Grade 6 - Claim 1 - Target I
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Claim 1
Concepts and Procedures
Standards
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. For example, "How old am I?" is not a statistical...
SP-2
Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center, spread, and overall shape.
SP-3
Recognize that a measure of center for a numerical data set summarizes all of its values with a single number, while a measure of variation describes how its values vary with a...
Clarifications
Tasks for this target will ask students to identify questions that lead to variable responses; identify a reasonable center and/or spread for a given context.
Range Achievement Level Descriptors
Evidence Required
1
The student recognizes a statistical question as one that anticipates variability.
2
The student identifies statements that describe the center and/or spread, and/or overall shape of a set of data.
3
The student recognizes that a measure of center for a numerical data set summarizes all of its values with a single number, while a measure of variation describes how its values vary...
Item Guidelines
Depth of Knowledge
M-DOK2
Skill/Concept includes the engagement of some mental processing beyond a habitual response. A Level 2 assessment item requires students to make some decisions as to how to approach the problem or activity, whereas Level 1 requires students to demonstrate a...
Allowable Item Types
- Multiple Choice, single correct response
- Matching Tables
Allowable Stimulus Materials
Dot/line plots, lists of numbers, tables, graphs, or other visual graphics to display a set of numbers
Key/Construct Relevant Vocabulary
variation (variability), interquartile range, range, mean absolute deviation, center, spread, mean, median, outliers, shape (pertaining to statistics such as gap, cluster, peak, skew, bell curve, and uniform distribution)
Allowable Tools
Calculator
Target-Specific Attributes
None
Accessibility
Item writers should consider the following Language and Visual Element/Design guidelines [1] when developing items. Language Key Considerations: Use simple, clear, and easy-to-understand language needed to assess the construct or aid in the understanding of the...
Development Notes
Tasks for this target will ask students to identify and pose questions that lead to variable responses; identify a reasonable center and/or spread for a given context. In Grade 6, the focus on assessment...
Task Models
Task Model 1a
Item Types
Multiple Choice, single correct responseDepth of Knowledge
M-DOK2Standards
SP-1
Target Evidence Statement
The student recognizes a statistical question as one that anticipates variability.
Allowable Tools
Calculator
Task Description
Prompt Features: The student is prompted to identify whether questions are statistical in nature based on whether they anticipate variability in the answer data. Stimulus Guidelines: Context should be familiar to students 11 to 13...
Stimulus
The student is presented with questions based on a statistical scenario.
Example 1
Example Stem: Julie is writing a report about rainbows and needs to gather data from her classmates.
Which is a statistical question Julie could ask her classmates?
A. What are the colors of the rainbow?
B. When was the first rainbow seen?
C. Is there really a pot of gold at the end of a rainbow?
D. How many rainbows have you seen this month?
Rubric: (1 point) Student selects the statistical question (e.g., D)