Standard #: MAFS.6.SP.1.1 (Archived Standard)

Students are asked to determine whether or not questions are statistical and justify their responses.

Students are asked to write a statistical question and explain why it is statistical.

Students will construct graphs from existing weather data sets establishing statistical relationships between air temperature over land in proximity to large bodies of warm water with continuous currents, and construct a model to visually support causality for those relationships. Students will be able to understand that ocean currents can have an effect on local weather conditions, influencing temperature (and precipitation with extended lesson), and use that understanding to make plausible explanations for the differences in temperature and precipitation between two geographically close Florida cities of a similar latitude.

This lesson uses statistical analysis to evaluate data. The data used is from the app created by the students in lesson 2 of the Data Set and Statistics Unit. This lesson also guides students in recognizing the different types of data collected and how the distribution's shape can be affected when graphed at different intervals in histograms. This is the final lesson in the unit.

This lesson allow students to gather, calculate, and plot data using both computer code and mathematical equations. In this lesson students will create a pedometer app to demonstrate the understanding of algorithms, components (such as buttons, textboxes, sensors, etc.), and If/Then statements. This lesson uses algebraic equations and random data to access the needed components to store data in a spreadsheet.

In this follow up lesson, students will explore data collection using the weather station sensor and perform statistical analysis of the data. Students will use a scientific method of inquiry to plan an investigation of their own. This activity is meant to allow students to use a variety of skills they have acquired throughout a statistics unit in a personally meaningful way.

In this follow up lesson, students will explore data collection using the weather station sensor and perform statistical analysis of the data. Students will use a scientific method of inquiry to plan an investigation of their own. This activity is meant to allow students to use a variety of skills they have acquired throughout a statistics unit in a personally meaningful way.

Inquiry based challenge to develop a plan to investigate a large tadpole population growth in the town of Belle Pole. Students analyze preexisting data and make conclusions about the data. Student groups compare their approaches and conclusions with other student groups. A whole group discussion leads students to conclude that results often varied based on methods used to conduct the same investigation. The lesson ends with students writing a self reflection from their student group and whole group discussions.

In this lesson, students will explore statistical questions. Students will be able to create statistical questions and understand when a question is non-statistical. This lesson incorporates a YouTube video, direct instruction, and a question sort. By the end of the lesson, students will be able to write their own statistical questions for future statistical lessons.

This lesson addresses statistical and non-statistical questions. The hook will be getting the students talking about what is exciting about shows like "The Family Feud" and how the questions on these shows are examples of statistical questions because they yield numerical answers that vary from one individual to another. The students will have several attempts to identify statistical or non-statistical questions.

Students will learn how to recognize and formulate a statistical question. After a statistical question is established, students will engage in collecting data from their classmates. The lesson concludes with student presentations of analyzed data and conclusions about the topic selected.

This lesson helps the student identify and write statistical questions and determine the variability based on the collected data.

This lesson introduces students to statistical questions with answer variability versus non-statistical questions with singular answers. Students will identify and create questions of both types, as well as those that correlate to a given set of data presented as a bar graph. Students will also create bar graphs to represent a statistical question and a non-statistical question.

This lesson is Part 2 of 2 and uses an inquiry-based learning method to help students recognize a statistical question as one that anticipates variability in the data. Through cooperative learning activities, the students will develop an understanding of how to analyze the collected data to answer a statistical question. Students will complete a statistical research project in teams. Since this lesson focuses on math concepts related to identifying clusters, gaps, outliers, and the overall shape of a line plot, it will help students build a strong foundation for future concepts in the statistics and probability domain. The corresponding lesson is Statistically Speaking Part I: An Investigation of Statistical Questions and Data Distribution, Resource ID 48649.

The lesson will start by assessing prior knowledge about asking varied questions. To hook the students, the teacher will ask students questions to which they must decide if they are statistical or non-statistical. Finally, the teacher will ask students to volunteer questions so the class can discuss why or why not the question is statistical.

This lesson is Part 1 of 2 and uses the inquiry-based learning method to help students recognize a statistical question as one that anticipates variability in the data. Through cooperative learning activities, students will learn how to analyze the data collected to answer a statistical question. Since this lesson focuses on math concepts related to identifying clusters, gaps, outliers, and the overall shape of a line plot, it will help students build a strong foundation for future concepts in the statistics and probability domain. Part 2 of this lesson is Resource ID #49091.

Ecologist, Rebecca Means, describes the process of determining remote locations in the USA and developing quantitative questions that are appropriate.

Download the CPALMS Perspectives video student note taking guide.

The purpose of this task is for students to gain a better understanding of the passage of time. Students with the help of their teacher should work to design an investigation to find out how successful the class is at predicting when 30 seconds has passed. Once the data is recorded students should begin to graph their findings to make comparisons.

Students are given a context and a series of questions and are asked to identify whether each question is statistical and to provide their reasoning. Students are asked to compose an original statistical question for the given context.

This article is intended to support reading in the content area. The text investigates whether the number of large magnitude earthquakes has significantly increased. The article explores the challenge of trying to determine why the amount and intensity of earthquakes can vary across time. The text also briefly explores the recent rise in man-made earthquakes.

Discover what makes a question a "statistical question."

Students are given a context and a series of questions and are asked to identify whether each question is statistical and to provide their reasoning. Students are asked to compose an original statistical question for the given context.

Discover what makes a question a "statistical question."

Students are given a context and a series of questions and are asked to identify whether each question is statistical and to provide their reasoning. Students are asked to compose an original statistical question for the given context.