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One lesson that could be done based on this chapter is, having the students generate a statistical inquiry question and collect data from their peers based on the statistical question.
This lesson is for a sixth grade math class. Standard 6.SP.B.5. Summarize and describe distributions. Summarize numerical data sets in relation to their context

by: a) Reporting the number of observations. b) Describing the nature of the attribute under investigation, including how it was measured and its units of measurement. c) Giving quantitative measures of center

(median and/or mean) and variability (interquartile range and/or mean absolute

deviation), as well as

describing any overall pattern and any striking deviations from the overall pattern with reference to the context in which the data were gathered. d) Relating the choice of measures of center and variability to the

shape of the data

distribution and the context in which the data were gathered.

Before students generate their question. Students will have a teacher lead a lesson on statistical questions and the four measures of center. The sample question given to the students will be "How many pets do you have?" The teacher will record the answers from the students in the class and then find the mean, median, mode, range, and best measure of center. This question relates it to the real world, which is a strategy of Van De Walle's.
The teacher will split students into four groups and each group will have a different graph to focus on (bar graph, line graph, histogram, or pie graph). Students will use the sample question at the beginning of the lesson and fit it to the graph given with their table group.
The students will then create a poster with this data and their graph and present it to the class.
The teacher will ask questions such as "Why is that the best measure of center?" "Why did you choose your question for that graph?" This teacher lead lesson and formative assessment will help them be prepared for their summative assessment.

Teacher will then have the students come up with a statical question of their choice that address a school topic or issue and discuss it as a class. Students will have till the end of the day to interview 10 random students or teachers across campus. Once they have collected their data. They will then create the best graph to represent their data.
Each student will then turn this in as their summative assessment.

A similar activity from the book was activity 21.7: "Picture Graphs to Bar Graphs
Determine a question that lends itself to pre-set categories and is of interest to students (e.g., favorite sport). Ask students draw a picture of the ball that goes with the sport on a post-it note, place their post-it in a “row” on the white board (or wall) so that there is a little space between the post-its. Invite students to make observations about their picture graph. Discuss with students how they might make a bar graph to illustrate their data. Move the post-its so there is no space between them and they look like a bar. Discuss ways to know how long the bar is and add a scale next to the bars to show the height of each bar. this activity can be done with a scaled situation, too. For example, they might decide to use one picture of a baseball to represent 3 students. In the bar graph, the scale will skip count by 3s. Be sure students record their scale (e.g., 1 ball = 3 students)."

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I liked learning about this chapter because now I have a better understanding of how I can teach my students about data analysis. There are many ways that we can introduce this topic in our classrooms, such as using manipulatives and by asking students relevant questions that will generate data. I also liked how the book provides differentiation activities for English Language Learners and Special Education Students. Definitely, I will be using these activities in my internship with my second graders and in my future classroom.

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This chapter is a great way to address mathematics and the real world. Students will discover that data collection is used in almost every subject studied in school.
This chapter helped me to find the connection between graphing and data. It also addressed multiple ways to differentiate instruction and the anchor charts included in the padlet can be referenced again and again to help remind students of their pervious learnings.
What I liked most about this Padlet was our lesson. It clearly addresses what Van de Walle believes is essential to understanding statistics and that is to address it with meaningful learning.

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Chapter 21: Data analysis.
The chapter focuses how students can interpret different data and the importance of statistics for students.
There are four major steps to this chapter: formulating questions, data collection, data analysis, and interpreting results.
A big part of data analysis is making sure that the students are a part of the entire process, from creating the question, choosing and making a graph, and interpreting the data.
The Van De Walle discusses this on page 529; "To engage students meaningfully in learning and doing statistics, they should be involved in the full process, from asking and defining questions to interpreting results." Another integral part of statistical data, is it needs to be important. It needs to relate to the real world. We need students to understand that statistics are a part of everyday life. This chapter had different activities for each step of the statical process. These activities can be done with both general education classes and special education small groups and full groups. The chapter also went through the different steps of the statistical process individual. This allows the teacher to see how lessons can be created to go over all four steps. At the beginning of this chapter it went over the difference between math and statistics and this allows the teacher to understand how to teach statistics differently from math. The chapter also went over questions for students to use to create statical questions and what graphs work best for different sets of data. This is helpful for teachers to understand and teach students that different data sets work best with specific graphs and not all data should be used on a bar graph. From the Van De Walle text; " The value of having students actually construct their own graphs is not so much that they
learn the techniques, but that they are personally invested in the data and that they learn how a graph conveys information. Once a graph is constructed, the most important activity is discussing what it tells the people who see it." This is stating that the students need to be involved in the process of creating the graph so that they feel invested in the assignment.

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https://i.pinimg.com/736x/b6/9a/3c/b69a3cafed32ff570194cd616d1ebf72--data-charts-math-anchor-charts.jpg
This anchor chart would be created after students have gain understanding with the vocabulary of data organization. This chart also helps students to understand the different types of graph. Also included with this chart are sentence stems for students.

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http://www.inspiration.com/lessonplans/InspireData
This website has sample lesson plans not only for this chapter but other math lessons as well. It makes it a great resource for all teachers at all grade levels.

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This video helps to assist younger students in understanding what data organization is. Students can watch and pause each section of the video to help assist them with how the items were grouped and organized.

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Math for kids: Learn Data Handling | iKen | iKen App | iKen Edu

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https://i.pinimg.com/originals/22/ae/25/22ae2502ae4c8e15084459e878eb01ea.jpg This link is for the first chart "Organizing Data". This is a great chart to have posted in the classroom so students can look back and remind themselves of what each of those words mean.

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https://www.onlinemathlearning.com/statistics-games.html
This website has multiple different games students can play to help develop a deeper understanding of data analysis. There are variety of different games making it more likely students will stay on task and choice provides students with options depending on their interest.

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Website for students, teachers and parents

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Website for students, teachers and parents

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http://thisisstatistics.org/educators/
This website is a great resource for everyone. It has different lessons, power point presentations, and even different resources for parents and students. In the student section it explains different jobs in the statistics field and why they are important.

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The Resources below are websites, lesson plans, and various other activities teachers can use to help teach data analysis. In today's world of technology it is critical that students understand how to read and interpret data. According to the Van De Walle text; "
Statistical literacy is critical to understanding the world around us, essential for effective citizenship, and vital for developing the ability to question information presented in the media". (page 526).