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#### MAT-06.RP.03.b

 6th Grade MAT Targeted StandardsDomain (RP) Ratios and Proportional RelationshipsCluster: Understand ratio concepts and use ratio reasoning to solve problems Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations. MAT-06.RP.03.b Solve unit rate problems including those involving unit pricing and constant speed. For example, If it took 7 hours to mow 4 lawns, then at that rate, how many lawns could be mowed in 35 hours? At what rate were lawns being mowed?

## Student Learning Targets:

### Skills Domain (Performance) Targets

• I can calculate unit rates.
• I can solve real world problems involving ratio and rate.

## Resources

### Websites

#### MAT-06.RP.03.c

 6th Grade MAT Targeted StandardsDomain (RP) Ratios and Proportional RelationshipsCluster: Understand ratio concepts and use ratio reasoning to solve problems Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations. MAT-06.RP.03.c Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole, given a part and the percent.

## Student Learning Targets:

### Reasoning Targets

• I can convert ratios to percents.

### Skills Domain (Performance) Targets

• I can solve real-world problems involving ratios and percents.

## Resources

### Websites

#### MAT-06.RP.03.d

 6th Grade MAT Targeted StandardsDomain (RP) Ratios and Proportional RelationshipsCluster: Understand ratio concepts and use ratio reasoning to solve problems Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations. MAT-06.RP.03.d Use ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying or dividing quantities.

## Student Learning Targets:

### Reasoning Targets

• I can determine if rates are equivalent.

### Skills Domain (Performance) Targets

• I can manipulate units appropriately when multiplying and dividing.
• I can establish ratios to convert measurements within a system.

# Statistics and Probability

## Narrative for the (SP) Statistics and Probability

In the future this will contain narratives and other information about the Domain.

## Calculation Method for Domains

Domains are larger groups of related standards. The Domain Grade is a calculation of all the related standards. Click on the standard name below each Domain to access the learning targets and rubrics/ proficiency scales for individual standards within the domain.

#### MAT-06.SP.01

Domain (SP) Statistics and Probability
Cluster: Develop understanding of statistical variability

MAT-06.SP.01 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.

## Student Learning Targets:

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### Product Targets

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Rubric - Resources

Comparison to ND 2005 Mathematics Standards/Benchmark

**MAT-7.3.1 Formulate a question; collect, organize, and display data using a bar, line, and circle graph

• *** Indicates strong content alignment from Common Core Standards to North Dakota Content Standards
• ** Indicates partial content alignment from Common Core Standards to North Dakota Content Standards
• * Indicates weak content alignment from Common Core Standards to North Dakota Content Standards

#### MAT-06.SP.02

Domain (SP) Statistics and Probability
Cluster: Develop understanding of statistical variability

MAT-06.SP.02 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.

## Student Learning Targets:

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### Product Targets

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Rubric - Resources

Comparison to ND 2005 Mathematics Standards/Benchmark

**MAT-7.3.1 Formulate a question; collect, organize, and display data using a bar, line, and circle graph

**MAT-8.3.5 Calculate and compare the measures of central tendency (i.e., mean, median, mode) and spread (i.e., range

• *** Indicates strong content alignment from Common Core Standards to North Dakota Content Standards
• ** Indicates partial content alignment from Common Core Standards to North Dakota Content Standards
• * Indicates weak content alignment from Common Core Standards to North Dakota Content Standards

#### MAT-06.SP.03

Domain (SP) Statistics and Probability
Cluster: Develop understanding of statistical variability

MAT-06.SP.03 Recognize that a measure of center for a numerical data set summarizes all of its values using a single number, while a measure of variation describes how its values vary with a single number.

## Student Learning Targets:

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### Product Targets

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Rubric - Resources

Comparison to ND 2005 Mathematics Standards/Benchmark

**MAT-7.3.1 Formulate a question; collect, organize, and display data using a bar, line, and circle graph

**MAT-8.3.5 Calculate and compare the measures of central tendency (i.e., mean, median, mode) and spread (i.e., range

• *** Indicates strong content alignment from Common Core Standards to North Dakota Content Standards
• ** Indicates partial content alignment from Common Core Standards to North Dakota Content Standards
• * Indicates weak content alignment from Common Core Standards to North Dakota Content Standards

#### MAT-06.SP.04

Domain (SP) Statistics and Probability
Cluster: Summarize and describe distributions

MAT-06.SP.04 Display numerical data in plots on a number line, including dot plots, histograms, and box plots.

## Student Learning Targets:

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### Product Targets

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Rubric - Resources

Comparison to ND 2005 Mathematics Standards/Benchmark

***MAT-8.3.2 Collect, organize, and display data using scatter and stem-and-leaf plot

***MAT-9-10.3.1 Construct appropriate displays of given data, i.e., circle graphs, bar graphs, histograms, stem-and-leaf plots, box-and-whisker plots, and scatter plots

**MAT-6.3.1 Collect and organize data, select and use an appropriate display; i.e., a frequency table, a line and bar graph

• *** Indicates strong content alignment from Common Core Standards to North Dakota Content Standards
• ** Indicates partial content alignment from Common Core Standards to North Dakota Content Standards
• * Indicates weak content alignment from Common Core Standards to North Dakota Content Standards

#### MAT-06.SP.05

 6th Grade MAT Targeted StandardsDomain (SP) Statistics and ProbabilityCluster: Develop understanding of statistical variability MAT-06.SP.05 Summarize numerical data sets in relation to their context. a. Reporting the number of observations. b. Describing the nature of the attribute of investigation, including how it was measured and its units of measurement. c. 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 was gathered. d. 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.

## Proficiency Scale

 Score Description Sample Activity 4.0 In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. - 3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success. 3.0 “The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. - 2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content). 2.0 The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). - 1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content). 1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). - 0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content). 0.0 Even with help, the student demonstrates no understanding or skill. -

## Resources

### Websites

#### MAT-06.SP.05.a

 6th Grade MAT Targeted StandardsDomain (SP) Statistics and ProbabilityCluster: Develop understanding of statistical variability Summarize numerical data sets in relation to their context. MAT-06.SP.05.a Reporting the number of observations.

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## Proficiency Scale

 Score Description Sample Activity 4.0 In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. - 3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success. 3.0 “The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. - 2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content). 2.0 The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). - 1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content). 1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). - 0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content). 0.0 Even with help, the student demonstrates no understanding or skill. -