NY Next Generation Math NY-6.SP.5.b
The Standard
Describe the nature of the attribute under investigation, including how it was measured and its units of measurement.
New York State Next Generation Mathematics Learning Standards
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students describe the quantitative attribute being studied, how it was measured, and the measurement units. They connect data values to the collection context.
What Mastery Looks Like
- The student names the variable precisely, states the tool or process used, and gives correct units. The description distinguishes the measured attribute from the people or objects measured.
Common Misconceptions
- Students may name the population instead of the attribute. They may omit units or describe an estimated value as if it came from a precise instrument.
How to Assess It
- Give a data set of plant heights measured weekly with a centimeter ruler. Ask students to identify the attribute, method, and units.
Lesson moves
Ways to Teach It
Measure classroom objects with one tool and label every recorded value with its attribute and unit.
Ask students how changing the measurement method could change the data collected.
Play Attribute Method Unit Match with data-collection scenario cards.
Describe how commute duration was measured and whether minutes or miles are the relevant units.
Keep exploring
Related Standards
- NY-K.MD.1
Describe measurable attributes of an object(s), such as length or weight, using appropriate vocabulary.
- NY-2.MD.2
Measure the length of an object twice, using different "length units" for the two measurements; describe how the two measurements relate to the size of the unit...
- NY-K.MD.2
Directly compare two objects with a common measurable attribute and describe the difference.
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