Students are directed to "explore plotting fractions on a number line" and to complete an interactive tutorial and game that practices locating fractional points on a number line (Activity 5). The lesson explicitly asks students to learn how to locate fractions on a number line and relates that skill to reading measuring tools such as rulers and measuring cups.

Students are asked to place and plot numbers on number lines throughout the lesson (e.g., the foldable directions say: 'Answer the questions on the inside flaps. Plot your numerical answers on the number line.'; images show number lines with labeled integers and black dots at specific points such as -200 and 200). Activities instruct students to mark specific opposites (e.g., mark -4 and +4) and to shade positive and negative regions on number lines. Multiple examples and tasks have students locate integers and other values on both horizontal and vertical number lines.

Students repeatedly plot individual numbers and pairs on number lines (examples include -3 and 2, 1 and 4, 5 and 15, -3 and 7, etc.) and are asked to draw and label number lines (e.g., label marks from -6 to 6, plot -3 1/2 and -4). Students use number-line plots to compare numerical values, compute distances (absolute value as distance from zero), and record positions in several activities and practice pages.

Students are asked to plot numbers on number lines in multiple problems (e.g., problems that require plotting 2, -1, 4, -3 and identifying which is closest to zero; other items ask students to plot 1, -2, 3, -4, 2 and identify the closest to zero). The Parent Plan explicitly lists "Plot rational numbers on number lines," and several Student Activity Page images show numbers plotted on a horizontal number line. Activities also provide number-line tasks asking students to mark positions and determine distances between points.

Multiple Student Activity Pages require students to solve inequalities and then graph the solution sets on number lines (number lines labeled from -8 to 8 with space to plot results). The answer key shows students graph solutions with open or closed dots and arrows to indicate intervals (e.g., n > -2 shown with an open dot at -2 and arrow to the right). Several problems ask students to represent solutions of inequalities on number line diagrams and to list reasonable solution sets (e.g., Bryan windows, Leah photos, Rich hiking).

Students order numerical data (dog heights) and create frequency tables from that data, then convert those frequencies into dot plots. Students are instructed to draw and label a number line, give the plot a title, and place one dot for each data value at the appropriate number-line position. Multiple student activity pages ask students to make dot plots from numerical data (dog heights, bowling scores, bedtimes, push-ups) and answer questions using the plots.

Students practice creating and interpreting histograms through multiple activities: Activity 2 directs them to use an interactive tutorial to make histograms and Activity 2's "Making a Histogram" page has students build a frequency table and draw a histogram from given data. Students also create and interpret dot plots on a number line in Activity 3 where they complete a dot plot, stem-and-leaf plot, and histogram for class-size data (a number line from 15 to 30 is provided). Quiz and activity pages ask students to read histogram bars, compute frequencies, and use dot plots to answer questions about attributes and counts.

The lesson presents multiple dot plots (e.g., "Swim Team Ages," weekly allowances, hot dogs eaten) and asks students to count data values, list the data in order, and find mean, median, and mode from those dot plots. The lesson includes histograms (e.g., putt-putt scores, Exploring Distribution Shapes) and asks students to read frequencies and classify distribution shape; the Learning Gates task explicitly asks students to create four basic histograms. The lesson also has activities using frequency tables and stem-and-leaf plots to display numerical data and to convert those displays into ordered lists for analysis.

Students analyze given dot plots (Nurse Collins babies in summer and winter) to calculate measures of center and measures of variability from data shown on a number line. Students construct box plots by putting data in order, finding a five-number summary, and drawing the box-and-whisker on a number line (Activity 3 Constructing a Box Plot notes and practice with specific data). Students interpret box plots by reading minimum, maximum, median, quartiles, identifying outliers, and answering percentage and quartile questions from multiple provided box-plot exercises.

Students are instructed in Activity 1 to create a dot plot for the candy colors in their sample and to make frequency tables for both sample and whole population. Activity 2 presents a histogram of food-truck sales and a box plot with calculated measures of center and variability, and students cut out these graphs and write inferences for each. Activity 3 has students record numerical word-length data in a frequency table and compute means, and Step Six in Activity 1 asks students to create a dot plot for the population.

Students are asked to create stacked dot plots for given zucchini data (Step One) and to study multiple dot plots (pumpkins, zucchinis) to describe distribution shape and overlap. Students interpret histogram-like bar graphs for heights of 10- and 11-year-olds by answering questions about distribution shape, center, and fractions in ranges. Students examine provided box plots comparing cat and dog adoptions and answer questions about range, overlap, and which population has larger typical values.

The unit summary and Skills list explicitly state students learn to display numerical data in dot plots, histograms, and box plots. Multiple student activity pages require students to create dot plots (favorite day to visit the movie theater; number of pool uses), interpret and answer questions about histograms (daily television minutes), and construct box plots and five-number summaries (bagel sales; weeks on best-seller list). Tasks also ask students to place these displays on number lines (blank coordinate line for the dot plot and a number line provided for the box plot).

Students are asked to create either a dot plot or histogram in Step 3, with explicit instructions that a dot plot include a number line with an appropriate range and a histogram include x- and y-axes with appropriate value intervals and labels. In Step 4 students are directed to calculate the five-number summary (minimum, first quartile, median, third quartile, maximum) and to create a box plot that clearly labels those five values and shows outliers. The project requirements and final presentation explicitly require inclusion of the dot plot/histogram and the box plot alongside the data and calculations.

Students encounter a dot-plot image in Activity 6 (Student's Favorite Pets) where a dot plot is used to show counts for Dog, Cat, Hamster, and Fish. Students record numerical counts using tally marks in multiple activities (Roll of the Dice, Non-Uniform Events, Probability Models) and use those counts to compute relative frequencies and probabilities. The Cumulative Quiz includes an item asking about a probability number line, which references placing probability values on a number line.

Students learn to create and interpret box plots with explicit, step-by-step instructions (sort data, find min/max/median/Q1/Q3, draw box from Q1 to Q3, whiskers to min/max) and practice plotting box plots on a number line (multiple examples, five-number summaries, skewness interpretation). Students practice using box plots in applied problems and a hands-on LEGO activity where they compute the five-number summary and represent those values physically. A dot-plot graphic appears in the Variability Practice section (a dot plot centered around the mean labeled with MAD = 0.8).

Students are presented with two box plots (Group A/Class A and Group B/Class B) and asked to compare consistency using medians, quartiles, and IQR (Activity 18). The parent/skills lists explicitly state that students should "analyze real-world data using box plots" and includes interpreting medians and IQR. Several review items require students to read and interpret box plots and use IQR to explain differences in spread.

Students are directed to create a scatterplot for their numerical data (Part 4) with explicit steps: label axes, choose an appropriate evenly spaced scale, plot each pair of values, and analyze patterns. The Student Activity Pages include a Numerical Data Table (20 rows for paired measurements) and a sample scatterplot with labeled axes and a suggested line of best fit. The materials also show a small line graph and instruct students to set scales and title their graphs.

Students are asked to find the interquartile range (IQR) and identify minimum, Q1, median, Q3, and maximum from a data set (Activity 2). Students are instructed to draw a box plot on a number line using those values, and the answer key describes drawing a number line (about 0 to 22) with a box from Q1 to Q3 and whiskers to the min and max. An image of a box plot with a labeled number line (5–22) is included to support students' construction and interpretation of box plots.

Students are asked explicitly to draw a box plot (Question 43: "Draw a box plot for the data set in Problem 7"). Several problems require finding median, quartiles, IQR (Question 42) and interpreting a provided box plot image labeled with minimum, Q1, median, Q3, and maximum. Unit 8 tasks also ask students to compute measures of spread (MAD, range) and explain what the MAD and IQR tell about data spread.