- Subject:
- Statistics and Probability
- Material Type:
- Lesson Plan
- Level:
- Middle School
- Grade:
- 6
- Provider:
- Pearson
- Tags:

- License:
- Creative Commons Attribution Non-Commercial
- Language:
- English
- Media Formats:
- Text/HTML

# Project Rubric

# Classroom Project Presentation (Final Groups)

## Overview

Remaining groups present their unit projects. Students discuss teacher and peer feedback.

# Key Concepts

The unit project serves as the final assessment. Students should demonstrate their understanding of unit concepts:

- Measures of center (mean, median, mode) and spread (MAD, range, interquartile range)
- The five-number summary and its relationship to box plots
- Relationship between data sets and line plots, box plots, and histograms
- Advantages and disadvantages of portraying data in line plots, box plots, and histograms

# Goals and Learning Objectives

- Present projects and demonstrate an understanding of the unit concepts.
- Provide feedback for others' presentations.
- Review the concepts from the unit.
- Review presentation feedback and reflect.

# Math Mission

# Lesson Guide

Students will finish presenting their projects today and review their group's feedback.

## Opening

Present your project and evaluate other students’ projects.

# Present Projects

# Lesson Guide

Each group will present its work while the rest of the students take notes and use the rubric to evaluate the presentation. This is the final day of presentations.

# Mathematics

As students present, look for examples that will allow you to bring out misconceptions or difficulties that students have.

- Do students have difficulty understanding the mean? Which projects are good examples and which demonstrate the misconceptions?
- Do students interpret the graphs correctly?
- Do students understand that each graph has its limitations in what it shows and what can be read from it? Which projects could have used a more appropriate graph and which were good representations?

Have students speculate about how much they can generalize from their data.

- For example, if 30 sixth grade students are about 55 inches tall, are all sixth grade students about 55 inches tall?
- Does their data support a more general conclusion, or would they need more data?

# Mathematical Practices

**Mathematical Practice 3: Construct viable arguments and critique the reasoning of others.**

- Group presentations should include sound reasoning that is clearly communicated. Students listening to presentations should listen critically in order to provide constructive feedback.

## Performance Task

# Present Projects

- Complete the feedback document after each presentation.
- Remember to make your feedback honest, considerate, and specific.

HANDOUT: Project Rubric

HANDOUT: Listener Checklist

# Look at Your Teacher’s Feedback

# Lesson Guide

Have students work in their project groups to discuss teacher and peer feedback.

Questions that students can use for their discussion, using the rubric as an organizational guide:

- What do we think we did well?
- What do we think needed improvement?
- How does this compare to the teacher/peer feedback?
- Was there something about the mathematics we could have understood better? How would that have affected the project results?

## Formative Assessment

# Look at Your Teacher’s Feedback

Sit with your group and look at your teacher’s completed rubric for your project.

After you read the criterion scores and any comments your teacher made, talk with your group.

- Do you have comments or questions about the evaluation? If so, write your teacher a brief note.

# Look at Your Classmates’ Feedback

# Lesson Guide

Have students go over their classmates' feedback and discuss what they did well and what they would do differently.

## Formative Assessment

# Look at Your Classmates’ Feedback

Review the set of feedback documents that your classmates completed about your project.

- Which rubric criteria did your classmates think you handled well?
- Are there aspects of your project that any of your classmates had trouble understanding? If so, what are they? Did a number of students have difficulty understanding this aspect of your project?

# Reflect on Your Work

# Lesson Guide

Have each student write a brief reflection before the end of class. Review the reflections to find out what students would change about their projects or presentations.

## Work Time

# Reflection

Write a reflection about today’s project presentations. Use this sentence starter below if you find it to be helpful:

**If I could go back in time, the thing I would change about my project/presentation is …**