In this assessment, students are asked to explain what a statistical question is and to provide an example.

In this assessment, students are asked to write examples of statistical and non-statistical questions.

In this assessment, students will determine whether a question is a statistical question or not. Then they are asked to write two non-statistical questions and rewrite them so that they are statistical questions.

In this assessment task, students are asked to determine if a question is statistical or not.

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: Which of the following are statistical questions? (A statistical question is one that can be answered by collecting data and where there will be variab...

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important aspects of the task and its potential use.

This parent guide supports parents in helping their child at home with the 6th grade Math content.

This resource accompanies our Rethink 6th Grade Math course. It includes ideas for use, ways to support exceptional children, ways to extend learning, digital resources and tools, tips for supporting English Language Learners and students with visual and hearing impairments. There are also ideas for offline learning. 

Sixth grade students became statisticians as they collaborated with small groups of peers to spill the “t” on their fellow peers. The “t” is another term used for “the truth.” Students developed and implemented their own statistical survey questions to get the “t.” They later graphed and analyzed the data in many different formats.

Students focus on making statistical questions better. They write down 5 real-world questions that can be answered using numbers. For each question they determine: Is it possible to answer? Can we answer it exactly (or close enough)? Do we know what each part of it means?

Students learn about sampling bias by working in three separate groups to survey students, parents, and teachers about the amount of homework students ought to have. They report and compare the responses from each of the three groups to see how the results differ. Activity sheets, discussion questions, ideas for assessment and extensions, and Internet links are included.

Statistics is the study of variability. Students who understand statistics need to be able to identify and pose questions that can be answered by data that vary. The purpose of this task is to provide questions related to a particular context (a jar of buttons) so that students can identify which are statistical questions. The task also provides students with an opportunity to write a statistical question that pertains to the context.

In this activity, students conduct an investigation to determine which of four chocolate candies is preferred. Each student will taste one each of four candies and will rate them from most to least favorite. Students will then construct a picture graph and a bar graph to determine which types of chocolate were selected as the most and least favorite. Students will also generate a method to decide which candy was the overall class favorite. Conclusions are drawn based on the analysis in the context of the question(s) asked.

Students will build and launch Magnus Effect gliders and measure the distance they fly. They will analyze the data to judge which material gives the glider the most distance. Then they may do the same process for other variables.

This is an interactive lesson plan about probability with a series of questions and explanations and videos.

In this module, students move from simply representing data into analysis of data. Students begin to think and reason statistically, first by recognizing a statistical question as one that can be answered by collecting data. Students learn that the data collected to answer a statistical question has a distribution that is often summarized in terms of center,

In this graphs project students will create a statistical question, gather, analyze, and graph data either by hand or using technology.

Students randomly select jelly beans (or other candy) that represent genes for several human traits such as tongue-rolling ability and eye color. Then, working in pairs (preferably of mixed gender), students randomly choose new pairs of jelly beans from those corresponding to their own genotypes. The new pairs are placed on toothpicks to represent the chromosomes of the couple's offspring. Finally, students compare genotypes and phenotypes of parents and offspring for all the "couples" in the class. In particular, they look to see if there are cases where parents and offspring share the exact same genotype and/or phenotype, and consider how the results would differ if they repeated the simulation using more than four traits.

This resource allows students to write an appropriate survey question, describe a reasonable way to select a random sample of students, create a table or graph appropriate for the categorical data collected, and use data summarized in the table or graph to draw a conclusion.