Analyze data and draw Summarize and describe distributions. (CCSS: 6.SP) Although line graphs are conclusions to predict (i-ii and 1-4) Display numerical data in on a number not in the CAS at 6th outcomes based on line, including dot plots, histograms, and box grade and below, they will data displays such as plots. (CCSS: 6.SP.4) continue to be assessed line graphs, bar Summarize numerical data sets in relation to within this objective. graphs, or frequency their context. (CCSS: 6.SP.5) tables. Report the number of observations. (CCSS: 6.SP.5a) Describe the nature of the attribute under investigation, including how it was measured and its units of measurement. (CCSS: 6.SP.5b) Give quantitative measures of center (median and/or mean) and variability (interquartile range and/or mean absolute deviation), as well as describing any overall pattern and any striking deviations from the overall pattern with reference to the context in which the data were gathered. (CCSS: 6.SP.5c) 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. (CCSS: 6.SP.5d) Standard 3 Students use data collection and analysis, statistics, and probability in problem-solving situations and communicate the reasoning used in solving these problems. Benchmark 5 Determine probabilities through experiments or simulations. No objectives assessed at this level on the TCAP. Standard 3 Students use data collection and analysis, statistics, and probability in problem-solving situations and communicate the reasoning used in solving problems. Benchmark 6 Make predictions and compare results using both experimental and theoretical probability drawn from problems. Assessment Objective CAS Alignment Code CAS Expectation Text Comment Using a chance device, Although probability is not such as a number in the CAS at 6th grade cube or spinner, and below, it will continue design a fair game
Analyze data and draw conclusions to predict outcomes based on data displays such as line graphs, bar graphs, or frequency tables. (i-ii and 1-4) Summarize and describe distributions. (CCSS: 6.SP) Display numerical data in on a number line, including dot plots, histograms, and box plots. (CCSS: 6.SP.4) Summarize numerical data sets in relation to their context. (CCSS: 6.SP.5) Report the number of observations. (CCSS: 6.SP.5a) Describe the nature of the attribute under investigation, including how it was measured and its units of measurement. (CCSS: 6.SP.5b) Give quantitative measures of center (median and/or mean) and variability (interquartile range and/or mean absolute deviation), as well as describing any overall pattern and any striking deviations from the overall pattern with reference to the context in which the data were gathered. (CCSS: 6.SP.5c) 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. (CCSS: 6.SP.5d) Although line graphs are not in the CAS at 6th grade and below, they will continue to be assessed within this objective. Standard 3 Students use data collection and analysis, statistics, and probability in problem-solving situations and communicate the reasoning used in solving these problems. Benchmark 5 Determine probabilities through experiments or simulations. No objectives assessed at this level on the TCAP. Standard 3 Students use data collection and analysis, statistics, and probability in problem-solving situations and communicate the reasoning used in solving problems. Benchmark 6 Make predictions and compare results using both experimental and theoretical probability drawn from problems. Assessment Objective CAS Alignment Code CAS Expectation Text Comment Using a chance device, such as a number cube or spinner, design a fair game Although probability is not in the CAS at 6th grade and below, it will continue
tcap_math_6th%20grade.docx