6.SP.A.1Common CoreMathStatistics and ProbabilityGrade 6
6.SP.A.1: Recognizing Statistical Questions
In plain English: 6.SP.A.1 is the Common Core grade 6 math standard that asks students to recognize a statistical question: one that expects the data collected to vary and is answered in a way that describes that variation. "How old am I?" is not statistical, but "How old are the students in my school?" is. It opens the grade 6 statistics unit.
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.
Common Core State Standards for Mathematics · Domain: Statistics and Probability (SP) · Cluster: Develop understanding of statistical variability. Also written as 6.SP.1 · Official standard
Students learn what makes a question statistical. Statistics is the study of collecting and making sense of data, the information we gather, such as numbers or words. Variability means that the data values are not all the same. A statistical question is one that expects variability in the data and is answered in a way that accounts for it. The official example says it well: "How old am I?" has one answer, but "How old are the students in my school?" expects many different ages.
Students sort questions, turn questions with one answer into statistical questions, and notice that a question about one person can still be statistical when the data come from many times, such as every day for a month. They also write answers that account for variability. Instead of one number, a good answer tells where the values go from and to and where many of them fall. Finding summary numbers such as the mean (the average) and the median (the middle value) waits for later grade 6 standards (6.SP.A.3 and 6.SP.B.5).
Learning Objectives
By the end of this lesson, students will be able to:
Explain what variability in data means, using examples from their own class
Decide whether a question is statistical and give a reason based on the variability expected in the data
Rewrite a question that has one answer as a statistical question on the same topic
Write an answer to a statistical question that accounts for the variability in a small data set
Prior Knowledge Required
Students should already be comfortable with:
Reading and drawing picture graphs and bar graphs of data with several categories 3.MD.B.3
Collecting measurement data and showing it on a line plot, a number line with an X for each value 5.MD.B.2
Reading tallies and counting how many times each answer appears in a list
Give each student two sticky notes. Students answer the two questions below, one per note, and post them in two columns on the board.
Warm-Up Prompt
"Question 1: How many days are in a week? Question 2: How many minutes did it take you to get to school this morning? Before we post the notes, predict: which column will have more different answers?"
Every note in the first column says 7. The second column shows many different times, perhaps from 2 minutes for a student who lives next door to 30 minutes or more for a long bus ride. Introduce the word variability: the answers are not all the same. Ask why the second column varies (different distances, walking or riding, traffic). Tell students that the second question is a statistical question, and that today they learn to recognize one.
Direct Instruction20 minutes
Part 1: Two checks. Show Diagram 1. A question is statistical when (1) answering it needs data from many people, things or times, and (2) we expect those data values to differ. A question with one fixed answer, such as a fact you can look up or a single measurement, is not statistical. Work through the official example first, then the other examples.
Official example
"How old am I?" and "How old are the students in my school?"
Equation: The first question has one answer, so it is not statistical. The second expects many ages, perhaps from 10 to 15 in a middle school, so it anticipates (expects) variability and is statistical
Turning a question into a statistical one
"How many brothers and sisters does Maya have?"
Equation: Not statistical: Maya has one number of siblings. Statistical version: "How many brothers and sisters do the students in Maya's class have?" The answers will vary, from 0 to several
One person, many times
"How long did it take me to walk to school today?" and "How long does it take me to walk to school each day this month?"
Equation: The first has one answer. The second collects about 20 values, one per school day, and they vary with weather and stops, so it is statistical
Answering with variability
An invented survey asked 20 students "How many hours did you sleep last night?" The frequency table (how many students gave each answer): 7 hours, 3 students; 8 hours, 7 students; 9 hours, 8 students; 10 hours, 2 students.
Equation: Poor answer: "Students sleep 9 hours." Better answer: "Sleep times went from 7 to 10 hours, and 15 of the 20 students slept 8 or 9 hours"
Part 2: Answers that account for variability. A frequency table (a table that shows how many times each answer appears) makes the variability easy to see. In the sleep example, a one-number answer hides the fact that students slept different amounts. A good answer says where the values start and end and where many of them fall. Diagram 2 shows the difference with heights: Maya's height is one value, while the heights of 12 students in her class vary from 139 cm to 160 cm.
Many people: "What are the favorite sports of students in our grade?" Answers are words, and they still vary.
Many things: "How much do the watermelons at the farm stand weigh?" Each melon has its own weight.
Many times: "How many people ride our city bus each day this month?" The number changes from day to day.
Guided Practice15 minutes
Each pair holds an S card (statistical) and an N card (not statistical). Read each question aloud. Pairs raise a card, then one pair gives its reason with the two checks from Diagram 1.
(1) How many seconds can the students in our class balance on one foot? (S: each student gives a different time.) (2) What is the temperature in our classroom right now? (N: one reading.) (3) How many minutes of recess does our school have each day? (N: the schedule sets one number.) (4) How much do the backpacks of the students in our class weigh? (S: backpacks hold different things.) (5) What time does the sun set in our town today? (N: one time.) (6) How many hours of daylight did our town have each day last month? (S: about 30 values that change through the month.) Then pairs rewrite questions 2 and 5 as statistical questions, for example "What was the temperature in our classroom at noon each day this month?"
Independent Practice10 minutes
Students work on their own. (1) Write three statistical questions about your class and one question that is not statistical. Trade with a partner, who marks each one S or N and gives a reason. (2) Ten students answered "How many glasses of water did you drink yesterday?" (invented data): 2, 4, 5, 3, 6, 4, 8, 3, 4, 5. Write an answer that accounts for the variability. (Sample: "Students drank from 2 to 8 glasses, and 7 of the 10 drank 3 to 5 glasses.")
Closure5 minutes
Exit ticket: (1) Is "How many inches of snow fell in our town each winter for the past 20 years?" a statistical question? Why? (Yes: 20 values that differ from winter to winter.) (2) Rewrite "How far can I throw a softball?" as a statistical question. (For example, "How far can the students in our class throw a softball?") (3) What should a good answer to a statistical question include? (Where the values start and end, and where many of them fall.)
Differentiation Strategies
For Struggling Students
Give a two-question checklist card with the checks from Diagram 1, and have students answer yes or no for each check before deciding
Start with pairs of questions on the same topic, one statistical and one not, so students compare only one change at a time
Let students act out a question: if everyone in the room would give the same answer, or only one person can answer, it is not statistical
For Advanced Students
Ask students to explain why "How long is our classroom?" is not statistical, even though 10 students who measure it may get slightly different results
Have students write a statistical question for a real school decision, such as which snacks to sell at a fundraiser, and plan how to collect the data
Ask students to find a question in a newspaper or on a sports website and decide whether it is statistical
Assessment Guidance
What to Look For
Listen for reasons that name the variability, such as "each student has a different number of pets", rather than reasons about the topic or about numbers. Check that students do not call a question statistical just because it involves counting or many people: "How many lockers are in our hallway?" has one answer. In rewrites, look for a new group of people, things or times, not only a longer sentence. In answers to statistical questions, look for where the values start and end and where many of them fall, not a single number.
02
Classroom Activities
3 Activities
1
Statistical or Not? Card Sort
15 minPairs
Pairs sort 12 question cards into two piles, statistical and not statistical. For each card in the "not" pile, they write a statistical question on the same topic.
Question Cards (12 cards)
Card 1: How many hours of TV do families in our town watch each week? (S)
Card 2: How many hours of TV did my family watch last night? (N)
Card 3: What is the height of the gym ceiling? (N)
Card 4: How long does it take the students in our class to run one lap of the track? (S)
Card 5: How many minutes does my bus ride take each morning this month? (S)
Card 6: What was the price of a gallon of milk at the corner store today? (N)
Card 7: What are the prices of a gallon of milk at the grocery stores in our city? (S)
Card 8: How many pages are in our science textbook? (N)
Card 9: How many pages are in the books on our classroom shelf? (S)
Card 10: How many brothers and sisters does our principal have? (N)
Card 11: What was the final score of last night's basketball game? (N)
Card 12: How many points did our basketball team score in each game this season? (S)
Procedure
One partner reads a card aloud, and the other says S or N and gives a reason with the two checks
If the partners disagree, they write down what data they would collect and see whether the values could differ
For each N card, write a statistical question on the back, for example card 3: "How high are the ceilings of the rooms in our school?"
Discussion Questions
How many cards are in each pile? (6 statistical and 6 not statistical)
Cards 5 and 12 are each about one person or one team. Why are they still statistical? (They collect many values over time, and the values differ)
Cards 6 and 7 are both about milk prices. What changed to make card 7 statistical?
Modification for Distance Learning
Put the cards on a shared slide with two columns, and have pairs drag each card to a column and type their reason in a comment. Pairs post one rewritten question in the class chat.
2
Class Survey: Ask, Collect, Answer
20 minGroups of 3-4
Each group writes a statistical question about the class, predicts the variability, collects the data with a tally (a mark for each answer, grouped in fives), and writes an answer that accounts for the variability.
Procedure
Write a statistical question that classmates can answer quickly, such as the number of hours they spent on a hobby last weekend or their favorite type of book
Before collecting data, predict the smallest and largest answers you expect
Ask every classmate and record the answers with tallies on a tally sheet
Make a frequency table on chart paper and write an answer that says where the values start and end and where many of them fall
Model Data (invented)
A class of 24 students answered "How many days did you eat breakfast last week?" 7 days: 9 students. 6 days: 4 students. 5 days: 5 students. 3 days: 3 students. 1 day: 2 students. 0 days: 1 student. A sample answer: "The number of days went from 0 to 7, and 18 of the 24 students ate breakfast on 5 or more days."
Discussion Questions
How close were your predictions of the smallest and largest answers?
In the model data, would the answer "Students eat breakfast 7 days a week" be fair? (No: 15 of the 24 students ate breakfast on fewer than 7 days)
Did any group's question turn out to have almost no variability? How could they change it?
Challenge Variation
Groups ask the same question to a second class and compare the two sets of answers in one sentence each, without computing any summary numbers.
3
Data Detective Match
15 minPairs
Pairs get 4 invented data cards and 5 question cards. They match each data card to the question it answers. One question card has no data card, because it has only one answer.
Data Cards (4 cards)
Data A: 3, 8, 5, 12, 7, 4, 9, 6 (minutes)
Data B: 15, 18, 16, 20, 17, 14 (centimeters)
Data C: 0, 2, 1, 1, 3, 0, 2, 1, 4, 1 (visits)
Data D: soccer, basketball, soccer, swimming, baseball, soccer, basketball
Question Cards (5 cards)
Q1: How many minutes do the students at our bus stop wait for the bus each morning? (Data A)
Q2: How long are the carrots in this bag? (Data B)
Q3: How many times did the members of our club visit the library last month? (Data C)
Q4: What sports do the members of our club play? (Data D)
Q5: How many carrots are in this bag? (No data card: one count, 6)
Discussion Questions
Which clues on each data card, such as the units, helped you match it?
Q2 and Q5 are about the same bag. Why is only Q2 statistical? (The 6 carrots have different lengths, from 14 to 20 cm, but the bag has one number of carrots)
Data D has words, not numbers. Is its question still statistical? (Yes: the answers vary)
03
Diagrams & Visual Aids
2 diagrams
Diagram 1: Two Checks for a Statistical Question
A question is statistical when answering it needs data from many people, things or times, and those data values are expected to differ. If either check fails, the question has one answer or no variability. A statistical question is answered with the usual values and how much they vary.
Diagram 2: One Value Compared With Many Values
Left: "How tall am I?" has one answer, Maya's height of 152 cm. Right: the heights of 12 students in her class (invented data), one dot per student, vary from 139 cm to 160 cm. The variability is why the second question is statistical. Drawn to scale, 7 pixels per centimeter of height.
04
Homework Assignment
~30 min
6.SP.A.1 Homework: Statistical Questions
Directions: For every question you decide about, give a reason that talks about the data and whether its values would vary. When you answer a statistical question from data, say where the values start and end and where many of them fall.
Part 1: Recognizing Statistical Questions (Problems 1-2)
Decide whether each question is statistical. Explain each decision in one sentence. (a) How many minutes did it take Leo to finish today's math test? (b) How many minutes did the students in Leo's class take to finish today's math test? (c) What is the capital of Texas? (d) How many text messages do grade 6 students at our school send in a day? (e) How many days are in March? (f) How much do the 3-pound bags of oranges at our grocery store really weigh?
Ana asks, "How tall is the oak tree in front of our school?" Ben asks, "How tall are the oak trees in the city park?" Which question is statistical? Describe the variability Ben should expect, and one reason the values could differ.
Part 2: Writing Statistical Questions (Problems 3-4)
Rewrite each question as a statistical question on the same topic. (a) What time did I go to bed last night? (b) How many people came to our school's fall concert? (c) How many seeds are in the apple I ate at lunch?
Write two statistical questions you could answer by asking or measuring your family members or classmates, one about household chores and one about hand spans (the distance from the tip of the thumb to the tip of the little finger with the hand spread wide). For each, write the smallest and largest answers you expect.
Part 3: Answering With Variability (Problems 5-6)
Fifteen students answered "How many minutes did you read last night?" (invented data): 0, 10, 15, 15, 20, 20, 20, 25, 30, 30, 30, 30, 40, 45, 60. (a) Is this a statistical question? Why? (b) Nadia writes "Students read 30 minutes." Why is this not a good answer? (c) Write an answer that accounts for the variability.
The daily high temperatures in one town for 10 days in October were 61, 64, 58, 66, 63, 70, 59, 62, 65 and 61 degrees Fahrenheit (invented data). (a) Write the statistical question these data answer. (b) Write a question about the same town's weather that is not statistical. (c) Write an answer to your statistical question that accounts for the variability.
Rubric
Criterion
Full Credit (2 pts)
Partial Credit (1 pt)
No Credit (0 pts)
Recognizing
All decisions correct, each with a reason about variability in the data
One or two errors, or reasons that do not mention variability
Several errors and no reasons
Writing Questions
Rewrites and new questions are statistical, on topic, with sensible expected values
One rewrite still has one answer
Questions are not statistical
Answering With Variability
Answers give where the values start and end and where many of them fall, matching the data
Answer mentions variability but misreads the data
Answer is a single number or missing
05
Quiz: 20 Questions
Interactive, with answers
Instructions
Work through the questions in order. For each question, ask yourself the two checks: does it need many data values, and will they vary? Your score updates as you answer, and Reset quiz clears everything so you or your students can try again.
Multiple choice: pick an option to check it. Short answer: write your answer, then reveal the model answer.
0 of 20 answered · 0 correct
Question 1 of 20 · Multiple Choice
Which question is a statistical question?
Answer: B
Students in the grade have different amounts of screen time, so the data will vary, and the question expects that. Choice A has one measurement, and choice C has one time. Choice D involves counting students, but the count is one number, so there is no variability in the answer.
Question 2 of 20 · Multiple Choice
Which question is NOT a statistical question?
Answer: C
My cat has one weight on the scale today, so there is one answer and no variability. The other three questions collect many values that differ: many dogs, many students and many pumpkins. A student who picks choice A may think a question about animals cannot be statistical, but the shelter's dogs have many different weights.
Question 3 of 20 · Multiple Choice
Why is "How many letters are in the word Mississippi?" NOT a statistical question?
Answer: A
Anyone who counts gets the same answer, 11 letters, so there is no variability in the data. Choice B is false: many statistical questions have number answers, such as ages. Choice C is false because statistical questions can be about things or times, not only people. Choice D is false: counting is often how we collect data.
Question 4 of 20 · Multiple Choice
Jamal asks, "How far do the students in my school live from school?" Why is this a statistical question?
Answer: D
Students live in different places, so the data will vary, and the question anticipates that variability. Choice A is about the topic, not the data: "How far is the school from the library?" is also about a school but has one answer. Choice B is about units, and choice C is about only one student.
Question 5 of 20 · Multiple Choice
Which question turns "How long is my pencil?" into a statistical question?
Answer: A
The pencils in the cup have been used and sharpened different amounts, so their lengths vary. Choice B only changes the units, so there is still one answer. Choice C asks about one pencil at one time. Choice D looks at many pencils, but it asks for one value, the longest, so its answer is a single length.
Question 6 of 20 · Multiple Choice
An invented survey asked 20 students "How many minutes does it take you to get to school?" The answers were 5, 5, 8, 10, 10, 10, 12, 12, 15, 15, 15, 15, 18, 20, 20, 20, 25, 30, 30, 35. Which answer accounts for the variability?
Answer: B
Choice B says where the values start and end and where many of them fall: 13 of the 20 times are from 10 to 20 minutes. Choice A gives one number and hides the variability; only 4 students said 15. Choice C describes one student, not the whole data set. Choice D is too vague to describe the data.
Question 7 of 20 · Multiple Choice
Which question about one person is a statistical question?
Answer: C
Choice C collects about 30 values, one for each day, and practice time changes from day to day, so it anticipates variability. Choices A, B and D each have one answer. A student who rejects C because it is about one person is missing that data can come from many times, not only many people.
Question 8 of 20 · Multiple Choice
A data set lists these values: 5, 6, 6, 7, 7, 7, 8, 8, 9, 10. They are shoe sizes. Which question could these data answer?
Answer: D
The data have 10 values that vary from size 5 to size 10, so they answer a question about many people. Choice A asks about one person, so it would have one value. Choice B has one answer, 2. Choice C asks for a single size, the biggest one, so its answer is one value, not a list.
Question 9 of 20 · Multiple Choice
Kim asks, "What is the favorite fruit of each student in my class?" Is this a statistical question?
Answer: A
Kim expects different answers, such as apples, mangoes and grapes, so the data vary. Choice B is a common mix-up: data can be words (categories) as well as numbers. Choice C is true for each student, but the class as a whole gives many different answers. Choice D gives the wrong reason: word answers alone do not make a question statistical, since "What is the name of our school?" has a word answer but only one answer.
Question 10 of 20 · Multiple Choice
Which question expects variability in the data?
Answer: B
The songs on a playlist have different lengths, so the data vary. Choice A has one answer, 7, for everyone. Choice C is set by the school schedule. Choice D is set by the rules of the game, 11 players, so there is nothing to vary.
Question 11 of 20 · Multiple Choice
An invented survey asked 20 students "How many pets do you have?" 6 students said 0, 7 said 1, 4 said 2, 2 said 3, and 1 said 5. Which answer accounts for the variability?
Answer: C
Choice C says where the values start and end (0 to 5) and where many fall: 6 + 7 = 13 students have 0 or 1 pet. Choice A turns one popular answer into a claim about everyone, but 13 of the 20 students did not say 1. Choice B adds up all the pets (0 + 7 + 8 + 6 + 5 = 26), which hides how the students differ. Choice D describes only one student.
Question 12 of 20 · Multiple Choice
Which is a statistical question a scientist might ask?
Answer: D
The park has many maple leaves with different lengths, so the data vary. Choices A and C ask about one leaf. Choice B involves many leaves, but it asks for one count on one day, so it has a single answer.
Question 13 of 20 · Multiple Choice
Priya asks, "How many hours did I sleep each night last week?" Her data: 8, 9, 7, 9, 8, 10, 9. Is her question statistical?
Answer: B
Priya collects 7 values, one per night, and they vary from 7 to 10 hours, so her question anticipates variability. Choice A misses that data can come from many times. Choice C is not a reason: knowing the data does not change the question. Choice D is true about the data, but it does not explain why the question is statistical.
Question 14 of 20 · Multiple Choice
Which question about our class is statistical?
Answer: C
First names have different lengths, such as Ava (3 letters) and Olivia (6 letters), so the data vary. Choices A and D are single counts, and choice B has one answer. A student who picks A may think counting many objects makes a question statistical, but the count is one number.
Question 15 of 20 · Short Answer
Decide whether each question is statistical and explain why. (a) How long is the Mississippi River? (b) How long are the rivers in the state of Texas? (c) How many hours a week do students at my school play video games?
(a) Not statistical: the river has one length. (b) Statistical: Texas has many rivers, and their lengths differ. (c) Statistical: students play different amounts, from 0 hours to many hours, so the data vary.
Question 16 of 20 · Short Answer
Rewrite "What is my favorite school lunch?" as a statistical question. Then describe the variability you expect in the answers.
Sample answer: "What are the favorite school lunches of the students in my grade?" The answers will be different foods, such as pizza, tacos or salad, so the data vary. Any rewrite that asks many people, or asks one person many times, is correct if the answers are expected to differ.
Question 17 of 20 · Short Answer
Twelve students answered "How many minutes did you spend outside yesterday?" (invented data): 20, 45, 60, 30, 90, 15, 60, 120, 45, 30, 60, 75. (a) Why is this a statistical question? (b) Write an answer that accounts for the variability.
(a) Each student spends a different amount of time outside, and the data show many different values, so the question anticipates variability. (b) Sample answer: "The times went from 15 to 120 minutes, and 7 of the 12 students spent 30 to 60 minutes outside."
Question 18 of 20 · Short Answer
Carlos says, "How many chairs are in the school cafeteria?" is a statistical question because you have to count many chairs. Is he right? Explain, and write a statistical question on the same topic.
No. Counting gives one number, the number of chairs, so there is no variability in the answer. A statistical question on the same topic: "How many students sit at each cafeteria table at lunch?" The numbers differ from table to table, so the data vary.
Question 19 of 20 · Short Answer
A cafeteria manager wants to know how much milk to order. Write one statistical question she could ask and one question that is not statistical. Explain the difference.
Sample answer. Statistical: "How many cartons of milk do students buy each day?" The number changes from day to day. Not statistical: "How many cartons of milk are in one case?" A case holds a fixed number, so there is one answer. The first question expects variability; the second does not.
Question 20 of 20 · Short Answer
An invented survey asked 25 students "How many books did you read this summer?" 0 books: 3 students. 1-2 books: 8 students. 3-4 books: 9 students. 5-6 books: 4 students. 7 or more books: 1 student. Write an answer that accounts for the variability.
Sample answer: "The answers went from 0 books to 7 or more, and 17 of the 25 students read 1 to 4 books." A full-credit answer names where the values start and end and where many of them fall (8 + 9 = 17 students read 1 to 4 books).
0 of 20 answered · 0 correct
06
Frequently Asked Questions
10 Questions
What does 6.SP.A.1 mean?
6.SP.A.1 means students can tell a statistical question from other questions. A statistical question expects the data collected to vary, and its answer describes that variation. It is the first standard in the grade 6 statistics domain.
What is an example of a statistical question?
The official example compares "How old am I?" with "How old are the students in my school?". The first has one answer. The second is statistical because students have different ages. Other examples: "What are the heights of the sunflowers in the school garden?" and "What are the favorite colors of the students in our grade?"
Is 6.SP.A.1 taught at the start of the statistics unit?
Yes, it is usually taught first in the grade 6 statistics unit. Next, students describe a data set by its center, spread and shape (6.SP.A.2), display data in dot plots, histograms and box plots (6.SP.B.4) and summarize it with numbers (6.SP.B.5). In grade 7, they use samples to learn about a larger group (7.SP.A.1).
What does variability mean in statistics?
Variability means the data values are not all the same. The heights of students in a class show variability because students have different heights. If every value would be the same, like the number of days in a week, there is no variability, and the question is not statistical.
Can a question about one person be a statistical question?
Yes, if the data come from many times. "How many hours did I spend on homework last night?" has one answer. "How many hours do I spend on homework each night this semester?" collects many values that change from night to night, so it is statistical.
Do statistical questions always have number answers?
No. Data can be words (categories), such as favorite colors, types of pets or ways of getting to school. "How do the students in our school get to school?" is statistical, because the answers vary: walk, bus, car or bike.
What are common mistakes with statistical questions?
A common mistake is thinking that any question with counting or with many people is statistical. "How many lockers are in our hallway?" involves many lockers but has one answer. Another is thinking that a question about one person cannot be statistical. When answering, many students give one number and leave out how the data vary.
How should students answer a statistical question?
They should describe the data, not give one value. A good grade 6 answer says where the values start and end and where many of them fall, for example "Heights went from 139 cm to 160 cm, and many students were between 145 cm and 155 cm." Later grade 6 standards add measures such as the median (the middle value) and the interquartile range (how spread out the middle half of the data is).
Why do students learn about statistical questions?
Asking the right question is the first step of every data investigation. Science experiments, school surveys and sports statistics all start with a question that expects variability. A clear statistical question tells you what data to collect and how to describe it.
How can parents help with 6.SP.A.1 at home?
They can play "one answer or many answers?" at dinner. Ask a question such as "How long does it take to drive to Grandma's house?" and have the child decide whether the answer varies, for example from trip to trip because of traffic. Then have the child turn a one-answer question into a statistical one.
07
Related Standards
6 standards
These standards connect to 6.SP.A.1: prerequisites to review first, parallel standards at the same level, and next steps that build on it.
Before this lesson
3.MD.B.3Prerequisite
Draw scaled picture graphs and bar graphs of data with several categories
Lesson coming soon
5.MD.B.2Prerequisite
Make a line plot of measurement data in fractions of a unit
Lesson coming soon
Alongside
6.SP.A.2Parallel
Understand that a data set has a distribution with a center, spread and shape
