Forget Aperture, this is MY test chamber – Data and Statistics Final Project


Lisa Castaneda, Math Teacher

School / Organization, City and State / Province
Shoreline, WA

Grade Level

Standards Met
Common Core Standards Met:

Develop understanding of statistical variability.

  • 6.SP.1. Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers. For example, “How old am I?” is not a statistical question, but “How old are the students in my school?” is a statistical question because one anticipates variability in students’ ages.
  • 6.SP.2. Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center, spread, and overall shape.
  • 6.SP.3. Recognize that a measure of center for a numerical data set summarizes all of its values with a single number, while a measure of variation describes how its values vary with a single number.
  • Summarize and describe distributions.
  • 6.SP.4. Display numerical data in plots on a number line, including dot plots, histograms, and box plots.
  • 6.SP.5. Summarize numerical data sets in relation to their context, such as by:
    • Reporting the number of observations.
    • Describing the nature of the attribute under investigation, including how it was measured and its units of measurement.
    • 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.
    • 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.

Time Needed
Several class periods to design, collect and analyze data. These may be clumped together at the end of a data and statistics unit or spread throughout the unit.


  • How can we use data and statistics to make sense of information gathered regarding video game play?

This lesson is actually more of an outline for a culminating project in a data and statistics unit. Students will come up with a question based on a test chamber they create in the Puzzle Maker. They will then collect data by having other students play their level. After they have collected what they deem to be sufficient data they will use knowledge from their work with data and statistics to analyze the data, interpret it and present their findings to the class (graphs should be included in their findings). They should also be able to state some sort of implication for future data analysis from their findings. Lesson includes sample student page, final presentation requirements and rubric for assessment.


  • mean
  • median
  • mode
  • range
  • quadrilles
  • sample

Teacher Materials Needed

  • If possible, a computer so that students can give a slideshow presentation of their findings

Student Materials Needed

  • The Puzzle Maker
  • Possibly access to spreadsheet software, or, data can be analyzed by hand
  • PowerPoint type software for student presentations, or, students can create posters

Lesson Plan
Download Data and Statistics Final Project