Template:Grade School Curriculum/Mathematics/Statistics and Probability/6

Develop understanding of statistical variability


 * CCSS.Math.Content.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.
 * CCSS.Math.Content.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.
 * 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


 * CCSS.Math.Content.6.SP.B.4 Display numerical data in plots on a number line, including dot plots, histograms, and box plots.
 * CCSS.Math.Content.6.SP.B.5 Summarize numerical data sets in relation to their context, such as by:
 * CCSS.Math.Content.6.SP.B.5a Reporting the number of observations.
 * CCSS.Math.Content.6.SP.B.5b Describing the nature of the attribute under investigation, including how it was measured and its units of measurement.
 * CCSS.Math.Content.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.
 * CCSS.Math.Content.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.