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)."