1. “Day C” April 3, 2019 7:51 - 8:51 Math 8:53 - 9:53 Science
7: :51
Math
8: :53
Science
9: :55
Exploratory
10:57 -11:27
11:29-12:31
LUNCH (1st Lunch)
Social Studies
12: :33
English
1: :35

2. Do now: Take out H.W. and leave on desk. Solve in your notebook:
Explain why.

3. Objective:
I will be able to: Display numerical data in plots on a number line, including dot plots.
So that I can learn how to analyze and summarize data using dot plots, and frequency tables to begin describing the distribution of the data
I will show that I understood it by verbally discussing with my partners to then successfully complete at least one dot plot and at least one frequency table with at least 80% accuracy.
6.SP. A.2, 6.SP. A.4 and 6.SP. A.5

4. Vocabulary: Statistics Distribution Data dot plot frequency table
tally mark
Dot
Center
Title
Column

5. You do… Go to page 10 and complete exercises 11-14
You do… Go to page 10 and complete exercises (Match the four statistical questions to the four different dot plots) (2 minutes)

6. What are the ages of fourth graders in our school?
Most students are 9 or 10 years old in 4th grade.
What are the heights of the players on the eighth grade boys’ basketball team?
Most students in 8th grade are between 5 feet and 5 feet 4 inches.

7. How many hours of TV to sixth graders in our class watch on a school night?
Some students watch no TV, while others can watch mainly 1-2 hours.
How many different languages do students in our class speak?
Everyone speaks at least 1 language, some students can speak more than one language at home.

8. Pg. 11 #1
I/We…

9. Pg. 11 #1 I/We… What are the vertical height jumps of NBA players? 4332 38 10 3
Add another dot above 33. This player jumped the same as 2 other players and jumped higher than only 1 other player.

10. Pg. 9 We…
Exercise 6 asks students to describe the center. Some students may choose a number that occurs most often, while others may pick a number that is in the middle (i.e., halfway between the highest and lowest data values). Some students may say it is the average. The intent is not to calculate any specific value but to gauge students’ thinking about center. Formal measures of center are developed starting in Lesson 6.
Do you think the data responses will be similar, or will the data have a wide range?
The responses should all be about the same since every student takes the same number of subjects in school.

11. Pg. 9 We…
 Another student in Mia’s class poses the question: How tall are the sixth graders in our class? Would the data vary more than the data collected about textbooks? Why or why not?
The heights would be spread out since there were some shorter students and some very tall students in class.

12. How do you feel?
topic.

13. Pg. 17 #1
Around 11 or 12
8 and 16

14. Pg. 17 #1 let’s create a frequency table
Number of goals scored
Tally
Frequency 8
l l l 3 4 5 1 9
l l l l 10
l l l 11
l l l l 12 l 13 l 14 15
l l l 16
l l l

15. How do you feel?
topic.

16. I can use my examples to help!
You do…
Pgs. 17, 18 and 14 (use pg. 13)

21. I can use my examples to help!
Homework:
Pgs. 15, and 16

22. Exit Ticket
Handout

23. Good resource

24. Accommodations
Read or reread presentation or activity directions, as needed or after prompting
Use examples to model and act as a guide for emerging learners