CCGPS Mathematics Unit-by-Unit Grade Level Webinar 6 th Grade Unit 6: Statistics January 22, 2013 Session will be begin at 8:00 am While you are waiting, please do the following: Configure your microphone and speakers by going to: Tools – Audio – Audio setup wizard Document downloads: When you are prompted to download a document, please choose or create the folder to which the document should be saved, so that you may retrieve it later.

CCGPS Mathematics Unit-by-Unit Grade Level Webinar 6 th Grade Unit 6: Statistics January 22, 2013 James Pratt – Brooke Kline – Secondary Mathematics Specialists These materials are for nonprofit educational purposes only. Any other use may constitute copyright infringement.

Expectations and clearing up confusion Intent and focus of Unit 6 webinar. Framework tasks. GPB sessions on Georgiastandards.org. Standards for Mathematical Practice. Resources. CCGPS is taught and assessed from and beyond.

The big idea of Unit 6 Concrete methods for finding and displaying measures of center and variability  Mean Absolute Deviation  Box plots Resources Welcome!

Feedback James Pratt – Brooke Kline – Secondary Mathematics Specialists

Mathematical Communication Developing effective mathematical communication Categories of mathematical communication Organizing students to think, talk, and write Updating the three-part problem-solving lesson Tips for getting started

Research - Communication The value of student interaction Challenges the teachers face in engaging students The teacher’s role Five strategies for encouraging high- quality student interaction 1.The use of rich math tasks 2.Justification of solutions 3.Students questioning one another 4.Use of wait time 5.Use of guidelines for Math Talk

My Favorite No

Parent Communication Explanation to parents of the need for change in mathematics Description of 3 major changes in mathematics What children will be learning in Grade 6 Parents partnering with teachers Grade level examples Parents helping children learn outside of school Additional resources

MCC6.EE.9: Use variables to represent two quantities in a real-world problem that change in relationship to one another; …  Question: Are we supposed to teach direct and indirect proportions? Could you please help us understand more specifically what is included in this standard?  Question: Should 6th grade teachers explicitly teach direct and indirect variation …? Wiki/ Questions – Unit 4

MCC6.G.1: Find area of right triangles, other triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other shapes;  Question: What figures are considered “special quadrilaterals in MCC.6.1? Wiki/ Questions – Unit 5

MCC6.G.1: Find area of right triangles, other triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other shapes;  Question: …, but what definition of a trapezoid is preferred for elementary and sixth grade? There are definitely arguably two out there. Wiki/ Questions – Unit 5

MCC6.G.1: Find area of right triangles, other triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other shapes;  Question: …, but what definition of a trapezoid is preferred for elementary and sixth grade? There are definitely arguably two out there. Wiki/ Questions – Unit 5

MCC6.SP.4: Display numerical data in plots on a number line, including dot plots, histograms, and box plots.  Question: Are the teachers supposed to cover stem and leaf plots? It's not mentioned in the standards but it is mentioned in the tasks. I assume so? Wiki/ Questions – Unit 6

As part of the continuing implementation of CCGPS in the year , the current GADOE mathematics frameworks and units are being reviewed, revised, and augmented. We are offering an opportunity for educators to assist in this critical process. The challenge: Create a career-based mathematics task using guidelines provided to supplement and/or address gaps in the existing CCGPS frameworks units. If your task is selected for addition to a unit, you will receive a $200 honorarium per task. All work is to be original using support structures provided by the Georgia Department of Education Mathematics Team. If you are interested in participating in this challenge, please view the task creation guidelines at and get started! Task submission period begins now and closes May 1, We look forward to seeing your tasks. Career-Based Mathematics Task Challenge

As part of the continuing implementation of CCGPS, the current CCGPS mathematics frameworks and units are being reviewed, revised, and augmented. The Georgia Department of Education is seeking qualified math educators to become part of the 2013 CCGPS Mathematics Resource Revision Team which will assist in this critical process. The scope of the CCGPS Mathematics Resource Revision Team work will include, but is not limited to: evaluating newly submitted tasks assessing the need for additional tasks assessing the order of current units and tasks editing of current units and tasks creating additional tasks to address gaps, if necessary 2013 Resource Revision Team

All work will be completed collaboratively with support structures provided by the Georgia Department of Education Mathematics Team. All work is to be completed at the Georgia Department of Education, June 3rd-June 6, and June 10-13, Team members will be compensated for contracted work in the amount of $2000 and travel expenses will be reimbursed. If you are interested in becoming a part of the CCGPS Mathematics Resource Revision Team, please respond to the appropriate Georgia Department of Education contact below by March 1, In your response, please indicate grade level interest, why you would like to be part of this team, related experience, and the contact information for two references Resource Revision Team Grades 6-High School Brooke Kline Mathematics Program Lead Specialist Grades 6-High School James Pratt Secondary Mathematics Program Specialist

Zeke likes to collect buttons and he keeps them in a jar. Zeke can empty the buttons out of the jar, so he can see all of his buttons at once. Adapted from Illustrative Mathematics 6.SP Buttons: Statistical Questions

Which of the following are statistical questions that someone could ask Zeke about his buttons? i.What is the typical number of holes in these buttons? ii.Are there any gold buttons in this jar? iii.How large is the largest button in the jar? iv.How many buttons are green? v.If Zeke grabbed a handful of buttons, what are the chances that all of the buttons in his hand are round? vi.What is the typical size of a button in the jar? vii.What materials (e.g., plastic, metal, wood, etc.) were used to make these buttons? viii.How many buttons are in the jar? ix.How many buttons have four holes? x.How are these buttons distributed according to color? Adapted from Illustrative Mathematics 6.SP Buttons: Statistical Questions

Which of the following are statistical questions that someone could ask Zeke about his buttons? i.What is the typical number of holes in these buttons? ii.Are there any gold buttons in this jar? iii.How large is the largest button in the jar? iv.How many buttons are green? v.If Zeke grabbed a handful of buttons, what are the chances that all of the buttons in his hand are round? vi.What is the typical size of a button in the jar? vii.What materials (e.g., plastic, metal, wood, etc.) were used to make these buttons? viii.How many buttons are in the jar? ix.How many buttons have four holes? x.How are these buttons distributed according to color? Adapted from Illustrative Mathematics 6.SP Buttons: Statistical Questions

What’s the big idea? Deepen previous understandings of measurement and interpreting data. Develop understanding of displaying and summarizing numerical data. Develop understanding of quantitative measures of center and variability. Standards for Mathematical Practice.

What’s the big idea? Unit 6: Statistics New Content Box plots – came from 7 th grade Mean Absolute Deviation – came from 9 th grade

Coherence and Focus K-5 th  Categorical data  Measurement and data 7 th -12 th  Draw informal inferences  Investigate patterns of association  Fit functions to data  Interpret categorical and quantitative data  Probability models

Examples & Explanations Below are the 25 birth weights, in ounces, of all the Labrador Retriever puppies born at Kingston Kennels in the last six months. 13, 14, 15, 15, 16, 16, 16, 16, 17, 17, 17, 17, 17, 17, 17, 18, 18, 18, 18, 18, 18, 18, 18, 19, 20 Use an appropriate graph to summarize these birth weights. Adapted from Illustrative Mathematics 6.SP Puppy Weights

Examples & Explanations Below are the 25 birth weights, in ounces, of all the Labrador Retriever puppies born at Kingston Kennels in the last six months. Adapted from Illustrative Mathematics 6.SP Puppy Weights

Examples & Explanations Below are the 25 birth weights, in ounces, of all the Labrador Retriever puppies born at Kingston Kennels in the last six months. Adapted from Illustrative Mathematics 6.SP Puppy Weights

Examples & Explanations Below are the 25 birth weights, in ounces, of all the Labrador Retriever puppies born at Kingston Kennels in the last six months. Adapted from Illustrative Mathematics 6.SP Puppy Weights

Examples & Explanations Watch the first 5 minutes of the following video on MAD Please give us a smiley face when you have finished the video.

Examples & Explanations Below are the 25 birth weights, in ounces, of all the Labrador Retriever puppies born at Kingston Kennels in the last six months. 13, 14, 15, 15, 16, 16, 16, 16, 17, 17, 17, 17, 17, 17, 17, 18, 18, 18, 18, 18, 18, 18, 18, 19, 20 Describe the distribution of birth weights for puppies born at Kingston Kennels in the last six months. Be sure to describe shape, center, and variability. Adapted from Illustrative Mathematics 6.SP Puppy Weights

Examples & Explanations Describe the distribution of birth weights for puppies born at Kingston Kennels in the last six months. Be sure to describe shape, center, and variability. The distribution of birth weights is centered at approximately 17 (median = 17 ounces, mean = ounces), and the interquartile range is 2 ounces and the MAD is 1.15 ounces. The distribution has a longer tail for lower values. Adapted from Illustrative Mathematics 6.SP Puppy Weights

Resource List The following list is provided as a sample of available resources and is for informational purposes only. It is your responsibility to investigate them to determine their value and appropriateness for your district. GaDOE does not endorse or recommend the purchase of or use of any particular resource.

Common Core Resources  SEDL videos - or  Illustrative Mathematics -  Dana Center's CCSS Toolbox -  Common Core Standards -  Tools for the Common Core Standards -  Phil Daro talks about the Common Core Mathematics Standards - Assessment Resources  MAP -  Illustrative Mathematics -  CCSS Toolbox: PARCC Prototyping Project -  PARCC -  Online Assessment System - Resources

Professional Learning Resources  Inside Mathematics-  Annenberg Learner -  Edutopia –  Teaching Channel -  Ontario Ministry of Education -  Capacity Building Series: Communication in the Mathematics Classroom -  What Works? Research into Practice -  Council of the Great City Schools - Blogs  Dan Meyer –  Timon Piccini –  Dan Anderson –

Resources Learnzillion.com Review Common Mistakes Core Lesson Guided Practice Extension Activities Quick Quiz

Thank You! Please visit to share your feedback, ask questions, and share your ideas and resources! Please visit to join the 6-8 Mathematics listserve. Follow on Twitter! Brooke Kline Program Specialist (6 ‐ 12) James Pratt Program Specialist (6-12) These materials are for nonprofit educational purposes only. Any other use may constitute copyright infringement.