Material Type:
Lesson Plan
Middle School
  • 7th Grade Mathematics
  • Problem-Solving
    Creative Commons Attribution Non-Commercial
    Media Formats:

    Project Presentation

    Project Presentation


    Student groups make their presentations, provide feedback to other students' presentations, and get evaluated on their listening skills.

    Key Concepts

    In this culminating event, students must present their project plan and solution to the class. The presentation allows students to explain their problem-solving plan, to communicate their reasoning, and to 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.

    Goals and Learning Objectives

    • Present project to the class.
    • Give feedback on other project presentations.
    • Exhibit good listening skills.

    Give Feedback and Be a Good Listener

    Lesson Guide

    Schedule the project presentations based on the length of your mathematics period and the number of presentations.

    Organize project presentations in the way you think best supports your students' growth in these areas:

    • 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 “one 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: Presenting a project can be stressful for all students, but especially for students with disabilities. Make sure students with disabilities know when they will be giving their presentation.

    ELL: Use adequate pace, and present the instructions in writing. Since students can see the feedback document and listener checklist while you are explaining, it might not be necessary to present the instructions in writing as long as the students follow you attentively. Monitor ELLs and check for understanding as appropriate.

    Project Evaluation

    Students first saw the scoring rubric in Lesson 2 and had a chance to add to it in Lesson 8, so the rubric should now be quite familiar to them. Tell the class that the rubric scores and comments for each presentation will be available after the last presentation on the second day. Students will be able to access their own (and only their own) project evaluations.

    Have a large copy of the project rubric posted in the classroom if it is not posted already.

    Feedback Form

    Tell students that listeners will have the chance to provide feedback to the presenters immediately after each presentation. Listeners will have 2 minutes to enter their feedback to one or both prompts in the Feedback Form. At the end of the lesson, all presenters will gain access to the listeners' feedback on their presentation (and can read it then or later).

    Have students access the Feedback Form. Have students practice completing and saving the document once. Listeners will fill it in after each presentation.

    Listener Checklist

    Review the Listener Checklist. Explain that you will rate the class on how well they are listening during the presentations. Encourage students to use these listening skills during the presentations.


    Give Feedback and Be a Good Listener

    Today classmates will present their projects.

    • You will fill out a Feedback Form for each presentation. Look at the Feedback Form. Practice—just once!—completing 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: Providing Good Feedback
    HANDOUT: Listener's Checklist

    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

    Treat the presentations like the dress rehearsal of a play: don't interrupt except to avert a disaster. Evaluate the projects and evaluate the listeners. After each presentation, remind listeners to use the Feedback Form. Support the presenters as unobtrusively as possible. Identify what you'll change for the next project (or, if truly necessary, for tomorrow's presentations).

    ELL: This type of activity is especially important to ELLs. Exposure to rich formal and informal oral language environments is vital for developing literacy and language skills.

    Remind the class that at the end of the second day of presentations, students will gain access to the following:

    • The rubric evaluation of their project
    • Their classmates' feedback on their project
    • Their Listener Checklist (your evaluation of the student as a listener)

    Performance Task

    Present Projects

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

    HANDOUT: Providing Good Feedback
    HANDOUT: Listener Checklist
    HANDOUT: Project Rubric: Presenting Projects

    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.

    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...