This curriculum unit was developed from the Learning Through Performance in Middle School Math and Science Project. The goal of the project was to develop, pilot, and research the efficacy of a 6th grade math course and science course that are designed to align with 6th grade Common Core Mathematics Standards and Next Generation Science Standards. The curriculum was designed to exemplify the use of project-based learning as the primary instructional approach, and instructionally embedded performance-based assessments as the primary assessment strategy. The rationale for building project-based learning units was to support greater student engagement and deeper learning of rigorous content through authentic, real-world applications of math and science. The rationale for building performance-based assessments into each unit of study was to support more reliable and valid measurement of individual students’ learning and performance on relevant math and science concepts and practices.
All of the curriculum materials were designed to have teachers participate in professional development to help support them in the design approach as well as implementing the materials in their classroom. If you would like further information about professional development services, please contact us.
Unit Overview
Learning Task 1: Get Started on the Culminating Project
Who are we? Students will learn what a statistical question is, understand the difference between numerical and categorical data, and represent data using dot plots. Students will apply these concepts in the Class Profile Culminating Project, in which they will conduct surveys to learn more about their class, interpret and represent their data, and compare their class with other sixth-grade classes across the country.
Learning Task 2: Measures of Central Tendency
How can central tendency be used to summarize data? Students will work together to analyze data from a hypothetical class to help deepen their understanding of central tendency. They will use reasoning to “work backward” from the mean in order to find information about data sets. They will explore the effects of new data (especially outliers) on measures of central tendency.
Learning Task 3: Box Plots
How can variability be used to summarize data? Students will have two opportunities to create a five-number summary and box plot from a data set, thus giving them the opportunity to develop deeper conceptual understanding and stronger procedural fluency—they will “get” the reasons, and become stronger at creating the visual displays. When groups have a pair of box plots from different data sets that answer the same question (e.g., How many pets do you have in your home?) and are accurately graphed using the same scale, they will be able to compare and analyze across two data sets, make observations about what the statistics are, and draw inferences about what they mean.
Learning Task 4: Interpret Data
How are we similar to and different from classes across the country? Students will apply their statistical skills in order to compare their class data to a national data set. Depending on how the task is implemented, time, and resource availability, students will have the chance to practice real research skills and use technology software to handle larger sets of data.
Culminating Project: Class Profile
Students will use their knowledge of statistics and collected data to create a Class Profile and compare the class’s profile with national data.
Individual Performance Task
Students will individually complete a performance task to display evidence of student mastery of the skills related to this unit.
