Mathematics Pacing Resource Document
6.DS.3
Standard: 6.DS.3: Formulate statistical questions; collect and organize the data (e.g., using technology); display and interpret the data with graphical
representations (e.g., using technology).
Teacher Background Information:
In learning Grade 6 mathematics, students build on the knowledge and experiences in data analysis developed in earlier. They develop a deeper understanding
of variability and more precise descriptions of data distributions, using numerical measures of center and spread, and terms such as cluster, peak, gap,
symmetry, skew, and outlier. They begin to use histograms and box plots to represent and analyze data distributions. As in earlier grades, students view
statistical reasoning as a four-step investigative process:
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Formulate questions that can be answered with data
Design and use a plan to collect relevant data
Analyze the data with appropriate methods
Interpret results and draw valid conclusions from the data that relate to the questions posed.
Lesson Plans/Print Activities:
Web-based Practice:
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https://www.engageny.org/resource/grade-6-mathematics-module-6topic-d-lesson-17 Students construct a statistical question and a plan to
collect data to answer the question.
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https://www.khanacademy.org/math/probability/statisticalstudies/statistical-questions/v/statistical-questions Statistical and
non-statistical questions- Khan Academy Video
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https://www.engageny.org/resource/grade-6-mathematics-module-6topic-d-lesson-18 Students match the graphical representations and
numerical summaries of a distribution. Matches involve dot plots,
histograms, and summary statistics.

https://learnzillion.com/lessonsets/500 Statistical Data Video
Lessons

https://learnzillion.com/lesson_plans/273 Use the concept of variability to
determine whether a question is statistical- Learnzillion Lesson Plan

http://www.sharemylesson.com/article.aspx?storycode=50005641
Develop understanding of statistical variability
Indianapolis Public Schools
Curriculum and Instruction
Mathematics Pacing Resource Document
6.DS.3
Standard: 6.DS.3: Formulate statistical questions; collect and organize the data (e.g., using technology); display and interpret the data with graphical
representations (e.g., using technology).
Item Bank:
The Heartbreak Messenger by Alexander Vance is the story of twelve-year-old Quentin who is trying to make some money. He gets a lucky break and a creative
idea. It turns out that high school guys want to weasel out of breaking up with their girlfriends, and they are willing to hire Quentin to do it for them. Quentin
makes some money with his new business, and even adds in options for a fee (roses, chocolates), but he struggles with the reaction of his friend (who is a girl),
and his own heart.
Develop a list of statistical questions based on Quentin’s creative idea that may be answered while reading the book. How would Quentin collect the data? What
display would best represent the data he has collected?
The 6th grade class as George Julian School is organizing a dance. The 6th grade students want to hire one musical group to play music at the dance. Create a
statistical question that will allow the 6th grade students to determine which kind of musical group would be preferred by most of the students invited to the
dance. Select a data display for the results.
Refer to the resource documents for 6.DS.1, 6.DS.2, and 6.DS.4 for additional items.
Indianapolis Public Schools
Curriculum and Instruction