The mathematical purpose of the lesson is to represent and interpret data using data displays in a less scaffolded way than in the previous lesson. The work of this lesson connects to previous work done in grade 6 where students summarized and described distributions. The work of this lesson connects to future work because students will use data displays to more formally describe the shape of distributions, and to determine the appropriate measure of center and measure of variability for a given distribution. When students create and interpret a data display, they are reasoning abstractly and quantitatively (MP2) because they are creating a display and interpreting the meaning of the quantities in the display. Additionally, students make use of structure (MP7) to notice differences in distributions with the same shape, but different centers.
Lesson overview
 3.1 Warmup: Notice and Wonder: Dot Plots (5 minutes)

3.2 Activity: Data Displays (25 minutes)
 Includes "Are you Ready for More?" extension problem
 Lesson Synthesis
 3.3 Cooldown: Why Graphical Representations? (5 minutes)
Learning goals:
 Create and critique graphical representations of student collected data.
Learning goals (student facing):
 Let’s make, compare, and interpret data displays.
Learning targets (student facing):
 I can graphically represent the data I collected and critique the representations of others.
Required materials:
 Tools for creating a visual display
Required preparation:
 Students will need the numerical data that they collected from a statistical question in a previous lesson.
 Students will need tools to create and display a dot plot and a box plot to the whole class.
Standards:
 This lesson builds towards the standards: CCSS.HSSID.A.2MS.SID.2MO.A1.DS.A.2
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