In this section, students add “median,” “range,” and “interquartile range” to their methods of describing a measure of center or measure of variability. They use the symmetry of a distribution to determine whether mean or median is likely to be a better description of the center. Then they explore box plots as a way to visualize a summary of data...

In this final section, students have the opportunity to apply their thinking from throughout the unit. Because this is a short section followed by an End-of-Unit Assessment, there are no section goals or checkpoint questions. The lesson in this section is optional because it offers additional opportunities to practice standards that are not a focus of the grade.

In this section, students focus on describing distributions. In particular, they learn to describe the center and spread of a distribution by using informal language to refer to a typical value for a distribution and how spread out the data are. They add histograms to the ways in which they can represent data, and use the visualization to describe features...

In this section, students begin to quantify their understanding of center and spread by finding values for the mean and mean absolute deviation (MAD). The mean is explained as a way of fairly sharing as well as a balance point to give additional intuition into the measure of center.

Then students see that, even with the same mean, distributions can...

In this section, students collect data about themselves and their classmates, then classify survey questions in two ways. First, they distinguish the questions based on whether the information collected is numerical or categorical data. Then, they determine whether questions are statistical questions or not based on whether data they collect to answer the question shows variability. Students use dot plots...