Unit Plan Scope and Sequence Title: Data Collection and Analysis Grade Level: 6th Subject: Math

Unit Calendar: Day 1: Mean, Median, Mode and Range Students will understand the terms mean, median, mode and range Students will learn how to compute mean, median, mode and range Student will draw conclusions based on a data sets mean, median, mode, and range

Day 2: Additional Data and Outliers Students will understand the definition of outlier Students will understand how an outliers affects the measure of center (median and mean) Student will compute the mean of a data set with and without an outlier Students will determine whether a data set is more accurately represented with or without the outlier

Day 3: Measures of Variation Students will read and create a box-and-whisker plot Students will properly define vocabulary words including box and whisker pot, quartiles, variation, and interquartile range Students will determine the importance of different measures of variation, and differentiate between vocabulary words

Day 4: Data Representations (Line Plots, frequency Tables and Histograms) Students will be able to transform a data set into different representations including a line plot, a frequency table, and a histogram. Students will begin to realize that different representations tell you different things about the data set.

Day 5: Data Representations (Day 2) Students will interpret data when in a histogram, line plot and frequency table. Students will differentiate between each graph/table, and determine what information can be gained from each representation.

Day 6: Describing Distributions Students can describe distributions with words such as symmetric and skewed. Students can understand what conclusions can be drawn by looking at different representations

Students can compare data sets by representing them together and drawing conclusions in the context of the data set

Day 7: Group Data Collection Students will understand the method to creating a good survey. Students will create a survey with numerical data results. Students will understand the different aspects to a survey.

Day 8: Group Work Day Students will learn how to work well with others. Students will take data through the entire process including collection and analyzing. Students will learn how to tally results and input them into a data table.

Day 9: Group Work Day Students can form different data representations from a data set. Students can draw conclusions from data representations and determine the difference between a skewed and normal distribution Students can draw conclusions from a variety of different representations and support that conclusion mathematically and with clear language Students will work well with others

Day 10: Presentation of projects Graded based on the provided rubric Students can mathematically represent their ideas orally and visually Students can speak clearly

Standards: 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.

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. 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. Rationale: This unit is important because it makes students critical consumers of data. It helps students understand different measure of center and variation and the different ways they can interpret data sets. Data is all around us, and it is important that students understand the mathematics behind the data that they read so they know the limitations and possible conclusions that can be reached through data analysis.

Table of Contents: The following aspects of the unit plan can be found on 1. Interdisciplinary -Day 5 (English/RAFT writing) 2. Include appropriate technology -Day 4 (IXL on laptops or computer lab)

3. Inquiry-based; -Day 1 and 2 (student discover the equations and numerical values for different things by exploring the definition and applying their previous knowledge) 4. Promote conceptual learning -Both Day 1 and 2 encourage conceptual learning and make students think about the proof behind the concepts and connect the concepts to the mathematical support for them 5. Include problem-solving techniques - Day 1 and 2 both involve problem solving because students take the definitions that they learn and then expanding those definitions and finding numerical support for claims they are making 6. Contain both formative and summative assessments, including rubrics - Rubric included on Day 8 for the summative assessment (group project) - Formative assessments included every day under the assessments section of the lesson plan 7. Cover homework assignments -On Day 2 we go over the homework from the previous night popcorn style which includes me beginning by asking the first student to give an answer to the first problem and then they call on the next student 8. Diversity imbedded (gender / race / ethnicity) -Small aspect of a worksheet on day 2. Kristina is a girl and she has good grades in math class. Additionally some of the other worksheets that were not included in this unit would break down gender, race, and ethnicity barriers 9. Include differentiated instruction - Many of the lessons include both a lecture of differentiate instruction aspect and also an exploration that students complete either in groups or individually 10. at least two best practices from each sub unit of your instructional practice sheet; and -Included on each lesson individually Bibliography: - Bennett, Jennie M. Holt McDougal Mathematics. Geneva, IL: Holt McDougal, 2010. Print.

Best practices included throughout the unit: Provide visual and auditory directions Preview vocabulary Use multiple representations Provide additional examples Use technology strategies Use visuals like charts or projected images Offer alternative ways for students to show what they know Clarify expectation Provide practice problems Have students work in pairs or small groups Use cooperative learn Check in frequently with students Break complex tasks into smaller parts