Students will launch the Data Displays project by critiquing real statistical displays, identifying what makes a graph clear or misleading, and generating initial quantitative question ideas connected to the student body. They will use evidence from sample dot plots, histograms, stem plots, and box plots to begin defining quality criteria for their own investigation work.

Students will critique misleading quantitative displays, study what makes a survey question statistically useful, refine a student-body investigation question through peer feedback, and draft an evidence-based hypothesis that prepares them for data collection planning.

Students will finalize a high-quality quantitative survey question, build a defensible sampling and recording plan, peer review one another’s methods, and produce traceable collection tools that prepare them to gather student-body data accurately in the next phase.

Students will analyze their student-body data set with multiple statistical representations, compare measures of center and spread, test which display communicates the distribution most clearly, and revise their gallery materials using critique before a formal checkpoint.

Students will present their final statistical displays to an authentic audience, defend their choices with evidence from the student-body dataset, respond to critique, and reflect on how feedback and collaboration shaped their conclusions.