Assignment 1B: Extended 5-Day Learning Map Template

Summary of Unit: ​This is an introductory statistics unit for the 6th graders.Student will understand
that statistics is the study of data and consists of its collection, organization, interpretation,
analysis, and representation. Students will learn and master the calculation of these
measurements.
What topics will be covered?​ ​Students will understand that a statistical question generates
variability in answers and can create a dataset as a result. Student will understand that there are
three measures of central tendency, the mean, mode, and median which can summarize a given
dataset with a single, meaningful measure. Students will learn about data, datasets, statistical
questions, and compute statistical measurements such as mean, mode, median, range, and
outlier.
What overall attitudes or sensitivities should students build towards these topics? ​Students should
understand what statistics is and how important data is to predict outcomes or draw conclusions.
Students should feel familiarity with the concept of mean due to their experience with grades.
They should feel confident about understanding the concepts of mean and median, and will at
ease with range, mode, and outliers. Statistics, as concrete as it is, can feel abstract and it will
take some time to differentiate the calculation from its representation, and relate it to the dataset.
What should students know before this unit? ​ ​Students should know how to perform all four
arithmetic operations with whole, decimal, and fractional numbers. They should know how to
round their quotients to the hundredth place. Students should know how to read and create bar
graphs, histograms, and dot plots.
What should students know or be able to do by the end? ​Students will be able to ask a statistical
question and understand that the answers will have variability. They should be able to read data
from a table or graphs and arrange the responses numerically. Students should understand the
meaning of mean, mode, median, range, and outlier as well as identify and/or compute their
values in a given dataset.

Standard Day 1:​ Develop understanding of statistical variability.

Copy the 1. CCSS.MATH.CONTENT.6.SP.A.1​:
entire state Recognize a statistical question as one that anticipates variability in the
standard being data related to the question and accounts for it in the answers
taught in this 2. CCSS.MATH.CONTENT.6.SP.A.2
unit. 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.
Days 2 & 3:
1. CCSS.MATH.CONTENT.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.
 Summarize and describe distributions.
1. CCSS.MATH.CONTENT.6.SP.B.4
Display numerical data in plots on a number line, including dot plots,
histograms, and box plots.
2. CCSS.MATH.CONTENT.6.SP.B.5
Summarize numerical data sets in relation to their context, such as by:
a. CCSS.MATH.CONTENT.6.SP.B.5.A
Reporting the number of observations.
b. CCSS.MATH.CONTENT.6.SP.B.5.B
Describing the nature of the attribute under investigation,
including how it was measured and its units of measurement.
Day 4:​ Review, reteach, and extension
Day 5:​ Formal Assessment

Essential Day 1​: What makes a question a statistical question?

question Day 2:​ What does an average mean?
Write a student Day 3​: Why do we use the median when we have the mean?
friendly Day 4:​ How can I display mastery of these concepts and/or terms have I
question that is mastered or need to improve on?
adapted Day 5:​ What questions did I struggle with and how can I improve my classroom
directly from behavior and/or strategies to achieve mastery? How do I know I am ready to
the standard. move on?

Relevance in This unit on introductory statistics synthesizes students’ arithmetic skills and
your class uses them towards a practical application of mathematics. It is also an example
What is being of interdisciplinary use of mathematics, as statistics utilizes mathematics to
covered before quantify, explain, and justify other sciences and subjects. Students in 6th grade
and after this are using appropriate tools, combine it with attending to precision by using and
content? labeling units for measurements and transferring those skills to real life
What specific application of mathematics. This is exemplary of the development of the
skill levels-- application of the 8 mathematical practices as detailed by the new Common
initiating, Core Standards. Students are elevating their initial mastery of operations with
developing, whole numbers to include fractions and decimals, students are no longer
and applying a singular operation to determine a solution, but must use multiple
mastery--do operations and steps to answer the question. Students will master finding the
your students median this next week, which will be used as a stepping stone next week to
to have? How determine the Inter Quartile Range. The IQR requires students to find the
will you median of the data set, then find the median of the first and second halves of
develop them the dataset. The difference between the first and third quartile is the inter
further? quartile range.
Purpose for Statistics is highly relevant in today’s world as is evident in the demand and
learning in analysis of “Big Data”. Students and parents alike are driven by their grades,
your subject specifically a final grade, which is really a weighted average of their
area performance over the course of the year. Although this is an introductory unit in
What are statistics, many students are familiar with the words average and range as they
prevalent have everyday applicability. The introduction of the other terms and their
expectations in respective calculations will be used extensively next year to establish a deeper
your content connection to statistics. 7th grade students will explore the impact of an outlier
area for on the mean or a median given a dataset, and will articulate and defend their
previous and reasoning.
following
grades?

Real world Students, when engaged in discussion regarding some decisions that they’ve
application of made or their parents have made, are able to see that these decisions were
content initiated and/or supported by data driven statistics. Their parents’ and self
How might motivation for being in my advanced math class, or for moving in to the area or
some of these school district, as well as their school grades are relevant and easy to
skills be understand examples from their lives. They will begin to see that their
applied in preferences and online purchases such as the Hydro Flask and Supreme
college or branded clothing, i.e., the demand, determine production and pricing from a
career settings manufacturer’s perspective. Students will apply their statistical knowledge
outside of K-12 during high school and college by studying data regarding the rankings of these
classrooms? institutions, the rate of return on their tuition investment, and the career paths
that are highly successful. Students will examine the median income levels for
a given college major or a given profession, median home mortgages or rents in
a given state or city, as well as viability and success of their employer. They will
utilize data found and predict outcomes for themselves and make reasonable
decisions for themselves.

Assignment 2B: Extended 5-Day Learning Map Template

Day 1 Day 2 Day 3 Day 4 Day 5
Pre-assessment Since this ​Students Students Enrichment Summative
How will you is an initial will take will reorder and review. Assessme
measure what they
down notes a given Students
lesson in nt:
already know about dataset in have
this concept? statistics, and Students
correct
participate completed
pre-assess numerical will take a
in classwork
ment will order, and formal
classroom count the and
consist of homework assessmen
discussion data values
responding t on their
to teacher regarding to make assignment identificatio
questions. the topic. sure s that give n of a
Students retention of me detailed
There will mode and
will give original information
be a warm dataset. outlier in a
input as we about their
up on the given
fill in the ability to
white dataset.
definitions identify the
board for the mode and Students
asking vocabulary outlier. will
them to words, Students calculate
respond to drawing on also show the mean,
a statistical prior their work in median,
question. knowledge their and range
The and notebooks for a given
responses everyday to calculate dataset.
context. the mean,
will serve Students
Teacher will median, and
as will be able
solicit the range of
confirmatio student a given to do this
n that input dataset. for two
students regarding Students datasets -
have prior their definitely one
knowledge understandi know how presented
of dot ng of the to numerically
plots. word numerically and out of
‘average’. arrange order. The
Students data values
second
can see the in any given
dataset will
dataset as a data set.
meaningful The goal for be
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r in the
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Post-assessm Formal A​ssessment An informal Students Students

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needed, quiz will
based on consist of
the ten, short
evidence. answer
questions
and will be
completely
aligned to
the learning
goals from
each of the
three
lessons.
Students
will be given
a dataset
and asked
to calculate
the mean,
median,
range, and
identify the
model and
outlier.
Students
will be given
paper to
show their
work and
methods
used to
derive these
calculations
and will be
required to
submit this
at the end
of the
assessment
. Prior to
the
beginning of
the formal
assessment
, I will ask
students if
they have
any
questions
on previous
night’s
homework
or if they
would like
me to
review any
concepts.