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Hueneme Elementary School District Staff Development Day # 3 March 10, 2014

CCSS Mathematic Unit of Study Grade 6. Hueneme Elementary School District Staff Development Day # 3 March 10, 2014. Judy Burnett Valerie Carey Melinda Cheresnowsky Veronica Mojica. Introductions. Unit of Study: Unit 6 Statistics. Title: Statistics Length: 30 days.

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Hueneme Elementary School District Staff Development Day # 3 March 10, 2014

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  1. CCSS Mathematic Unit of Study Grade 6 Hueneme Elementary School DistrictStaff Development Day #3March 10, 2014

  2. Judy Burnett Valerie Carey Melinda Cheresnowsky Veronica Mojica Introductions

  3. Unit of Study: Unit 6 Statistics Title: Statistics Length: 30 days Overview: Key Points *Data Collection *Data Representation *Data Distribution Mathematical Practices 1. Make sense of problems and persevere in solving them. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 8. Look for and express regularity in repeated reasoning.

  4. 6.SP.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. 6.SP.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. 6.SP.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. 6.SP.4. Display numerical data in plots on a number line, including dot plots, histograms, and box plots. 6.SP.5. Summarize numerical data sets in relation to their context, such as by: a. Reporting the number of observations. b. Describing the nature of the attribute under investigation, including how it was measured and its units of measurement. c. 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. d. 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. Essential Standards Guaranteed: Taught and Assessed (Re-taught if necessary)

  5. 6.NS.2. Fluently divide multi-digit numbers using the standard algorithm. 6.NS.3. Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation. Supporting Standards (Taught in conjunction with the EssentialStandards)

  6. Tier 3 *summarize *compare/contrast *analyze *context *statistical question *nonstatistical question *data *central tendency *mean/ median/ mode *variability *range *interquartile range *mean absolute deviation *frequency *number line *dot plot *box plot *histogram Tier 2 Academic Vocabulary(Explicitly taught throughout the course of the unit)

  7. A statement about the concept behind the content that we want students to transfer to different learning experiences and subject areas. Enduring Understandings AKA The Big Idea Essential Questions Questions based on the Enduring Understanding that teachers can use during instruction and assessment. Enduring Understandings and Essential Questions

  8. Essential Standards 6.SP.1 6.SP.5 a & b Enduring Understandings DATA COLLECTION: Some questions can be answered by collecting and analyzing data, and the question to be answered determines the data that needs to be collected and how best to collect it. -Responses to statistical questions may vary -Data sets can be analyzed in relation to their context • Essential Questions • What is a statistical question? How can a nonstatistical question be rewritten as a statistical question? • How does the data collected relate to the context in which it was collected? • Learning Objectives • (Unpacked Standards) • Differentiate between statistical and nonstatistical questions • Summarize data sets in relation to their context. Chapter 1 Days: 5(Chapter = series of lessons/tasks)

  9. Suggested Resources for Chapter 1 HOLT None Everyday Mathematics None Math Routines TBD Literature (Fiction/Informational Text) Tell Me if You Like by GérardGréverand (A book of questions that can be used for developing surveys of different formats: multiple choice, continuums, or yes/no.) Writing Sentence structure Online Lessons (Specific Links) http://www.illustrativemathematics.org/illustrations/1040 http://www.khanacademy.org/math/cc-sixth-grade-math/cc-6th-data-statistics/cc-6th-statistics/v/statistical-questions Videos/Interactives/Games http://www.cleanvideosearch.com/media/action/yt/watch?v=ReSuQ5pf8H0 Other www.isbe.net/common_core/pdf/math-models/middle-schools/6/6-7.pdf

  10. Essential Standards 6.SP.5 c 6.SP.3 Enduring Understandings DATA DISTRIBUTION: There are special numerical measures that describe the center and spread of numerical data sets. Chapter 2 Days: 9(Chapter = series of lessons/tasks) Essential Questions How can data be summarized using measures of central tendency? How can data be summarized using measures of variability? What is the difference between measures of central tendency and measures of variability? Why are both important in describing data? Learning Objectives Students will summarize data using measures of central tendency. Students will summarize data using measures of variability. Students will describe the difference between measures of central tendency and measures of variability.

  11. Suggested Resources for Chapter 2 HOLT Chapter 7 Lesson 3 Chapter 7 Lesson 4 Everyday Mathematics Lesson 1-4 Lesson 1-5 Math Routines TBD Literature (Fiction/Informational Text) Newspaper clippings (home sales) Car dealership advertisements Writing Compare/contrast Summarize Videos/Interactives/Games http://learnzillion.com/lessons/371-learn-which-measure-of-central-tendency-to-use http://www.instagrok.com/grok/?query=central%20tendency http://www.instagrok.com/grok/?query=measure%20of%20center Online Lessons (Specific Links) http://www.scholastic.com/browse/lessonplan.jsp?id=1575 http://www.nsa.gov/academia/_files/collected_learning/middle_school/algebra/measures_central.pdf **this lesson addresses many chapters for this unit**

  12. Essential Standards 6.SP.4 Enduring Understandings DATA REPRESENTATION: Data can be represented visually using tables, charts, and graphs. The type of data determines the best choice of visual representation. Essential Questions When is one type of data display more appropriate than another? Learning Objectives Students will appropriately display numerical data. Chapter 3 Days: 7(Chapter = series of lessons/tasks)

  13. Suggested Resources for Chapter 3 HOLT Chapter 7 Lesson 4 Chapter 7 Lesson 5 Chapter 7 Lesson 7 Everyday Mathematics Lesson1-2 Lesson1-3 Lesson 1-7 Lesson 1-12 (Analyzing a Newspaper Article) Math Routines TBD Literature (Fiction/Informational Text) Newspaper clippings (home sales) Car dealership advertisements Writing Support a claim with evidence Labeling with titles, headings, keys Online Lessons (Specific Links) http://openhighschoolcourses.org/mod/book/view.php?id=208&chapterid=366 http://openhighschoolcourses.org/mod/book/view.php?id=208 Videos/Interactives/Games http://www.learnalberta.ca/content/me5l/html/math5.html

  14. Essential Standards 6.SP.2 6.SP.5 d Enduring Understandings DATA DISTRIBUTION: There are special numerical measures that describe the center and spread of numerical data sets. Chapter 4 Days: 9(Chapter = series of lessons/tasks) Essential Questions How can data be described using measures of central tendency? How do you determine which measure of central tendency is most appropriate to use for a given data set? How are the measures of variability relevant to a given set of data? Learning Objectives Students will demonstrate understanding of measures of central tendency. Students will justify which measure of central tendency is most appropriate in a given situation. Students will understand the use of measures of variability.

  15. Suggested Resources for Chapter 4 HOLT Chapter 7 Lesson 3 Everyday Mathematics Lesson 1-13 Math Routines TBD Writing Provide justification Online Lessons (Specific Links) http://www.insidemathematics.org/problems-of-the-month/pom-throughthegrapevine.pdf Videos/Interactives/Games http://learnzillion.com/lessonsets/132-understand-and-describe-the-distribution-of-a-set-of-data http://learnzillion.com/lessons/536-describe-the-distribution-of-data-using-the-mean-absolute-deviation

  16. Formative Teacher created/selected Measured Progress: Testlets Summative • Teacher created/selected • Measured Progress: Benchmarks • Smarter Balanced Assessment (3-8) Assessment

  17. Year at a Glance….. Unit 1 The Number System Unit 2 Dividing Fractions Unit 3 Ratios & Proportions Unit 4 Expressions Unit 5 Equations Unit 6 Statistics

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