Material Type:
Lesson Plan
Middle School
  • 7th Grade Mathematics
  • Presentations
    Creative Commons Attribution Non-Commercial
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    Education Standards

    Unit Concepts Project Presentation

    Unit Concepts Project Presentation


    Students will join the buildings together to form a city with streets and sidewalks running between the buildings. Student groups will make their presentations, provide feedback to other students’ presentations, and get evaluated on their listening skills.

    Key Concepts

    In this culminating event, students  present their project plan and solution to the class. The presentation allows students to explain their problem-solving plan, communicate their reasoning, and construct a viable argument about a mathematical problem.

    Students also listen to other project presentations and provide feedback to the presenters. Listeners have the opportunity to critique the mathematical reasoning of others.


    • Present projects and demonstrate understanding of the unit concepts.
    • Clarify any misconceptions or difficult areas from the Final Assessment.
    • Give feedback on other project presentations.
    • Exhibit good listening skills.
    • Review the concepts from the unit.

    Give Feedback and Be a Good Listener

    Lesson Guide

    Explain to students that they will be presenting their projects for the next 2 days, as well as listening and taking notes on the other presentations.

    Tell students that the presentation order will be randomly determined, with each slot filled immediately before the presentation. This arrangement helps students attend to all presenters (rather than counting down the minutes until their own presentations). Randomly select the presenters on your computer or draw papers from a hat—just make sure your students trust that your method really is random.

    Assign a student to be the timer and announce “1 minute left!” for each presenter. This relieves you of watching the clock, helps all students get accustomed to how quickly the time passes, and lets the presenters make a proper conclusion.

    SWD: Students with disabilities may have difficulty taking notes during presentations. Consider ways to support students as they participate as audience members:

    • Provide students with note-taking templates to encourage them to identify and take down certain types of information and/or particular observations.
    • Provide students with copies of peers’ notes to supplement their own.
    • Allow some students to simply observe the presentation (if they are unable to listen and take notes simultaneously).
    • Model how to take notes during a presentation so that students have a clear idea of the expectations for note taking.

    ELL: Since these instructions are given orally, be sure that ELLs can understand them. Check for understanding at various points during your explanation. Consider writing the key steps or rules for everybody to see.


    As students look at the first presentation, ask them to think about things to look for to decide if the material is accurate.

    • Do the measurements appear to be correct?
    • Do the models look proportional?
    • Are the models precise?

    ELL: Consider presenting questions, from the Mathematics section, in writing.


    Give Feedback and Be a Good Listener

    Student groups will present their projects.

    • You will fill out a Feedback Form for each presentation. Look at the Feedback Form. Practice—just once!—completing and saving it. Note that the project rubric is posted in the classroom for your reference.
    • Look at the Listener Checklist. Your teacher will rate the class on these listening skills during the presentations, so try to use these skills as you listen to the presentations.

    HANDOUT: Listener Checklist

    HANDOUT: Providing Good Feedback

    Math Mission

    Lesson Guide

    Discuss the Math Mission. Students will present their projects and evaluate other students’ projects.


    Present your project and evaluate other students’ projects.

    Present Projects

    Lesson Guide

    Make sure students fill in the Feedback Form after each presentation.

    The presenters will have a chance to read students' feedback. So, students should do their best to make their comments honest, considerate, and specific.

    Students will present their work while the rest of the students take notes. There will be 2 days of presentations. Organize them so that you can highlight the areas that need clarifying for the Final Assessment.

    After each group has presented their project, they can add their buildings to the model city. The city will be formed by finished projects, with streets and sidewalks running between the buildings. This process will take two days as groups finish their projects. Make sure this does not become a distraction as groups are presenting. You may decide it's best if they do this when all presentations are done for the day.

    SWD: While all students should be working on speaking and listening skills, some students with disabilities may be reluctant to speak in front of peers for a variety of reasons. Consider offering these students alternate means of presenting their project.

    Possible supports/alternatives for presentations include the following:

    • Allowing students to create their presentations using an alternate method, for example by video or audio recording themselves and sharing the file with peers
    • When groups are presenting, assigning different presentation-related roles (e.g., materials manager, note-taker, or director) to group members who are less comfortable


    As students present, look for examples that will allow you to bring out misconceptions or difficulties during the class discussion:

    • Do students have difficulty using scale? Which projects are good examples, and which ones demonstrate the misconceptions?
    • Do students use tools strategically to measure and calculate accurately?
    • Do students understand how to find surface area and volume for prisms?

    SWD: Students with disabilities may have difficulty determining what information to review and study in preparation for the Final Assessment. Consider creating a study guide or template for students with disabilities that outlines the key skills and concepts with which they must be familiar for the Final Assessment.

    Performance Task

    Present Projects

    • Complete the Feedback Form after each presentation.
    • The presenters will have a chance to read your feedback. So, do your best to make your comments honest, considerate, and specific.

    After you present your project, add your buildings to the model city. The city will be formed by finished projects, with streets and sidewalks running between the buildings.

    HANDOUT: Project Rubric: Presenting Projects

    HANDOUT: Listener Checklist

    HANDOUT: Providing Good Feedback

    Reflect On Your Work

    Lesson Guide

    Have each student write a brief reflection before the end of class. Review the reflections to learn what each student’s favorite presentation was and why it was his or her favorite. If you notice insightful comments, plan to share them with the class in the next lesson.

    SWD: Students may struggle to determine the salient information from the presentations. Providing students with summaries will help to reinforce the key ideas from the presentations. It will also model for students how to create strong summaries of mathematical information.

    ELL: As in previous lessons, when writing the reflection, allow some additional time for ELLs to discuss with a partner before writing, to help them organize their thoughts. Allow ELLs who share the same primary language to discuss in their language of choice, if they wish, and to use a dictionary.

    Work Time


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

    My favorite presentation was … because …