Representing Data Graphically
5 min
Teacher Prep
Setup
Narrative
The purpose of this Warm-up is to give students a chance to generate questions about an image. This leads to a discussion about statistical and non-statistical questions. The context here is used again in another activity, so this also gets students familiar with this situation.
Launch
Arrange students in groups of 2. Introduce the context by telling students that Clare collects bottle caps and keeps them in containers. Use Co-Craft Questions to orient students to the context and elicit possible mathematical questions.
Give students 1–2 minutes to write a list of mathematical questions that could be asked about the situation before comparing questions with a partner.
Student Task
Sample Response
Sample questions:
- In general, how many caps fit in a container?
- What is the most common diameter of the bottle caps in the collection?
- What is the most common bottle-cap color in the collection?
- How long did it typically take to fill up a container?
Activity Synthesis (Teacher Notes)
Invite several partners to share one question with the class and record responses. Ask the class to make comparisons among the shared questions and their own. Ask, “What do these questions have in common? How are they different?” Listen for and amplify language related to the learning goal, such as “statistical questions,” “non-statistical questions,” “numerical data,” and “categorical data.”
Standards
- 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. <em>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.</em>
- 6.SP.A.1·Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers. <span>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.</span>
15 min
15 min
Knowledge Components
All skills for this lesson
No KCs tagged for this lesson
Representing Data Graphically
5 min
Teacher Prep
Setup
Narrative
The purpose of this Warm-up is to give students a chance to generate questions about an image. This leads to a discussion about statistical and non-statistical questions. The context here is used again in another activity, so this also gets students familiar with this situation.
Launch
Arrange students in groups of 2. Introduce the context by telling students that Clare collects bottle caps and keeps them in containers. Use Co-Craft Questions to orient students to the context and elicit possible mathematical questions.
Give students 1–2 minutes to write a list of mathematical questions that could be asked about the situation before comparing questions with a partner.
Student Task
Sample Response
Sample questions:
- In general, how many caps fit in a container?
- What is the most common diameter of the bottle caps in the collection?
- What is the most common bottle-cap color in the collection?
- How long did it typically take to fill up a container?
Activity Synthesis (Teacher Notes)
Invite several partners to share one question with the class and record responses. Ask the class to make comparisons among the shared questions and their own. Ask, “What do these questions have in common? How are they different?” Listen for and amplify language related to the learning goal, such as “statistical questions,” “non-statistical questions,” “numerical data,” and “categorical data.”
Standards
- 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. <em>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.</em>
- 6.SP.A.1·Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers. <span>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.</span>