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"The Results are In" Graphical Display Stats End of Year Project (All Grades)

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The Math Lane
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Standards
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The Math Lane
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Description

Get ready to take your data analysis skills to the next level with our Graphical Display Project! Designed for students who want to create visually stunning displays of their data, this project allows you to not only collect data using Google Surveys, but also analyze and present it using Google Sheets. With detailed instructions, project examples, and a comprehensive rubric included, you'll have everything you need to create professional-looking graphical displays of both numerical and categorical data. Whether you're a beginner looking to sharpen your skills or an experienced data analyst wanting to showcase your expertise, this project is perfect for you. Don't miss out on this opportunity to elevate your data analysis game. Order now and start creating eye-catching graphical displays that will impress your teachers and classmates!

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Last updated Apr 22nd, 2021
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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 statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences.
Construct and interpret scatter plots for bivariate measurement data to investigate patterns of association between two quantities. Describe patterns such as clustering, outliers, positive or negative association, linear association, and nonlinear association.
Represent data with plots on the real number line (dot plots, histograms, and box plots).
Use statistics appropriate to the shape of the data distribution to compare center (median, mean) and spread (interquartile range, standard deviation) of two or more different data sets.

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