This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: Which of the following are statistical questions? (A statistical question is one that can be answered by collecting data and where there will be variab...

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important aspects of the task and its potential use.

Statistics is the study of variability. Students who understand statistics need to be able to identify and pose questions that can be answered by data that vary. The purpose of this task is to provide questions related to a particular context (a jar of buttons) so that students can identify which are statistical questions. The task also provides students with an opportunity to write a statistical question that pertains to the context.

CSDE Model Curricula Quick Start GuideEquitable and Inclusive Curriculum  The CSDE believes in providing a set of conditions where learners are repositioned at the center of curricula planning and design. Curricula, from a culturally responsive perspective, require intentional planning for diversity, equity, and inclusion in the development of units and implementation of lessons. It is critical to develop a learning environment that is relevant to and reflective of students’ social, cultural, and linguistic experiences to effectively connect their culturally and community-based knowledge to the class. Begin by connecting what is known about students’ cognitive and interdisciplinary diversity to the learning of the unit. Opposed to starting instructional planning with gaps in students’ knowledge, plan from an asset-based perspective by starting from students’ strengths. In doing so, curricula’s implementation will be grounded in instruction that engages, motivates, and supports the intellectual capacity of all students. Course Description:  In Grade 6, instructional time should focus on four critical areas: (1) connecting ratio and rate to whole number multiplication and division and using concepts of ratio and rate to solve problems; (2) completing understanding of division of fractions and extending the notion of number to the system of rational numbers, which includes negative numbers; (3) writing, interpreting, and using expressions and equations; and (4) developing understanding of statistical thinking.  Upon completion of this course students will have the ability to:Understand ratio concepts and use ratio reasoning to solve problems. Apply and extend previous understandings of multiplication and division to divide fractions by fractions. Multiply and divide multi-digit numbers and find common factors and multiples. Apply and extend previous understandings of numbers to the system of rational numbers. Apply and extend previous understandings of arithmetic to algebraic expressions. Reason about and solve one-variable equations and inequalities. Represent and analyze quantitative relationships between dependent and independent variables. Solve real-world and mathematical problems involving area, surface area, and volume. Develop understanding of statistical variability. Summarize and describe distributions.Aligned Core Resources:  It is critical that curriculum be implemented using high quality instructional materials to ensure all students meet Connecticut’s standards. Ensuring alignment of resources to the standards is critical for success. There are tools that are available to districts to assist in evaluating alignment of resources, such as CCSSO’s Mathematics Curriculum Analysis Project and Student Achievement Partner’s Instructional Materials Evaluation Tool.   In addition, there exist compilations of completed reviews from a variety of resources. Some of these include but are not limited to EdReports, Louisiana Believes, CURATE, and Oregon Adopted Instructional Materials. Aligned Core Programs:  The CSDE in partnership with SERC has engaged with providers of high-quality vetted resources to provide additional alignment guidance to the CSDE model curriculum.  High-quality instructional resources are critical for improving student outcomes. The alignment guidance is intended to clarify content and support understanding for clear implementation and coherence. Materials selection is a local control decision and these documents have been provided from participating publishers to assist districts in implementation. Use of the materials from these publishers is not required. These aligned core programs meet expectations as reported by EdReports. If your resource is not listed below, you are encouraged to review EdReports to ensure the alignment of your resource to the Connecticut Core Standards. Strong alignment of curricula and instructional materials have the potential to support student engagement of meaningful grade level content daily and teacher growth.   Carnegie Learning Math Grade 6EdGems Math Grade 6enVisions Grade 6Eureka Math Grade 6Fishtank Plus Math Grade 6HMH Into Math Grade 6Imagine Learning Illustrative Mathematics Grade 6i-Ready Math Grade 6MidSchoolMath Grade 6Open Up Resouces Math Grade 6Reveal Math Grade 6Additional Course Information:  Major work of Grade 6 mathematics focuses on ratios and proportional relationships and early expressions and equations.  Fluencies required upon completion of grade 6 include multi-digit division and multi-digit decimal operations. Habits of Mind/SEIH/Transferable Skills Addressed in the Course: The Standards for Mathematical Practice describe the thinking processes, habits of mind, and dispositions that students need to develop a deep, flexible, and enduring understanding of mathematics. They describe student behaviors, ensure an understanding of math, and focus on developing reasoning and building mathematical communication. Therefore, the following should be addressed throughout the course: Make sense of problems & persevere in solving them Reason abstractly & quantitatively Construct viable arguments & critique the reasoning of others Model with mathematics Use appropriate tools strategically Attend to precision Look for & make use of structure Look for & express regularity in repeated reasoning  

Unit Overview/Summary - FOCUS:  This unit focuses on the Statistics and Probability domain.  Learning in this unit will enable students to: Develop understanding of statistical variability. Summarize and describe distributions. All of the learning in this unit is additional work of the grade. 

In this module, students move from simply representing data into analysis of data.  Students begin to think and reason statistically, first by recognizing a statistical question as one that can be answered by collecting data.  Students learn that the data collected to answer a statistical question has a distribution that is often summarized in terms of center, variability, and shape.  Throughout the module, students see and represent data distributions using dot plots and histograms.  They study quantitative ways to summarize numerical data sets in relation to their context and to the shape of the distribution.  As the module ends, students synthesize what they have learned as they connect the graphical, verbal, and numerical summaries to each other within situational contexts, culminating with a major project.

**NOTE: The New York State Education Department shut down the EngageNY website in 2022. In order to maintain educators' access, nearly all resources have been uploaded to archive.org and the resource links above have been updated to reflect their new locations.**

Students randomly select jelly beans (or other candy) that represent genes for several human traits such as tongue-rolling ability and eye color. Then, working in pairs (preferably of mixed gender), students randomly choose new pairs of jelly beans from those corresponding to their own genotypes. The new pairs are placed on toothpicks to represent the chromosomes of the couple's offspring. Finally, students compare genotypes and phenotypes of parents and offspring for all the "couples" in the class. In particular, they look to see if there are cases where parents and offspring share the exact same genotype and/or phenotype, and consider how the results would differ if they repeated the simulation using more than four traits.