Students will launch the investigation by examining an anonymous class data snapshot, noticing possible patterns and fairness questions, and generating initial hypotheses and project questions about screen time and math performance.

Students will refine an investigable question about screen time and math performance, draft a testable hypothesis, and build a peer-validated data-collection and analysis plan that prepares them to create scatter plots and two-way frequency tables in the next phase.

Students will analyze their collected screen time and math grade data, create accurate visual and tabular representations, test the strength of possible associations, and turn their evidence into a revised presentation draft with predictions, limitations, and fairness-aware conclusions.

Students will present their screen time and math grade investigation to visiting audiences, gather feedback on the clarity and fairness of their claims, and complete a brief written reflection on what their data shows, what it cannot prove, and how feedback shaped their final thinking.