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6th Grade Math Mod 6 Lesson 2 Display Data Distribution Video Lesson *Flipped*

Mason Math Method
110 Followers
Grade Levels
4th - 9th, Adult Education, Homeschool
Standards
Formats Included
  • Streaming Video
    (cannot be downloaded)
  • Supporting Information
Duration
26:37
$5.00
$5.00
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Mason Math Method
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  1. 6th Grade Math Video Lessons are ready to go and I am excited to offer them to you and your students in this FULL YEAR VIDEO LESSON BUNDLE. Are you considering Flipped Learning this coming year? Will students be learning virtually and you want them to have access to video lessons they can refer to f
    Price $321.30Original Price $459.00Save $137.70
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    Price $54.00Original Price $60.00Save $6.00
Supporting Information
This is an additional download that supports the video.

Description

6th Grade Math Module 6 Lesson 2 Video Lesson covering displaying a data distribution is ready to go! Are you considering Flipped Learning this coming year? Will students be learning virtually, and you want them to have access to video lessons they can refer to for extra help? Do you plan on having your students home-schooled this coming year and you want them to get the same instruction they would if they were attending an in-person classroom? Teachers, do you sometimes wonder what you will do if and when you need to miss school due to an illness, or for some other reason, you can have your substitute use these video lessons to help keep your students on track.

I used the PowerPoint lesson I created and used in my classroom to teach students virtually. I talked directly to students throughout, as if they were actually right there with me AND tried to anticipate misconceptions by making sure I pointed those out. I am NOT a perfect person, NOR do I claim to be the best math teacher in the world BUT I did my best and used various different methods to help students the best way I possibly could given that those who watch and learn from video lessons will get the best I can offer as a 6th grade math teacher.

This video lesson includes the objective, I can, vocabulary, various exercises/examples, summary, and exit ticket. As with all my video lessons, this video is made for a 60-minute class. You may ask how a video with a duration of 26:37 can be a 60-minute lesson. Well, I ask students to pause throughout the lesson to solve problems on their own and that is where the extra time goes, individual student work.

I used Engage NY/Eureka using CCSS to inspire this video lesson. Students don’t need anything except a piece of paper and pencil to follow along.

Below I have listed what you will be getting in this download.

Duration example: 24:32 means 24 minutes and 32 seconds)

Module 6: Statistics Video Lesson

· Lesson 2: Displaying a Data Distribution (26:37)

If you are interested in my 6th Grade Math Video Lessons BUNDLE (Current and Future 6th Grade Math Video Lessons that can be used to teach for the entire year please CLICK HERE

If you are interested in obtaining my full 6th Grade Math Module 1-6 PowerPoint Bundle for the entire year in which you can use to teach yourself please CLICK HERE.

If you are interested in obtaining my full year 6th Grade Math Module 1-6 Topic Quizzes and Mid-and-End of Module Tests please CLICK HERE

If you are interested in obtaining my full year 6th Grade Math Module 1-6 Interactive Notebook/Booklets please CLICK HERE

If you are interested in obtaining my full year 6th Grade Math Module 1-6 Editable Weekly Lesson Plans please CLICK HERE

If you are interested in my 6th Grade Math Entire Year GROWING BUNDLE (Everything you will need for the ENTIRE 6th Grade Math Year); which includes not only this amazing video lesson, but all the video lessons I have already created and those to come as well as the PowerPoint’s used to create the video lessons, Module 1-6 topic quizzes, mid-module, and end-of-module tests, interactive notebook/booklets, Know & Show Teacher Guide, and editable Lesson Plan Template, various 6th practice worksheets, activities, and all other material I will be including please CLICK HERE

COPYRIGHT TERMS: This resource may not be uploaded to the internet in any form, including classroom/personal websites or network drives, unless the site is password protected and can only be accessed by students. Violations are subject to the penalties of the Digital Millennium Copyright Act.

Attention Districts and Departments: If you are purchasing for your school’s department, please buy the appropriate amount of licenses. If you are a large school district and you are interested in a full district license, please contact me for a district-wide quote.

LICENSING TERMS: This purchase includes a license for one teacher only for personal use in their classroom. Licenses are non-transferable, meaning they cannot be passed from one teacher to another. No part of this resource is to be shared with colleagues or used by an entire grade level, school, or district without purchasing the proper number of licenses. If you are a coach, principal, or district interested in transferable license to accommodate yearly staff changes, please contact me for a quote

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Standards

to see state-specific standards (only available in the US).
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.
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.
Display numerical data in plots on a number line, including dot plots, histograms, and box plots.
Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, "Does this make sense?" They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.
Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize-to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents-and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.

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110 Followers