NY Next Generation Math NY-6.SP.1.a

Math6th GradeDevelop understanding of statistical variability.

The Standard

Recognize that a statistical question is one that anticipates variability in the data related to the question and accounts for it in the answers.

New York State Next Generation Mathematics Learning Standards

Teacher's field guide

What Students Need to Do: Students decide whether a question expects data that vary across a group or repeated measurements. They explain what could vary and what data would answer the question.
What Mastery Looks Like: A student labels a class pets question statistical because answers will differ. The student explains that asking how many pets Ana has seeks one fixed answer.
Common Misconceptions: Students may call any question about numbers statistical. They may also focus on whether they know the answer instead of whether the collected data can vary.
How to Assess It: Give students four questions to classify and ask them to revise one nonstatistical question so it anticipates varied data.

Lesson moves

Collect class responses to two candidate questions and compare whether each produces one answer or a distribution of answers.
Ask students what might vary in answers to How long does it take sixth graders to get to school?
Play statistical-question sort with cards, requiring a named source of variability for every statistical choice.
Design a statistical question a cafeteria manager could use to study student lunch choices.

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