[Jim]

I feel like I’m missing something, but why is the first “Difficult Distractor” in the rectangles box not a rectangle?

[Jim]

The relevant standard here is:
6.EE.8. Write an inequality of the form x<c or x>c to represent a constraint or condition in a real-world or mathematical problem. Recognize that inequalities of the form x<c or x>c have infinitely many solutions; represent solutions of such inequalities on number line diagrams.

[Jim]

The publisher’s criteria explicitly mentions mode on page 9 even though the standards do not.  The question Joseph asked originally remains:

“Do we need to include mode and range in 6th grade instruction?”

McCallum writes:

 

“you can [ask which age group has the most people in it] without making a big deal about the vocabulary item; it’s simply a matter of looking at a data distribution and being able to answer questions about the situation it represents.”

Sure, agreed.   But if a test asks, “What’s the mode of this data set?” a student who knows how to identify which age group has the most but who was not taught the vocabulary term “mode” will be lost.  Vocabulary matters.

[Jim]

 You can’t calculate the interquartile range without first calculating the range, 

Actually, calculating range is unnecessary for calculating IQR.  Sure, it’s easy to do if you are calculating the IQR at the same time, but that’s not the same thing.

[Author]

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