Standard #: MAFS.6.SP.2.4 (Archived Standard)

Students are asked to construct a box plot corresponding to a given set of data.

Students are asked to display numerical data on a dot plot.

Students are asked to construct a histogram corresponding to a given set of data.

Students will explore chosen outdoor careers and how the careers connect to certain climates based on temperature and precipitation. The guiding question states "How might you use evidence from weather data and dot plot displays to allow you to identify which location's climate would be best for your career and why?" Students will collect data online and display the data using dot plots on posters with analysis using the mean. Students will engage in collaboration throughout. A power point is included with all necessary resources.

This lesson uses statistical analysis to evaluate data. The data used is from the app created by the students in lesson 2 of the Data Set and Statistics Unit. This lesson also guides students in recognizing the different types of data collected and how the distribution's shape can be affected when graphed at different intervals in histograms. This is the final lesson in the unit.

This lesson allow students to gather, calculate, and plot data using both computer code and mathematical equations. In this lesson students will create a pedometer app to demonstrate the understanding of algorithms, components (such as buttons, textboxes, sensors, etc.), and If/Then statements. This lesson uses algebraic equations and random data to access the needed components to store data in a spreadsheet.

This lesson shows how data can be represented by computers, in relation to everyday activities we may not be aware that we use computer. It gives an overview of graphing data by creating a histogram based on population data. Using the data collected, students will get a chance to hand write code to show what structure is needed for computers to collect, analyze and distribute such data. This lesson is lesson 1 of the Data Set and Deviation Statistics Unit and bridges statistical concepts of data collection, graphing and analysis with programming a computer using coding language while reinforcing foundational algebraic skills.

In this follow up lesson, students will explore data collection using the weather station sensor and perform statistical analysis of the data. Students will use a scientific method of inquiry to plan an investigation of their own. This activity is meant to allow students to use a variety of skills they have acquired throughout a statistics unit in a personally meaningful way.

In this interdisciplinary lesson, students will practice the skill of data collection with a variety of tools and by statistically analyzing the class data sets will begin to understand that error is inherent in all data.

This lesson uses the Hip Sciences Sensor Wand and Temperature Probe. Please refer to the corresponding Hip Science Sensor Guide(s) for information on using the sensor.

In this interdisciplinary lesson, students will practice the skill of data collection with a variety of tools and by statistically analyzing the class data sets will begin to understand that error is inherent in all data.

In this interdisciplinary lesson, students will practice the skill of data collection with a variety of tools and by statistically analyzing the class data sets will begin to understand that error is inherent in all data.

This lesson uses the Hip Sciences Sensor Wand and Temperature Probe. Please refer to the corresponding Hip Science Sensor Guide(s) for information on using the sensor.

Students will design an investigation to collect and analyze data, determine results, write a justification and make a presentation using U.S. pennies.

Paired student teams will determine the mass of 50 U.S. pennies. Students will also collect other data from each penny such as minted year and observable appearance. Students will be expected to organize/represent their data into tables, histograms and other informational structures appropriate for reporting all data for each penny. Students will be expected to consider the data, determine trends, and research information in order to make a claim that explains trends in data from minted U.S. pennies.

Hopefully, student data reports will support the knowledge that the metallic composition of the penny has changed over the years. Different compositions can have significantly different masses. A sufficiently random selection of hundreds of pennies across the class should allow the students to discover trends in the data to suggest the years in which the composition changed.

In this follow up lesson, students will explore data collection using the weather station sensor and perform statistical analysis of the data. Students will use a scientific method of inquiry to plan an investigation of their own. This activity is meant to allow students to use a variety of skills they have acquired throughout a statistics unit in a personally meaningful way.

This lesson is a Follow Up Activity to the Algebra Institute and allows students to collect data to perform basic statistical operations to analyze and make comparisons on variability within a certain brand of raisins. Part 1 must be completed prior to starting Part 2. This investigation can elicit discussion about manufacturing and quality control.

This lesson is a Follow Up Activity to the Algebra Institute and allows students to collect data to perform basic statistical operations to analyze and make comparisons on variability within a certain brand of raisins. Part 1 may be completed without Part 2. This investigation can elicit discussion about manufacturing and quality control.

In "Lucky Number Seven", students will have fun generating individual data in this lesson introducing the creation of histograms. Working in pairs, students will roll number cubes, find the sum of each roll, and complete a chart. Through guided practice, students will learn how to organize the charted data and create a histogram. Supplemental independent practice is provided along with suggestions for formative and summative assessment.

Students begin by creating a Venn diagram to compare/contrast bar graphs and histograms. Throughout the lesson students will be exploring histograms given real world data. Students will be asked to create and analyze the data by creating a histogram and answering real world context questions.

This is a two day lesson of activities in which students represent data with box plots and then draw conclusions based on the graphical representation. The lesson begins with an interactive activity using archery skill card ratings and organizing themselves based on this information. This lesson includes group work, homework, and a summative assessment

In this lesson, the students will have fun learning how the study of statistics and the creation of graphs can be tied to something that interests them. The students' interest in this lesson will be peaked by having them actively gather data and then use that data as part of the lesson.

In this lesson students will be exploring numeric displays including dot plots and histogram. Please note that this lesson does not cover box plots which is also part of this standard. Students will sort data into which type of display would be used between dot plots and histograms. Students will fill in guided (skeleton) notes about both types of display. Then students will create a dot plot with stickers and a histogram with painters tape. These hands on activities are used to solidify understanding of the qualities of each display. There is also independent practice and a performance task assessment for students to complete to practice and show mastery of creating numeric displays (dot plots and histograms).

Students will work with the number line to create dot plots. Beginning with a simple warm-up worksheet, students activate prior knowledge (apk) regarding data collection, frequency chart and calculating mean, median and mode.

Students will collect data, create a dot plot, and interpret the results with teacher guidance, peers, and independently. The lesson concludes with a summative assessment.

In this lesson, students are working as researchers for the Swish and Spit Company to create single serve mouthwash containers for travel. Students will create box plots from data sets of lip length and how much liquid can be held comfortably in human mouths. Students will analyze their graphs to answer questions regarding the size of the mouthwash container and how mouthwash it should hold. This activity should be used as a follow-up activity after students have a base knowledge of box plots.

This lesson is designed to provide students with an opportunity to develop three different data displays from the same set of numerical data. A power point is included to help teachers plan the lesson. Enter and Exit tickets are included.

In this lesson the students will construct graphs from a data set. They will find the mean, median, mode, and range from a data set and a graph the have generated. The students also will also use their ages in months to build a box plot using the data from all the students.

This lesson is a hands-on activity that introduces students to the concepts of number summaries, interquartile ranges and box plots. For a given set of data, students will be able to create a two number summary, three number summary, five number summary and box plot. This lesson will span two or three class periods dependant upon the discretion and pacing of the teacher.

This lesson is Part 2 of 2 and uses the inquiry based learning method to help students recognize a statistical question as one that anticipates variability in the data. Through cooperative learning activities, the students will develop an understanding of how to analyze the collected data to answer a statistical question. Students will complete a statistical research project in teams. Since this lesson focuses on math concepts related to identifying clusters, gaps, outliers and overall shape of a line plot, it will help students build a strong foundation for future concepts in the statistics and probability domain. The corresponding lesson is Statistically Speaking Part I: An Investigation of Statistical Questions and Data Distribution, Resource ID 48649.

In this lesson students will create two box plots on the same number line and interpret the data. Students will also be shown a double box plot and asked to write questions about the data.

This lesson is Part 1 of 2 and uses the inquiry-based learning method to help students recognize a statistical question as one that anticipates variability in the data. Through cooperative learning activities, the students will develop an understanding of how to analyze the data collected to answer a statistical question. Since this lesson focuses on math concepts related to identifying clusters, gaps, outliers and overall shape of a line plot, it will help students build a strong foundation for future concepts in the statistics and probability domain. The corresponding lesson Resource ID is: 49091

This lesson teaches how to make a box plot paying attention to what the quartiles mean. Students find resting heartbeat and active heartbeat. They make observations of this data displayed in box plots on the same number line. Students will interpret and make sense of this data, as well. Outliers are introduced, but not calculated, as is the intent of the standards, at this grade level.

Students will utilize their knowledge of data and statistics to create a question, collect numerical data, and create a display of their data driven by its quantitative measures of center and variability; mean, median, mode, and range.

Students will work in groups to conduct class surveys, using the results of the survey to calculate various measures of central tendency.

This Engineering Design Challenge is intended to help students apply the concepts of the transfer of potential and kinetic energy from SC.6.P.11.1. It is not intended as an initial introduction to this benchmark.

Learn how to interpret histograms to analyze data, and help an inventor predict the range of a catapult in part 2 of this interactive tutorial series. More specifically, you'll learn to describe the shape and spread of data distributions.

Click HERE to open part 1.

Learn how to create a histogram to display continuous data from projectiles launched by a catapult in this interactive tutorial. 

This is part 1 in a 2-part series. Click HERE to open part 2.

Learn how to make and interpret boxplots in this pet-themed, interactive tutorial.

NOAA Fishery management relies on histograms to show patterns and trends over time of fishery data.

This marine biologist discusses her use of graphical representations to help determine the most cost-effective management strategies for sea turtle conservation.

The purpose of this task is for students to gain a better understanding of the passage of time. Students with the help of their teacher should work to design an investigation to find out how successful the class is at predicting when 30 seconds has passed. Once the data is recorded students should begin to graph their findings to make comparisons.

The purpose of this task is for students to make a hypothesis, and then doing an experiment to test each students hypothesis. Students will collect and record their data, use graphical methods to describe their data, and finally analyze and interpret their results in the context of the activity.

Using the information provided, create an appropriate graphical display and answer the questions regarding shape, center and variability.

Students can practice answering mathematics questions on a variety of topics. With an account, students can save their work and send it to their teacher when complete.

Students communicate mathematical ideas and visually represent ideas by constructing charts, graphs, and scale drawings based on information cards about various marine animals.

This video demonstrates how to construct a box plot, formerly known as a box and whisker plot.

Students will interpret data presented in a box plot.  

In this video, we organize data into frequency tables and dot plots (sometimes called line plots).

Learn how to create histograms, which summarize data by sorting it into groups.

In this activity, students use preset data or enter in their own data to be represented in a box plot. This activity allows students to explore single as well as side-by-side box plots of different data. This activity includes supplemental materials, including background information about the topics covered, a description of how to use the application, and exploration questions for use with the Java applet.

This is an online graphing utility that can be used to create box plots, bubble graphs, scatterplots, histograms, and stem-and-leaf plots.

Users select a data set or enter their own data to generate a box plot.

This virtual manipulative histogram tool can aid in analyzing the distribution of a dataset. It has 6 preset datasets and a function to add your own data for analysis.

In this activity, students can create and view a histogram using existing data sets or original data entered. Students can adjust the interval size using a slider bar, and they can also adjust the other scales on the graph. This activity allows students to explore histograms as a way to represent data as well as the concepts of mean, standard deviation, and scale. This activity includes supplemental materials, including background information about the topics covered, a description of how to use the application, and exploration questions for use with the java applet.

• Activity A: Watch the Whales - Determine average speed, distance, and percentage of time at the surface of gray whales.
• Activity B: Time Tally - From observations of a dolphin determine total time and percentage of time of certain behaviors.
• Activity C: Deep Divers - Determine average dive depth, diving time, and surface time of an elephant seal.
• Activity D: Breaches of the Humpback - Graph data and make a prediction from the graph. In this activity, the students will practice problem solving skills to solve complex real-life problems.

Learn how to interpret histograms to analyze data, and help an inventor predict the range of a catapult in part 2 of this interactive tutorial series. More specifically, you'll learn to describe the shape and spread of data distributions.

Click HERE to open part 1.

Learn how to create a histogram to display continuous data from projectiles launched by a catapult in this interactive tutorial. 

This is part 1 in a 2-part series. Click HERE to open part 2.

Learn how to make and interpret boxplots in this pet-themed, interactive tutorial.

Using the information provided, create an appropriate graphical display and answer the questions regarding shape, center and variability.

Students can practice answering mathematics questions on a variety of topics. With an account, students can save their work and send it to their teacher when complete.

This video demonstrates how to construct a box plot, formerly known as a box and whisker plot.

Students will interpret data presented in a box plot.  

In this video, we organize data into frequency tables and dot plots (sometimes called line plots).

Learn how to create histograms, which summarize data by sorting it into groups.

In this activity, students use preset data or enter in their own data to be represented in a box plot. This activity allows students to explore single as well as side-by-side box plots of different data. This activity includes supplemental materials, including background information about the topics covered, a description of how to use the application, and exploration questions for use with the Java applet.

This is an online graphing utility that can be used to create box plots, bubble graphs, scatterplots, histograms, and stem-and-leaf plots.

Users select a data set or enter their own data to generate a box plot.

This virtual manipulative histogram tool can aid in analyzing the distribution of a dataset. It has 6 preset datasets and a function to add your own data for analysis.

In this activity, students can create and view a histogram using existing data sets or original data entered. Students can adjust the interval size using a slider bar, and they can also adjust the other scales on the graph. This activity allows students to explore histograms as a way to represent data as well as the concepts of mean, standard deviation, and scale. This activity includes supplemental materials, including background information about the topics covered, a description of how to use the application, and exploration questions for use with the java applet.

Using the information provided, create an appropriate graphical display and answer the questions regarding shape, center and variability.