- 1. Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers.
*For example, “How old am I?” is not a statistical question, but “How old are the students in my school?” is a statistical question because one anticipates variability in students’ ages.*Suggested tag: cc-6m-sp-1

- 2. Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center, spread, and overall shape.
Suggested tag: cc-6m-sp-2

- 3. Recognize that a measure of center for a numerical data set summarizes all of its values with a single number, while a measure of variation describes how its values vary with a single number.
Suggested tag: cc-6m-sp-3

- 4. Display numerical data in plots on a number line, including dot plots, histograms, and box plots.
Suggested tag: cc-6m-sp-4

- 5. Summarize numerical data sets in relation to their context, such as by:
Suggested tag: cc-6m-sp-5

- Reporting the number of observations.
Suggested tag: cc-6m-sp-5a

- Describing the nature of the attribute under investigation, including how it was measured and its units of measurement.
Suggested tag: cc-6m-sp-5b

- Giving 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.
Suggested tag: cc-6m-sp-5c

- Relating the choice of measures of center and variability to the shape of the data distribution and the context in which the data were gathered.
Suggested tag: cc-6m-sp-5d

- Reporting the number of observations.

All standards © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved. http://www.corestandards.org