Georgia 6.NR.2

6.NR.2 is a Georgia mathematics standard. These are the expectations under it.

• 6.NR.2.1

  Describe and interpret the center of the distribution by the equal share value (mean).

• 6.NR.2.2

  Summarize categorical and quantitative (numerical) data sets in relation to the context: display the distributions of quantitative (numerical) data in plots on ...

• 6.NR.2.3

  Interpret numerical data to answer a statistical investigative question created. Describe the distribution of a quantitative (numerical) variable collected, inc...

• 6.NR.2.4

  Design simple experiments and collect data. Use data gathered from realistic scenarios and simulations to determine quantitative measures of center (median and/...

• 6.NR.2.5

  Relate the choice of measures of center and variability to the shape of the data distribution and the context in which the data were gathered.

• 6.NR.2.6

  Describe the impact that inserting or deleting a data point has on the mean and the median of a data set. Create data displays using a dot plot or box plot to e...

01

What Students Need to Do

Students decide which operation or sequence of operations fits a situation. They calculate with different number forms, interpret remainders, include units, and check whether answers are reasonable.

02

What Mastery Looks Like

A student can turn a one-step or multistep situation into equations, calculate accurately, and label the answer with units. The student estimates or checks the result and explains why it makes sense.

03

Common Misconceptions

Students may align digits instead of decimal points or add fraction numerators and denominators directly. They may choose an operation from a keyword without considering the situation. They may also ignore units or use a remainder without explaining what it means.

04

How to Assess It

Exit ticket: “A recipe uses 3/4 cup of oats per batch. You make 6 batches and oats come in 2.5-cup bags. How many bags must you buy?” Require an estimate, calculations, units, and a sentence explaining the answer.

1. 01

   Give pairs measuring cups and rice; have them build 2 1/2 batches of a recipe, then record each calculation.

2. 02

   Ask, “When is an exact answer needed, and when is an estimate enough?” Students defend both choices with shopping examples.

3. 03

   Run a card sort matching context cards to operation cards, equations, and reasonable answers using whole numbers, fractions, and decimals.

4. 04

   Use a grocery ad and a $40 budget; students plan quantities, compare unit prices, and calculate change.

• 5.NR.2

  Multiply and divide multi-digit whole numbers to solve relevant, mathematical problems.

• 6.NR.1

  Solve relevant, mathematical problems involving operations with whole numbers, fractions, and decimal numbers.

• 7.NR.1.5

  Apply properties of operations, including part-whole reasoning, as strategies to add and subtract rational numbers.

• 6.NR.1.3

  Perform operations with multi-digit decimal numbers fluently using models and student-selected strategies.