Students will examine census data on marriage and divorce rates for women and men in each state and the District of Columbia. From these data, they will create a scatter plot, find a line of best fit, and analyze the relationship between the two variables (i.e., sex and marriage/divorce rates). They will also use a residual plot, explain the meaning of the slope and of the y-intercept of the line of best fit, and investigate the effect of outliers on this line.

Students will be able to assess how well a linear model fits the data by plotting and analyzing the residuals. Students will be able to determine the impact of outliers on the linear model. Students will be able to explain the meaning of the slope and y-intercept of the linear model in the context of the data.

Students will analyze a variety of county-level census data, including on employment, technology, and transportation, in histograms to compare and contrast the shapes of their distributions and to interpret measures of center and spread in context.

Students will calculate various measures of central tendency using data on the number of people who bike to work in select states. Students will then create a box plot to represent the data set and answer conceptual questions about the impact of the data set's outlier.

Students will use data on the organization, spending, and populations of governments at different levels (city or town, county, and state) to compare and contrast the distributions of these variables in graphs, analyzing the shape, center, and spread of each.

Students will interpret box plots that represent the national median earnings of men and women aged 25 and older whose highest levels of educational attainment are either a high school diploma (or equivalent) or a bachelor's degree. Students will use the box plots to identify each data set's median, maximum, minimum, first quartile, third quartile, range, interquartile range, and outliers. They will also compare the box plots to draw conclusions about differences in earnings between the sexes and between levels of educational attainment.

Students will develop, justify, and evaluate conjectures about the relationship between two quantitative variables over time in the United States: the median age (in years) when women first marry and the percentage of women aged 25-34 with a bachelor's degree or higher.

Students will create and compare dot and box plots that show the percentages of single mother and single-father households in different regions of the United States.

Students will explore distributions of various census data sets to determine whether it can be reasonably assumed that those data follow a normal distribution, based on students' analysis of either a histogram or a normal probability plot for each data set. They will then discuss their findings with a partner who analyzed the other type of graph for each data set.

In this lesson, students learn about their state as they collect, organize, analyze, map, and graph a variety of information in "State Facts for Students." Students examine data about kids their age, as well as a variety of other facts selected to appeal to young students.