By: Cathleen Rose

Rationale
Grade 6 Mathematics unit is based on line plots,
histograms and box plots
Includes Social Studies, Science and Physical
Education
Why?
Part of the curriculum according to NYS Common
Core

Outline: (about 2 week period according to

45 minute class periods)

Day 1 Discussion/PPT/interpretation of Line

Plots (scatter, positive, negative) & practice
Day 2 Line Plot activity
Day 3 Discussion/PPT/interpretation of
Histograms & practice
Day 4 Histogram Activity

Day 5 Discussion/PPT/interpretation of Box

Plots & practice
Day 6 Box Plot activity
Day 7 & 8 Culminating Activity
Day 9 Written Exam

Voluntary for all teachers who work

together.
Parity for the students and teachers.
Mutual Goals to helps the students succeed.
Shared Resources from all teachers.
Shared Responsibility from the students and
teachers.
Shared Accountability from the students
and teachers.

Literacy in History/Social Studies, Science

and Technical Subjects
7. Conduct short research projects to
answer a question (including a selfgenerated question), drawing on several
sources and generating additional related,
focused questions that allow for multiple
avenues of exploration.

Mathematics Statistics & Probability 6.SP

Summarize and describe distributions
4. Display numerical data in plots on a number line,

including dot plots, histograms, and box plots.

5. Summarize numerical data sets in relation to their
context, such as by:
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.

Science
Collection of daily temperatures
Data collection done during science class
Display Data through Line plot

Social Studies
Collection of winner electoral votes (First ten)
Use of technology: www.archives.gov
Display data through Histogram

Mathematics
Collection of individuals personal grades from
beginning of quarter (will be distributed to owner)
Place numbers in cumulative frequency
Find median, upper/lower quartiles
Display data through Box plot

ADD/ADHD
Seat closer to teacher (limits distractions)
Not near door or window
Constant engagement through participation and
questioning

Speech/Language
Microphone
Handouts of presentations
Seat closer to teacher

Vision
Larger print

Culminating Activity
Collection of student Mile Run time from
Physical Education teacher
Provide class list of times (no names)
Using data, create
Line plot (scatter)
Histogram
Box Plot

Written exam
Vocabulary
Interpreting graph with questions
Create graph from given data

http://www.archives.gov/federal-register/ele
ctoral-college/scores.html
NYS Common Core Guides for Literacy and
Mathematics