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Here is the standard your child is working on in **Advanced Math:**

6.SP.2 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.

6.SP.3 Recognize that a measure of center for a numerical data set summarizes all of its values with a single number, while a measure of variation describes how its values vary with a single number. Summarize and describe distributions.

6.SP.4 Display numerical data in plots on a number line, including dot plotsG (line plots), histograms, and box plotsG. (GAISE Model, step 3) 6.SP.5 Summarize numerical data sets in relation to their context.

a. Report the number of observations.

b. Describe the nature of the attribute under investigation, including how it was measured and its units of measurement.

c. Find the quantitative measures of center (median and/or mean) for a numerical data set and recognize that this value summarizes the data set with a single number. Interpret mean as an equal or fair share. Find measures of variability (range and interquartile rangeG) as well as informally describe the shape and the presence of clusters, gaps, peaks, and outliers in a distribution.

d. Choose the measures of center and variability, based on the shape of the data distribution and the context in which the data were gathered

Here is the standard on which your child is working in **math**.

6.5. NS Understand that positive and negative numbers are used together to describe quantities having opposite directions or values (e.g., temperature above/below zero, elevation above/below sea level, credits/debits, positive/negative electric charge); use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation.

6.6. NS Understand a rational number as a point on the number line. Extend number line diagrams and coordinate axes familiar from previous grades to represent points on the line and in the plane with negative number coordinates.

6.6 a. NS Recognize opposite signs of numbers as indicating locations on opposite sides of 0 on the number line; recognize that the opposite of the opposite of a number is the number itself, e.g., – (–3) = 3, and that 0 is its own opposite.

6.6 b NS. Understand signs of numbers in ordered pairs as indicating locations in quadrants of the coordinate plane; recognize that when two ordered pairs differ only by signs, the locations of the points are related by reflections across one or both axes.

6.6 c. NS Find and position integers and other rational numbers on a horizontal or vertical number line diagram; find and position pairs of integers and other rational numbers on a coordinate plane

6.7. NS Understand ordering and absolute value of rational numbers. a. Interpret statements of inequality as statements about the relative position of two numbers on a number line diagram.

6.7 a. NS Interpret statements of inequality as statements about the relative position of two numbers on a number line diagram.

6.7 b. NS Write, interpret, and explain statements of order for rational numbers in real-world contexts. For example, write –3 o C > –7 o C to express the fact that –3 o C is warmer than –7 o C.

6.7 c. NS Understand the absolute value of a rational number as its distance from 0 on the number line; interpret absolute value as magnitude for a positive or negative quantity in a real-world situation.

6.7 d NS . Distinguish comparisons of absolute value from statements about order.

- 8. NS Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate

We encourage conversations about these standards so you can monitor your child's progress and understanding more effectively. Should you have any questions, please select the staff icon (to the right) for access to teacher e mail.