Differentiated CCSS Progress Monitoring Template - 6th Grade SP
Creating to the Core
11 Followers
Grade Levels
6th, Homeschool
Subjects
Resource Type
Standards
CCSS6.SP.A.1
CCSS6.SP.A.2
CCSS6.SP.A.3
CCSS6.SP.B.4
CCSS6.SP.B.5
Formats Included
- XLSX
Pages
5 pages
Creating to the Core
11 Followers
Description
This document contains record keeping templates for each Statistics and Probability CCSS standard at the sixth grade level. It connects standards for remediation and standards for acceleration that align with the focus standard, therefore allowing teachers to track student progress along a logical continuum. This tool can be used for differentiation, RTI goal setting, and daily progress-monitoring.
On each page, the bolded standard is the focus standard - the one that you are currently teaching and assessing at grade level. Standards to the left are the preceding skills necessary in order to master the bolded skill. Those standards can be used to set intervention goals and inform specialized instruction. The standards on the right are for acceleration -- they are the next steps for students who have shown mastery of the bolded standard. This progression crosses grade levels and content strands as necessary.
Please take the time to look at our preview, which will give you a sense (through the sample provided) of one way to use this helpful tool.
On each page, the bolded standard is the focus standard - the one that you are currently teaching and assessing at grade level. Standards to the left are the preceding skills necessary in order to master the bolded skill. Those standards can be used to set intervention goals and inform specialized instruction. The standards on the right are for acceleration -- they are the next steps for students who have shown mastery of the bolded standard. This progression crosses grade levels and content strands as necessary.
Please take the time to look at our preview, which will give you a sense (through the sample provided) of one way to use this helpful tool.
Total Pages
5 pages
Answer Key
N/A
Teaching Duration
N/A
Report this resource to TPT
Reported resources will be reviewed by our team. Report this resource to let us know if this resource violates TPT’s content guidelines.
Standards
to see state-specific standards (only available in the US).
CCSS6.SP.A.1
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.
CCSS6.SP.A.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.
CCSS6.SP.A.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.
CCSS6.SP.B.4
Display numerical data in plots on a number line, including dot plots, histograms, and box plots.
CCSS6.SP.B.5
Summarize numerical data sets in relation to their context, such as by:
Reviews
Questions & Answers
11 Followers
