Grade 6 Math: Data and Probability unit
Students learn to tell discrete and continuous data apart, plan fair ways to collect data, and organize measured data in intervals. They draw histograms and broken-line graphs, choose the best graph for a data set, build an infographic, compare data sets with the mean, median, mode and range, and spot misleading graphs. They then describe probability with fractions, decimals and percents, list the outcomes of two independent events, and compare experimental with theoretical results. The unit ends with a two-day performance task: a Game Night report for the Student Council.
What's included
- Unit overviewBig ideas, expectations by code, learning goals and success criteria
- Day-by-day calendar17 days planned, including catch-up and review days
- 12 three-part lessonsMinds On, Action and Consolidation, with timings, questions to ask and common mistakes
- Lesson slidesA ready-to-project deck for every lesson: goals, worked examples, discussion questions and exit tickets, with your lesson steps in the speaker notes
- Student worksheets with answer keys99 questions in all, every numeric answer checked by software
- Diagnostic and quick checksA Day 1 diagnostic and 3 quick checks to adjust your teaching
- Performance task and rubric“Game Night Report for the Student Council”, with a rubric across all four achievement chart categories
- Unit test and answer key38 marks, sorted by achievement chart category
- AccommodationsSupports for students with IEPs, English language learners, and extensions
Look inside
These are real pages from the unit.
Day-by-day calendar
| Day | Lesson or assessment | Expectations |
|---|---|---|
| 1 | Diagnostic and unit launch | |
| 2 | Lesson 1: Discrete and continuous data | D1.1 |
| 3 | Lesson 2: Collecting data: questions and samples | D1.2 |
| 4 | Lesson 3: Organizing data in intervals and drawing histograms | D1.2, D1.3 |
| 5 | Lesson 4: Broken-line graphs (quick check 1) | D1.3 |
| 6 | Lesson 5: Choosing the best graph | D1.3 |
| 7 | Lesson 6: Telling a story with an infographic | D1.4 |
| 8 | Lesson 7: Mean, median, mode and range | D1.5 |
| 9 | Lesson 8: Comparing two data sets | D1.5 |
| 10 | Lesson 9: Reading graphs and spotting misleading ones (quick check 2) | D1.6 |
| 11 | Lesson 10: The probability line | D2.1 |
| 12 | Lesson 11: Two independent events: theoretical probability | D2.2 |
| 13 | Lesson 12: Experimental and theoretical probability (quick check 3) | D2.1, D2.2 |
| 14 | Performance task, day 1 | D1.1, D1.2, D1.3, D1.5 |
| 15 | Performance task, day 2 | D1.4, D2.1, D2.2 |
| 16 | Review | |
| 17 | Unit test |
Lesson 1: Discrete and continuous data
Learning goal: We are learning to tell discrete data from continuous data and to give examples of each.
Success criteria:
- I can say that discrete data is counted in whole numbers.
- I can say that continuous data is measured and can fall between whole numbers.
- I can give my own example of each kind.
Minds On (10 min)
- Show two questions: "How many pencils are in your pencil case?" and "How long is your pencil?" Ask: "Could the answer to each question be 12.5? Explain why or why not."
- Students share with a partner, then three students share with the class.
Action (35 min)
- Name the terms: a variable is anything we count or measure. Discrete data is counted (whole numbers only). Continuous data is measured (any value in a range, including decimals).
- Sort a class set of variables on the board into two columns. Measure two things as a class (a pencil length and a hop time) to show decimals.
- Introduce qualitative data (words or categories, such as favourite colour) so students can tell it apart from quantitative data (numbers).
- Students complete the worksheet in pairs.
Consolidation (15 min)
- Discuss question 4: why a measurement that is "about 3 hours" is still continuous.
- Students add one new example to each column of the class chart.
- Exit: "Write one example of discrete data and one example of continuous data about your school day."
Discrete or continuous?
Show your thinking.
- Here are 11 variables: the number of pets in a family; the height of a sunflower; the number of desks in a room; the time it takes to run 100 m; the mass of a backpack; the goals scored in a hockey game; the temperature outside; the number of books on a shelf; the length of a pencil; the number of words in a sentence; the distance a student walks to school. How many of them are continuous?
- How many of the same variables are discrete?
- Is "favourite colour" discrete data, continuous data, or neither? Explain.
- A runner says her time was "about 14 seconds". Is time discrete or continuous? Explain.
- Write one new example of discrete data and one new example of continuous data from your own life.
Answer keys with worked steps are in the Teacher Guide.
Performance task: Game Night Report for the Student Council
The Student Council is planning a Game Night and a reading booth. A survey of 20 students asked, "How many minutes do you read at home each day?" (made-up data): 5, 10, 12, 15, 18, 20, 22, 25, 25, 28, 30, 30, 32, 35, 35, 38, 40, 45, 50, 58. The council also wants a booth game: spin a 4-colour spinner and flip a coin. A player wins a prize if the spinner lands on red AND the coin lands heads. Write a report for the council.
| Category | Level 1 | Level 2 | Level 3 | Level 4 |
|---|---|---|---|---|
| Knowledge and Understanding | Shows limited knowledge of data types, intervals, measures or probability terms. | Shows some knowledge; several errors in the table, measures or outcomes. | Shows considerable knowledge; the table, measures and outcomes are mostly correct. | Shows thorough knowledge; the table, measures and outcomes are correct and precise. |
| Thinking | Makes limited conclusions about the data or the game. | Makes some reasonable conclusions; limited use of the numbers. | Makes considerable conclusions that use the measures and the probability. | Makes insightful conclusions, comparing the data and the fairness of the game. |
| Communication | Graph and infographic are unclear or missing parts. | Graph and infographic are somewhat clear; some labels or a scale are missing. | Graph and infographic are clear, with a title, labels, an even scale and a source. | Graph and infographic are very clear and well organized, and tell one strong story. |
| Application | Uses data and probability in the council context with limited success. | Uses data and probability with some success. | Uses data and probability effectively to advise the council. | Uses data and probability skilfully, with a practical recommendation. |
Lessons in this unit
- Discrete and continuous dataLearning to tell discrete data from continuous data and to give examples of each.D1.1
- Collecting data: questions and samplesLearning to plan how to collect data so it answers our question fairly.D1.2
- Organizing data in intervals and drawing histogramsLearning to group measured data into intervals and show it in a histogram.D1.2, D1.3
- Broken-line graphsLearning to read and make broken-line graphs that show how something changes over time.D1.3
- Choosing the best graphLearning to choose the graph that best shows a set of data and to explain our choice.D1.3
- Telling a story with an infographicLearning to design an infographic that tells a clear story about a data set.D1.4
- Mean, median, mode and rangeLearning to find the mean, median, mode and range of a data set and say what each one tells us.D1.5
- Comparing two data setsLearning to use the mean, median, mode and range to compare two sets of data.D1.5
- Reading graphs and spotting misleading onesLearning to ask questions about graphs, draw conclusions, and spot graphs that give the wrong idea.D1.6
- The probability lineLearning to describe how likely an event is using fractions, decimals and percents, and to place it on a probability line.D2.1
- Two independent events: theoretical probabilityLearning to list the outcomes of two independent events and find their theoretical probability.D2.2
- Experimental and theoretical probabilityLearning to compare experimental and theoretical probability and use them to make predictions.D2.1, D2.2
Ontario curriculum expectations covered
- D1.1
- Explain how discrete data (counted) differs from continuous data (measured) and give examples of each.
- D1.2
- Gather word-based data and number-based data (counted or measured) about a group, and organize it, using intervals when that helps.
- D1.3
- Choose the best graph for a data set, including histograms and broken-line graphs, label it with a title, source and sensible scale, and explain the choice.
- D1.4
- Design an infographic that tells a story about a data set using tables, graphs and other helpful details.
- D1.5
- Calculate the range and the three averages (mean, median, mode) for a data set, then use them to compare sets.
- D1.6
- Study graphs of many kinds, including histograms, broken-line graphs and misleading graphs, question what they show, and argue from the evidence.
- D2.1
- Show how likely an event is with a fraction, decimal or percent, mark it on a 0-to-1 line, and use it to predict and decide.
- D2.2
- Work out and compare what should happen and what did happen for two independent events.
Questions about this unit
How long is this unit?
17 school days: 12 lessons plus a diagnostic, a catch-up day, a two-day performance task, a review day and the unit test.
Which expectations does it cover?
D1.1, D1.2, D1.3, D1.4, D1.5, D1.6, D2.1, D2.2 from Mathematics (2020), Strand D: Data (Data Literacy; Probability).
What format are the files?
Each unit comes as a Teacher Guide and Student Pages, both as editable Word files and print-ready PDFs, plus a PowerPoint deck of lesson slides. The Word files open in Google Docs and the slides open in Google Slides, so you can change anything.
Can I share it with my colleagues?
A single licence is for one teacher's classes. For a grade team, the team licence covers up to 5 teachers at one school for $49.99.
What if it isn't right for my class?
Email help@unitplans.ca within 7 days of buying for a full refund.