# data[].attributes.body
The statistical data poster project was a wonderful opportunity for students to apply their math skills in a real-world context. It was great to see students so engaged, curious, and proud of their work. - Ms. Ackerman

I’m really excited to incorporate the statistical data poster project into my classroom. It gives students a meaningful way to apply math skills to real-world situations while encouraging creativity, collaboration, and critical thinking. - Mrs. Kapala

It was really fun making the data poster because we got to see what our classmates are like and use math to show it in a cool way! - Viviannah Baker

I liked this project because I got to survey something I was interested in and we got to collect data and turn it into something everyone could understand. - Arya Harsha

Working on this project was so much more fun than a worksheet. - Tristan Adkins

# data[].attributes.body
Team teachers reviewed the posters and provided feedback on the final display, highlighting strengths and celebrating students’ efforts in accuracy, clarity, and visual presentation.

# data[].attributes.body
Students were given a detailed rubric outlining expectations for their Statistical Data Poster Project. The rubric guided them through selecting an interesting topic with a strong statistical question, collecting data, and forming a thoughtful hypothesis. It also emphasized accuracy in graph creation and mathematical calculations, including mean, median, mode, range, and percentages. Students were expected to organize their findings in a clear, visually appealing poster with a well-supported conclusion. The rubric helped students stay focused, apply math skills to real-world situations, and take ownership of their learning through creativity and critical thinking.

# data[].attributes.body
Students designed and created posters to visually represent our school demographics. After the posters were completed, the class used dot voting—a simple, democratic method where each student placed stickers next to their favorite poster—to choose which designs resonated most.

# data[].attributes.body
One member from each group represented their team by sharing their poster during the fair-style pitch session. As peers visited each poster, they asked clarifying questions related to the project requirements or essential components of the final product. The presenter gathered feedback and then brought those insights back to their group for reflection and project improvement.

# data[].attributes.body
Students gathered feedback on their posters using sticky notes, recording both warm comments (what worked well) and cool comments (suggestions for improvement). They then brought these insights back to their group to reflect on their work and make revisions to strengthen their final poster.

# data[].attributes.body
Students carefully examined each poster and placed dots in the bottom-left corner of the one they believed most accurately and clearly represented the data for 5th and 6th graders. This process encouraged thoughtful evaluation and allowed each student to contribute their opinion on which display was the most effective.

# data[].attributes.body
To build empathy in this project, students will see data as more than numbers—each point represents a real person with unique experiences. Activities like the Skittles and dice game and class discussions helped the students appreciate the diverse routines and challenges of their classmates. Through meaningful survey topics and personal reflections, they’ll deepen their sense of connection and community. We will also created stakeholder maps to further understand different perspectives.

# data[].attributes.body
Making a stakeholder map helps us think about all the different people who are part of our school community—like students, teachers, families, and staff—and how each group is connected to our project. By understanding who our stakeholders are, we can create a poster that shows what makes our school unique and represents everyone fairly.

# data[].attributes.body
Students participated in facilitated mini-lessons on how to recognize statistical data and how to display data at a 6th grade level. This covered essential 6th grade math standards that I have not yet instructed in the classroom.

# data[].attributes.body
Students showcased their final posters in a fair-style format, and peers walked through the classrooms in the hallway to observe each display. As they moved from poster to poster, students asked thoughtful questions, discussed the data presented, and engaged in meaningful conversations about the insights each poster highlighted. This interactive process encouraged collaboration, critical thinking, and deeper understanding of the school’s demographics.

# data[].attributes.body
How can we collect, represent, and explain data to better understand our school?

# data[].attributes.attachment_link.readable_text
White Pines Intermediate School seeks to cultivate the potential in every student by inspiring a love of learning and civic engagement. Our mission includes challenging and supporting all students to achieve academic excellence as we prepare them for success in middle school.

White Pines Intermediate unites more than 900 fifth and sixth grade students from Griffin, Mary A. White, Lake Hills, Peach Plains, Ferry, Rosy Mound, and Robinson Elementary Schools. White Pines is also a school of choice for many students in Ottawa County.

Grand Haven Area Public Schools is a district of distinction providing exemplary programs and opportunities to meet the unique needs of our students. We have gained national recognition for excellence in academics, athletics, and the arts. Thank you for choosing White Pines Intermediate, sharing in our adventure, and contributing toward our continuous improvement as a school for fifth and sixth grade students.

Calendar

Directions
From the North:

Take US-31 South

Michigan left turn on Taylor Street

Turn Right on Griffin Street

White Pines is located several blocks south on Griffin

From the South:

Take US-31 North

Turn Right on Robbins Road

Turn Left on Griffin Street

White Pines is located on right just past Griffin Elementary School

# data[].attributes.attachment_link.description
Website for Grand Haven Area Public Schools

# data[].attributes.body
Students sampled sweet and salty snacks and they voted for their preference. When then talked about "What could we learn if we surveyed more students? What other questions could we ask to find out what makes our class unique?" This quick, hands-on activity got students thinking about data collection, preferences, and how surveys can reveal patterns—setting the stage for their own statistics investigation.

# data[].attributes.body
Students were given a guided outline detailing the requirements for their Statistics Poster Project. This structure supported them in developing meaningful questions to gain deeper insight into what information they needed to collect through their survey.

# data[].attributes.body
I was happy to help with this project and share how data is used in the real world. Clear, accurate, and visually organized information is what people look for in a data display, it’s great to see students learning those skills early on.

-Renee DuVall

Senior Accountant

Continental Dairy Facilities LLC

# data[].attributes.body
Communication: Students discuss their preferences, share ideas, and interpret data together, practicing how to express opinions clearly and listen to others.

Collaboration & teamwork: By voting, tallying results, and brainstorming questions as a group, they work collectively toward a common goal.

Critical thinking & problem solving: Students analyze how data can be used to learn about patterns and make informed decisions — a key skill in many workplaces.

# data[].attributes.body
Students selected topics that personally interested them and developed surveys to gather data from their peers.

# data[].attributes.body
After discussing the idea of interviewing a stakeholder, the class decided they wanted to speak with someone who had experience creating and interpreting data displays rather than someone who would simply be interested in the information. We chose to take that approach, and I connected with a friend who works in the financial field and regularly analyzes data. Together, we developed a set of interview questions for her, and she kindly responded with detailed answers via email.

# data[].attributes.body
Students were given 10 minutes to come up with as many topics they could think of to survey the 5th and 6th grade student body at White Pines. Students tried to generate 100 ideas on sticky notes.

# data[].attributes.body
Once students determined they needed numerical data to represent graphically, students sorted the topics into qualitative v quantitative data categories. This helped to eliminate ideas generated.

# data[].attributes.body
After students generated their ideas, we discussed what information might not be interesting or relevant for our stakeholders to learn about, which we referred to as the “anti-solution.” Students then sorted their sticky notes into categories of possible solutions and anti-solutions to help focus on the most meaningful directions for their project.

# data[].attributes.body
Students selected their top five ideas from the sticky notes they had generated. They then developed statistical questions to represent those ideas, using AI as a tool to help guide and refine their questions.

# data[].attributes.body
Students frequently engaged in turn-and-talk discussions to share their findings, reflect on their work, and determine whether the information they collected was accurate and relevant to the topic.

# data[].attributes.body
This project was a great opportunity for students to apply math in a meaningful and creative way. I really liked that it allowed students to make the data applicable to their own experiences while using their creativity to display information visually. One challenge I encountered was finding additional time for presenters to come in to answer student questions; email communication was helpful, but it didn’t allow for the same depth of interaction. Moving forward, I may consider using just my homeroom for these presentations rather than the entire team to make scheduling and coordination more manageable. Overall, I’m pleased with how engaged students were and how this project connected their learning to a real-world context.

# data[].attributes.body
Always great to do at the beginning of the year. This allows students to open up and be vulnerable with one another.

# data[].attributes.body
Show through pictures, videos, examples of student work, to reflect on the authentic audience, the pitch, the final product. Include any information/pictures from your community partner.

# data[].attributes.body
After sorting their ideas, students engaged in a Think-Pair-Share activity and then shared with the whole class. This process encouraged rich discussion and allowed students to build on one another’s thinking, leading many to refine or expand their original ideas.

# data[].attributes.body
This activity provided a meaningful opportunity for students to learn more about one another and share personal interests.

# data[].attributes.body
Show through pictures, videos, examples of student work to reflect how your students came up with multiple ideas.

# data[].attributes.body
Skittles Activity - To keep the energy going after the sweet vs. salty entry event, the Skittles and dice activity adds a playful twist that deepens connection and curiosity. Students each pick a Skittle, then roll a die to answer a get-to-know-you question linked to that color—helping the class collect fun, personal data while building community.

# data[].attributes.body
Show through pictures, videos, examples of works to reflect on how students narrowed their ideas, determined their best solution, and developed the solution.

# data[].attributes.body
Students watched mini-lessons on EdPuzzle that were directly relevant to their data collection. They were able to revisit these lessons and their notes as needed throughout the project, which helped them decide which types of graphs would best represent their data.

# data[].attributes.body
Show through pictures, videos, examples of student work, links to reflect how your students built empathy, determined Need to Knows, and uncovered important information to solve their driving question?

# data[].attributes.body
Show through pictures, videos, examples of student work, and written documentation to reflect how teams were built, how students uncovered andunderstood the driving question, the standards covered, and the launch into the project

# data[].attributes.body
Students typed out their information so I could review it and provide feedback before they printed it and added it to their posters. This allowed me to ensure accuracy, clarity, and relevance while giving students a chance to make revisions.