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Graphing Data PBL - Histogram, Circle, Dot Plot, Box Plot - Distance Learning

Grade Levels
6th - 8th
Standards
Resource Type
Formats Included
  • PDF
  • Internet Activities
  • Google Apps™
Pages
16 pages
$4.00
$4.00
Share this resource
Includes Google Apps™
The Teacher-Author indicated this resource includes assets from Google Workspace (e.g. docs, slides, etc.).

Description

About this resource:

This project takes students through the process of writing and conducting an original survey, then creating multiple representations of their data. Students will practice creating a histogram, circle graph, dot plot and box plot. Students will access "how to videos" as well as "online digital tools" that enable them to create the four graphs digitally. In the Google Slides™ version, support links are available for vocabulary references and data and statistics anchor charts. Students love this activity and teachers use it as an introduction or assessment for their graphing and statistics unit!

***Due to COVID-19 and social distancing protocols, it is important to direct students to conduct their survey and collect data via social media, text messaging, email or phone calls.

What's included?

  • statistical question brainstorm with examples
  • data collection table
  • frequency table
  • tools and videos to create each graph (histogram, circle graph, dot plot, box plot)
  • editable checklist rubric
  • embedded links to supplementary aids and anchor charts
  • color (display friendly) and printer friendly (black and white)

Standards alignment:

  • TEKS - 7.6G, 7.12A, 7.12B
  • CCSS - 6.SP.B.4, 6.SP.A.1, 6.SP.A.2

Works Great As:

- Distance Learning

- Sub Plans

- Homework

- Early Finisher Activity

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Total Pages
16 pages
Answer Key
N/A
Teaching Duration
N/A
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Standards

to see state-specific standards (only available in the US).
Display numerical data in plots on a number line, including dot plots, histograms, and box plots.
Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center, spread, and overall shape.
Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers. For example, “How old am I?” is not a statistical question, but “How old are the students in my school?” is a statistical question because one anticipates variability in students’ ages.

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