How do we spend our time?
You will answer the following three questions and then survey your classmates. Then turn that data
into a stem-and-leaf plot. Use the plot to analyze the data, and then reflect on how a stem-and-leaf
plot is helpful. Note: a stem-and-leaf plot helps us organize our data numerically so it is easier to
read.
How many hours per week do you spend with your family?

_________ hrs

How many hours per week do you spend watching TV?

_________ hrs

How many hours per week do you spend playing video games?
_________ hrs
All class members should answer the question that your group chose. Keep track of the answers in a
list on the lines below.
Student

Family hrs

TV hrs

Video Games hrs

Student Work Plan: Unit 1

Student

Family hrs

TV hrs

Video Games hrs

Use this data to construct a stem-and-leaf plot for all three columns: (Avoid putting data in order)
Family hrs!

TV hrs!

Video Game hrs

Which piece of data is the median number of set? (family) _____ (TV) _____ (Video Games) ____

Which number of hours is the mode of set?

(family) _____ (TV) _____ (Video Games) ____

How does a stem-and-leaf plot help you analyze data? _____________________________________

_________________________________________________________________________________

Student Work Plan: Unit 1

TASK # 2

Scatter Plot

Students will be generating their own data and turning it into a scatter plot. They will examine and
answer questions pertaining to this scatter plot.
Materials:
ruler
2-number cubes (1-6)
Task:
At this station, you will find two number cubes. You will be using these number cubes to generate
data which you will then graph.
Roll the number cubes one at a time. Record the number that comes up on the first number cube.
Roll the second number cube and record the number. Then record the sum of the two number cubes.
Do this 10 times and record the data in the table below.

First Number Cube

Second Number Cube

Sum of number cubes

Student Work Plan: Unit 1

Using the data from the first and second number cube, create a scatter plot in the space
provided. Be sure to title the scatter plot and use appropriate labels.

12
10
8
6
4
2
0

10

12

Dont forget..... 1) Order Pairs, 2) Draw Coordinate Plane, 3) then plot coordinates

What is the range of the sums? ________________

What do you notice about your scatter plot? Is there a general trend?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

Student Work Plan: Unit 1

TASK # 3

Create a Question

In this task, you will formulate different questions for which you would be able to answer by
collecting data. Then you will choose one question to look at more closely. Reflect on how you
would work toward answering that question.
Task:
Work with a group to come up with five questions you could answer by going out and collecting
data (e.g., What is the average number of siblings students in our class have?).
1. __________________________________________________________________________
2. __________________________________________________________________________
3. __________________________________________________________________________
4. __________________________________________________________________________
5. __________________________________________________________________________
Choose one of those questions to focus on.
How would you gather data to answer your question? _____________________________________
________________________________________________________________________________
________________________________________________________________________________

What materials would you need to gather the data (e.g., number cubes, etc.)? _________________
________________________________________________________________________________
________________________________________________________________________________

How would you present your data (e.g., bar graph, table, etc.)?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

Student Work Plan: Unit 1

TASK # 4

Coin Toss

Students try to answer the question of which comes up more, heads or tails, when flipping a coin.
They conduct an experiment to help answer this question, then extend that to 10,000 flips.
Materials:
Any Coin
Task:
At this station, you will try to answer the question of which side of a penny comes up more, heads or
tails.
Each member of your group should flip a penny 25 times, keeping track of how many times heads
and tails come up.
Tally

Final Number

Heads
Tails
Combine your groups data in the table below.
Total
Heads
Tails
Based on this data, which do you think has a better chance of coming up, heads or tails? Why?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
What do you think would happen if you flipped a penny 10,000 times? Do you think either heads or
tails would come up more than the other? Why?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

Student Work Plan: Unit 1

TASK 1-4 Essential Questions: (6.SP.1 - 6.SP.3)

1.

How does conducting an experiment help us answer questions?

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

2.

What types of questions are best answered by numerical data?

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

3.

What is an example of a real-life situation where we might want to conduct a

survey to answer a question?

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

4.

When would it be a good idea to use a stem-and-leaf plot in a real-world

situation?

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

Student Work Plan: Unit 1

Performance Task: (Constructing Frequency Distributions)
TASK # 5 Frequency Table
In this task, you will be learning about the frequency that letters appear on a single page. By yourself
or with your group, count the number of each letter on a selected page from your favorite chapter
book. Create a frequency table by recording your data in the table below. Place a mark for each letter
in the column titled Tally. Then write the total number of marks in the Total number column
after you have finished counting all the letters.
Letter
A
B
C
D
E
F
G
H
I
J
K
L
M

Tally

Total
Number

Letter

Tally

Total
Number

N
O
P
Q
R
S
T
U
V
W
X
Y
Z

E is the most frequently used letter in the English language. Do your results support this
statement? _________________________________________________________________
What letter(s) appears the most frequently? ________________
What letter(s) appears the least frequently? ________________
How does the Tally column help you organize your data?
__________________________________________________________________________
__________________________________________________________________________

Student Work Plan: Unit 1

TASK # 6 Line Graph
Students will look at the average monthly temperature for Fraser, MI, construct a line graph using
this information, and answer questions based on their line graph.
The average temperature in Fraser, MI for each month is shown in the table below.
Month

Jan

Feb

Mar

Apr

May

Jun

Jul

Aug Sep

Oct

Nov

Dec

Temp

26F

29F

37F

49F

60F

69F

74F

72F

53F

42F

31F

65F

Source: http://www.weather.com/weather/wxclimatology/monthly/48026

Construct a line graph using this information in the space below.

Student Work Plan: Unit 1

TASK # 7 Number Cube
In this task, you will roll a number cube 30 times and put your data into a frequency table below.
You will use this data to answer appropriate questions and reflect on how the distribution table
helped you.
Number

Tally

Total Occurrences

1
2
3
4
5
6

What do you notice about the overall trend of the data? Did you roll about the same
amount of each number?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

How does the Tally column help you organize your data?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

Student Work Plan: Unit 1

TASK # 8

Analyze Scatter Plot

Your task is to work as a group to analyze a scatter plot. You will draw conclusions based on your
observations, and use those conclusions to make general statements and predictions.
Discuss the following scatter plot with your group members. Then work together to answer the
questions that follow.
Hours Studied Vs. Test Scores
100
90
80
70
60
50
Test Scores

40
30
20
10
0

Hours Studied
What two pieces of data are being compared in this scatter plot? _____________________________
_________________________________________________________________________________
What do you notice about the general trend of the data in this scatterplot? _____________________
_________________________________________________________________________________
If you were told that a student spent half an hour studying, approximately what grade would you
expect that student to earn on the test?__________________________________________________
_________________________________________________________________________________
What information did you use to make your last prediction? ________________________________
_________________________________________________________________________________

Student Work Plan: Unit 1

TASK 5 - 8 Essential Questions: (6.SP.4 - 6.SP.5)

5. How do frequency tables help us sort data?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

6. What conclusions can you draw from a scatter plot if all the
points are in a line? if the points are randomly distributed?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

7. What is a good, real-life situation to model with a scatter plot?

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

8. When should a line graph be used?

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

Student Work Plan: Unit 1

Performance Task: (Using Tables and Graphs)
TASK # 9

Double Line Graph

Your task is to construct a double line graph, using the average monthly temperature highs and lows
for Fraser, MI. Then answer questions pertaining to their graph and reflect on why it is useful.
Month
January
February
March
April
May
June
July
August
September
October
November
December

High

Low

31F

26F

35F

29F

44F

37F

57F

49F

69F

60F

78F

69F

83F

74F

80F

72F

73F

65F

60F

53F

48F

42F

36F

31F

Source: http://www.weather.com/weather/wxclimatology/monthly/48026

Use this data to construct a double line graph in the space below. Be sure to title the
graph and use appropriate labels. Then answer the questions on the next page.

Student Work Plan: Unit 1

Do the two lines ever cross? Why or why not?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

What does the distance between the two lines represent?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

Why is a double line graph an appropriate way to display this data?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

Student Work Plan: Unit 1

TASK # 10

Skittles Scatter Plot

In this task, each group member will receive a fun-size bag of Skittles. Do not eat these because you
need to use them to find how much the contents vary between bags. Each group member should
open his/her bag of Skittles. Record the number of each color of Skittle in the table below.
Group Member

Purple

Red

Yellow

Orange

Green

TOTAL:

What is the mean number of red Skittles in each bag? ________________

What is the overall mean number of Skittles in each bag? ________________
What is the range number of green Skittles? ________________
What is the range number when looking at the total for each color? ________________
Are the totals about the same for each color? ________________

What conclusions can you draw about the make-up of the average bag of fun-size Skittles?
__________________________________________________________________________
__________________________________________________________________________

12Station 3

Student Work Plan: Unit 1

TASK 9 - 10 Essential Questions: (6.SP.4 - 6.SP.5)

1. What is a real-life situation when you might want to know the
range of data?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

2. When is a double line graph a better choice than a scatter plot?

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

3. If the range in a set of data is very large, what does that say about
the data?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

4. What are some other ways to compare variation between two sets
of data, besides looking at their means and range?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________