Open Up - Grade 6 - Mathematics - Unit 8 - Lesson 3

Last updated 12 months ago

16 questions

3.MD.3

6.SP.1

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3.MD.3

6.SP.1

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3.MD.3

6.SP.1

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3.MD.3

6.SP.1

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3.MD.3

6.SP.1

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3.MD.3

6.SP.1

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3.MD.3

6.SP.1

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3.MD.3

6.SP.1

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3.MD.3

6.SP.1

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3.MD.3

6.SP.1

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3.MD.3

6.SP.1

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3.MD.3

6.SP.1

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3.MD.3

6.SP.1

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3.MD.3

6.SP.1

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3.MD.3

6.SP.1

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3.MD.3

6.SP.1

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Open Up - Grade 6 - Mathematics - Unit 8 - Lesson 3

Last updated 12 months ago

16 questions

A teacher drew a line segment that was 20 inches long on the blackboard. She asked each of her students to estimate the length of the segment and used their estimates to draw this dot plot.
How many students were in the class?

3.MD.3

6.SP.1

…

A teacher drew a line segment that was 20 inches long on the blackboard. She asked each of her students to estimate the length of the segment and used their estimates to draw this dot plot.
Were students generally accurate in their estimates of the length of the line? Explain your reasoning.

3.MD.3

6.SP.1

…

Here are descriptions of data sets. Select all descriptions of data sets that could be graphed as dot plots.

3.MD.3

6.SP.1

…

Priya recorded the number of attempts it took each of 12 of her classmates to successfully throw a ball into a basket.
Make a dot plot of Priya’s data.

3.MD.3

6.SP.1

…

Solve the equation:

3.MD.3

6.SP.1

…

Solve the equation:

3.MD.3

6.SP.1

…

Solve the equation:

3.MD.3

6.SP.1

…

Solve the equation:

3.MD.3

6.SP.1

…

Solve the equation:

3.MD.3

6.SP.1

…

Find the quotient:

3.MD.3

6.SP.1

…

Find the quotient:

3.MD.3

6.SP.1

…

Find the quotient:

3.MD.3

6.SP.1

…

Find the quotient:

3.MD.3

6.SP.1

…

Find the area of the triangle:

3.MD.3

6.SP.1

…

Find the area of the triangle:

3.MD.3

6.SP.1

…

Find the area of the triangle:

3.MD.3

6.SP.1

…

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Open Up - Grade 6 - Mathematics - Unit 8 - Lesson 3

Open Up - Grade 6 - Mathematics - Unit 8 - Lesson 3

A teacher drew a line segment that was 20 inches long on the blackboard. She asked each of her students to estimate the length of the segment and used their estimates to draw this dot plot.How many students were in the class?

A teacher drew a line segment that was 20 inches long on the blackboard. She asked each of her students to estimate the length of the segment and used their estimates to draw this dot plot.Were students generally accurate in their estimates of the length of the line? Explain your reasoning.

Here are descriptions of data sets. Select all descriptions of data sets that could be graphed as dot plots.

Priya recorded the number of attempts it took each of 12 of her classmates to successfully throw a ball into a basket. Make a dot plot of Priya’s data.

Solve the equation:

Solve the equation:

Solve the equation:

Solve the equation:

Solve the equation:

Find the quotient:

Find the quotient:

Find the quotient:

Find the quotient:

Find the area of the triangle:

Find the area of the triangle:

Find the area of the triangle:

A teacher drew a line segment that was 20 inches long on the blackboard. She asked each of her students to estimate the length of the segment and used their estimates to draw this dot plot.How many students were in the class?

A teacher drew a line segment that was 20 inches long on the blackboard. She asked each of her students to estimate the length of the segment and used their estimates to draw this dot plot.Were students generally accurate in their estimates of the length of the line? Explain your reasoning.

Here are descriptions of data sets. Select all descriptions of data sets that could be graphed as dot plots.

Priya recorded the number of attempts it took each of 12 of her classmates to successfully throw a ball into a basket. Make a dot plot of Priya’s data.

Solve the equation:

Solve the equation:

Solve the equation:

Solve the equation:

Solve the equation:

Find the quotient:

Find the quotient:

Find the quotient:

Find the quotient:

Find the area of the triangle:

Find the area of the triangle:

Find the area of the triangle:

A teacher drew a line segment that was 20 inches long on the blackboard. She asked each of her students to estimate the length of the segment and used their estimates to draw this dot plot.
How many students were in the class?

A teacher drew a line segment that was 20 inches long on the blackboard. She asked each of her students to estimate the length of the segment and used their estimates to draw this dot plot.
Were students generally accurate in their estimates of the length of the line? Explain your reasoning.

Priya recorded the number of attempts it took each of 12 of her classmates to successfully throw a ball into a basket.
Make a dot plot of Priya’s data.

A teacher drew a line segment that was 20 inches long on the blackboard. She asked each of her students to estimate the length of the segment and used their estimates to draw this dot plot.
How many students were in the class?

A teacher drew a line segment that was 20 inches long on the blackboard. She asked each of her students to estimate the length of the segment and used their estimates to draw this dot plot.
Were students generally accurate in their estimates of the length of the line? Explain your reasoning.

Priya recorded the number of attempts it took each of 12 of her classmates to successfully throw a ball into a basket.
Make a dot plot of Priya’s data.