School Improvement in Maryland

Using the State Curriculum: Mathematics, Grade 6

Print:

Statistics:

Mathematics:

State Curriculum Toolkit

Tools aligned to State Curriculum indicators and/or objectives.

  • Higher Order
    Thinking Skills

    Examples of questions at various levels of cognitive demand
  • Sample Assessments
    Items and annotated student responses as appropriate
  • Public Release Items
    Actual MSA items and annotated student responses as appropriate

Standard 4.0 Knowledge of Statistics

Students will collect, organize, display, analyze, or interpret data to make decisions or predictions.

Topic

A. Data Displays

Indicator

  • 1. Organize and display data
Objectives
  1. Organize and display data to make frequency tables
    Assessment limit: Use no more than 5 categories or ranges of numbers and total frequencies of no more than 25
  2. Organize and display data to make stem-and-leaf plots
    Assessment limit: Use no more than 20 data points and whole numbers (0–999)
  3. Organize and display data using a back-to-back stem-and-leaf plot

Topic

B. Data Analysis

Indicator

  • 1. Analyze data
Objectives
  1. Interpret frequency tables
    Assessment limit: Use no more than 5 categories or ranges of numbers and frequencies of no more than 25
  2. Read and analyze circle graphs
    Assessment limit: Use no more than 5 categories using data in whole numbers or percents (0 – 1000)
  3. Interpret data from a stem-and-leaf plot

Indicator

  • 2. Describe a set of data

Note: Highlighted assessment limits will be tested in the no calculator section of MSA. In the assessment limit, (0-10) or (-10 to 10) means all numbers in the problem or the answer will fall within the range of 0 to 10 (including endpoints) or -10 to 10 (including endpoints), respectively. All content standards are tested in MSA but not all objectives. Objectives that have an assessment limit are tested on MSA. Objectives without an assessment limit are not tested on MSA.

June 2004