Sixth Grade · Math · week 31

Statistical questions and variability

Distinguish statistical questions, which anticipate variability in the data, from questions with a single fixed answer, and describe a data set's context.

A statistical question expects VARIABILITY - different answers from different people or at different times. "How tall am I?" has one fixed answer, but "how tall are the students in my class?" is statistical, because the heights will vary.

To recognize a statistical question, ask: "will collecting this data from different people or times give different answers?" If yes, it is statistical.

Good statistical questions also come with context - who or what was measured, how, and why - and that context helps you make sense of the data later.

📋 For the teacher
Teach it (10–15 min):
  • Practice the variability test on a batch of questions together, sorting them into a statistical pile and a fixed-answer pile.
  • Emphasize that a statistical question is about a GROUP or repeated measurements, not a single fixed fact.
  • Have them turn a few fixed-answer questions into statistical ones by asking about a group instead of an individual.
  • Preview that the next few weeks will collect and describe real data from statistical questions like these.
Talk about it:
  • What is the key test for deciding if a question is statistical?
  • Why does "how many pets do I have" fail the test, but "how many pets do students in my class have" pass it?
  • Can you write your own statistical question about your family or friends?

Mastery looks like: They correctly sort questions into statistical versus fixed-answer, and can rewrite a fixed-answer question as a statistical one.

Common stumbles: Calling any question with a number in the answer "statistical," even when it has one true fixed answer; forgetting that variability across a group or time is the key test.

Homework for this lessonType it, write it with a stylus, or print it for pencil & paper.open →
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