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This is a performance task assessment, and it is used as both a formative assessment and
summative assessment. The process will be a way to formatively assess students on the
learning goals for data, and the product will be a summative assessment of the data unit.
The teacher will use this project to assess if the students met the learning goals. The
teacher will meet with every student group to go over their performance on the
assessment.
categories; ask and answer questions about the total number of data points, how many in
each category, and how many more or less are in one category than in another.
Day Total
Learning Targets
Covered Points
I can ask a question with three
1,2 5
responses for data collection.
I can collect data with up to
1,2 5
three categories.
I can organize data with up to
2 5
three categories.
I can represent data with up to
3,4 5
three categories.
I can interpret data with up to
5,6 5
the three categories.
I can ask questions about data. 5,6 5
I can answer questions about
5,6 5
data.
Total Points Possible: 35
Modeling: The teacher will model each step in the process. She will have a finished poster
example for the class to see what the final product will be on the first day. She will go
through each step of the packet after reading the directions, using the example poll
question stated on day 1 to complete the packet with the class using the activity that they
will be doing that day. These examples will be left on the overheard or available at the front
of the room for the students to look at if they are having trouble.
Introduction Directions: Now that we have been working on data and graphing for a few
days in class, we get a chance to do our very own data collection and make graphs to go with
it! You get to choose a question to ask your fellow classmates and collect data from them.
Then, you get to graph it on a bar graph on a poster. You also get to interpret the data and
Here are a few examples of what your finished product might look like.
When we are all done, we will hang the posters around the classroom.
Right now, I am passing out the work packet for this project. Please put your name on the
This assessment will be done in pairs that I have chosen. All work should be done with your
partner, but each person has to complete his or her own packet. You may ask your peers or me
questions if you do not understand something. I have chosen the pairs already. I will read
them now. When I read off your name, please put your partners name on the line that says
We will work on this project for at least 7 days in class, but we will work on it longer if need
more time. You will have plenty of time to do it. We will do it all in class so you do not have to
take it home. See the calendar below to see which days we will be doing what.
It will be your end-of-unit assessment for our Data Unit. It is going to be worth 35 points. I will
grade you on a rubric, which is the third page of your packet. Please turn there now so we can
go through it together. I will assess you as we go, and I will write comments on the rubric for
each day as we go along. You may fix any mistakes you make to show me your mastery of the
learning goal, and I will reevaluate your mastery of the learning goals on the final rubric at
Day 1 Teacher Directions:
Your task for the first day is to get together with your partner and think about what question
you want to ask the class. This question has to have 3 different responses that your other
For example:
Option 1: Never
Option 2: 1 to 5 times
Below the directions and on the next page is some space for brainstorming if your partner and
you need it. You do NOT need to fill up all of the blanks. When you complete the checklist,
Day 2 Teacher Directions:
Today we are going to use the question and responses we came up with yesterday to actually
take a poll of the class and collect data. When taking your poll, stand up by your desk when I
call on you. Read the question and responses once Read the question and responses again and
record the results of your poll. When you vote in other polls, raise your hand only once. Make
sure you vote in each poll. If there is anyone that is not in the room while we are voting, we
will not add them in later. We should all end up with the same number of votes. Right now,
rewrite your question and responses on your poll results workspace. Take a few minutes to do
When you complete the checklist, including the self-assessment, please bring up your work for
me to check.
Flip to Day 2 in your packets, and take a few minutes to rewrite your question and answers,
Directions- 5 minutes
Day 3 Teacher Directions:
Today we are going to make the data you collected yesterday with your poll into a bar graph.
Now we have talked about bar graphs before, as well as made them and asked and answered
questions about them. I have an example to show you as we go over one more time what needs
to go on a bar graph (Put example on the projector screen. Ask the children to locate the title,
the x-axis (the horizontal label), and the y-axis (the vertical label)). Your bar graph should be
a way for others who are looking at your graph to see your poll results. This means the others
that look at your graph should be able to see what your responses were and how many people
chose each response. Which part of this graph shows what your responses were? Which part
of this graph shows how many people chose each response? Are there any questions about the
When you have all of these parts on your bar graph, please check them off on the checklist
below the bar graph. You can color in the bars with pencil today. Tomorrow we will be
making a neater copy with colored pencil. This is just a rough draft. It should take you thirty
to forty-five minutes to complete, but you will have as much time as you need.
When you complete the checklist, including the self-assessment, please bring up your work for
me to check.
Today we are going to make a neater copy of your bar graph of your poll results. I will hand
each group 1 sheet of nice paper to make this graph on. It has lines for a title, the x-axis title
(the horizontal label), and the y-axis title (the vertical label), just like your bar graph did in
your worksheet packet for yesterday. This bar graph, however, is bigger so everyone can see it
when it goes on the poster and gets hung around the classroom. Each table has colored
pencils at it for you to color in the bars. Write all of your titles in pencil. Once you have colored
your bars and written your titles in pencil, come up to me so I can check what you have so far.
Then I will give you a marker to write over your pencil-titles with.
Again, this bar graph will be the same bar graph you made yesterday, just bigger and more
colorful. You should use the bar graph you made yesterday to make this bar graph. Remember
to try to be as neat as possible because these will be hung around the classroom for everyone
to see. You want to do your best work. When you complete the checklist, including the self-
Directions- 10 minutes
Day 5 Teacher Directions:
Today we are going to ask and answer some questions about the bar graphs that you made
yesterday and about your data. This is called interpreting data. Has anyone ever heard that
word before? What do you think it means? (Take several answers and then clarify the actual
meaning).
As mathematicians, to interpret data we answer questions, but also ask and answer our own
questions. Sometimes coming up with questions to ask is tricky, but think back to all of the
different kinds of questions we asked throughout this unit. You will need to ask and answer 2
of your own questions. There are also 6 questions that I have asked that you also need to
answer. Now we have already asked the questions such as, “what are your responses?” and
“how many people chose each response?” earlier in the packet. These are important questions,
but they have already appeared elsewhere in the packet so we will not ask and answer them
again.
I will now read off the questions. The first question asks you to describe and explain what your
graph shows. Answer this like you are explaining it to someone who does not know what the
project is that you have been doing for the past week. (Read all of the questions, stopping to
Work on this sheet with your partner. Both of you should agree on the answer you write down.
You can do any scratch work on the back of the page or in the margins. When you complete
the checklist, including the self-assessment, please bring up your work for me to check.
Does anyone have any questions about the assigned task?
Directions- 5 minutes
Day 6 Teacher Directions:
We are almost done with the project! Today we are going to take some of the questions we
wrote and answered yesterday and rewrite them neatly on a new sheet of paper. Every pair
will write their description of their poll and one of the questions and answers they came up
with neatly on the sheet of paper that I am about to give each pair. Make sure to skip a line
between the description of the poll and the question and answer you wrote, as you can see on
the example that is on the overhead. Make sure to write your names on the top of this paper so
we can all know whose paper it is. When you complete the checklist, including the self-
Directions- 5 minutes
Rewriting- 20 minutes
Day 7 Directions:
Today we will finish the project. I have your graphs from yesterday. We will be putting these
and your written portion on posters today. I will let you pick out a color of poster board and
hand your bar graph and written explanation back to you. Then, glue the bar graph on the left
side of the poster and the written explanation on the left side. If you get confused or can’t
remember, just look at the poster that’s at the front of the room. Turn in your poster to me
when you are finished. Remember to write your names in the upper left hand corner of the
poster.
After completion of your final poster, I will collect both of your packets and your poster. I will
evaluate your work based on the rubric on the third page of the packet. I will use both your
poster and your work in the packet to assess you on the learning goals for this project and
unit.
Directions- 5 minutes
Closure Speech:
Wow! I am so impressed with all of the posters that you guys and girls made! I will review
these myself with the rubric that I showed all of you when we started the project and then I
will meet with your partner and you to discuss your project. You all have learned so much
during this unit and project! Who wants to share something they learned in this unit or by
Student involvement:
The students will be involved by seeing the rubric before beginning the project, self-
assessing each day, seeing teacher comments and a formative assessment score on their
progress thus far, reviewing the rubric and their project with their teacher and their
partner after the project, and discussing with the teacher what they did well and what they
thought that they could do better, as well as what they learned throughout the project. Each
day the student will self-assess on the rubric for the day, giving themselves a grade on each
learning goal. The teacher will also assess them in this way, and write teacher comments on
the rubrics for each day. The students can go back to fix any mistakes that they make if they
want to, and the teacher will give them time to do this. The teacher will then reassess them
The teacher will check student work and thinking while the students are working on the
project in class
The teacher will also collect the student work at the end of each day to formatively assess
the students.
The teacher will have students bring their work up after they have checked off all of the
items on the checklist, and the teacher will okay the students’ work.
Student Packet:
My Very Own
Data
Collection!
Name: ________________________
Partner’s Name: ________________________
Project Instructions:
This assessment will be done in pairs that Ms. Trapp has chosen. All work should be done
with your partner, but each person has to complete his or her own packet. You may ask
We will work on this project for at least 7 days in class, but we will work on it longer if need
more time. You will have plenty of time to do it. We will do it all in class so you do not have
to take it home. See the calendar below to see which days we will be doing what.
It will be your end-of-unit assessment for our Data Unit. It is going to be worth 35 points. I
will grade you on a rubric, which is the third page of your packet.
The learning targets are listed below. The chart lists the days we will do work relating to
each specific learning target. These are the days that I will evaluate you on these learning
targets before you are graded on them finally at the end of the project. Each target is scored
Day Total
Learning Targets
Covered Points
I can ask a question with three
1,2 5
responses for data collection.
I can collect data with up to
1,2 5
three categories.
I can organize data with up to
2 5
three categories.
I can represent data with up to
3,4 5
three categories.
I can interpret data with up to
5,6 5
the three categories.
I can ask questions about data. 5,6 5
I can answer questions about
5,6 5
data.
Total Points Possible: 35
Poll Brainstorming
Day 1: Get together with your partner and think about what question you want to ask the
class. This question has to have 3 different responses that your other classmates can
choose from. This should take you about fifteen to twenty minutes to complete, but you will
On the next page is some space for brainstorming if your partner and you need it. You do
NOT need to fill up all of the workspace. When you decide on the question your partner and
you are going to ask the class, circle it and bring it up to me. This should take you about
twenty minutes, but you will have as much time as you need.
Day 1 Checklist:
___ Choose and circle ONE (1) question to ask the class
Day 1 Rubric:
Learning Goal 5 3 1
We did not need the We needed some help We needed much help
I can ask a question
help of others in coming from others in coming from others in coming
with three responses
up with a unique poll up with a unique poll up with a unique poll
for data collection.
question and responses. question and responses. question and responses.
Teacher Comments:
Poll Brainstorming Workspace
My question: _________________________________________________________________________________
_________________________________________________________________________________________________
Option 1: _____________________________________________________
Option 2: _____________________________________________________
Option 3: _____________________________________________________
My question: _________________________________________________________________________________
_________________________________________________________________________________________________
Option 1: _____________________________________________________
Option 2: _____________________________________________________
Option 3: _____________________________________________________
Poll Brainstorming Workspace (page 2)
My question: _________________________________________________________________________________
_________________________________________________________________________________________________
Option 1: _____________________________________________________
Option 2: _____________________________________________________
Option 3: _____________________________________________________
My question: _________________________________________________________________________________
_________________________________________________________________________________________________
Option 1: _____________________________________________________
Option 2: _____________________________________________________
Option 3: _____________________________________________________
Poll Results
Day 2: Today we are going to use the question and responses we came up with yesterday to
actually take a poll of the class and collect data. When taking your poll, stand up by your
desk when I call on you. Read the question and responses once Read the question and
responses again and record the results of your poll. When you vote in other polls, raise
your hand only once. Make sure you vote in each poll. If there is anyone that is not in the
room while we are voting, we will not add them in later. We should all end up with the
same number of votes. Right now, rewrite your question and responses on your poll results
workspace. Take a few minutes to do this, and then we will start taking polls.
Day 2 Checklist:
Day 2 Rubric:
Learning Goal 5 3 1
I can collect data with We collected our data We collected our data We collected our data
up to three without any help of with little help from with much help from
categories. the teacher. the teacher. the teacher.
Teacher Comments:
_________________________________________________________________________________________________
Option 1: _____________________________________________________
Option 2: _____________________________________________________
Option 3: _____________________________________________________
Bar Graph Creation
Day 3: Today we are going to make the data you collected yesterday with your poll into a
bar graph. When you have all of these parts on your bar graph, please check them off on the
checklist below the bar graph. You can color in the bars with pencil today. Tomorrow we
will be making a neater copy with colored pencil. This is just a rough draft. It should take
you thirty to forty-five minutes to complete, but you will have as much time as you need.
Day 3 Checklist:
___ Label the graph (see checklist under bar graph on next page)
Day 3 Rubric:
Learning Goal 5 3 1
Our data is
Our data is Our data is represented in a bar
I can represent data
represented well in an represented in a bar graph in a confusing
with up to three
easy-to-read bar graph, but is manner OR is not
categories.
graph. somewhat confusing. represented in a bar
graph.
Teacher Comments:
Bar Graph Creation Workspace
This is my bar graph of my poll results:
_______________________________________
_______________________________________
_______________________________________
____ A title
____ 3 responses
Final Bar Graph Creation
Day 4: Today we are going to make a neater copy of your bar graph of your poll results. I
will hand each group 1 sheet of nice paper to make this graph on. It has lines for a title, the
x-axis title (the horizontal label), and the y-axis title (the vertical label), just like your bar
graph did in your worksheet packet for yesterday. This bar graph is bigger so everyone can
see it when it goes on the poster and gets hung around the classroom. Each table has
colored pencils at it for you to color in the bars. Write all of your titles in pencil. Once
you have colored your bars and written your titles in pencil, come up to me so I can check
what you have so far. Then I will give you a marker to write over your pencil-titles with.
You should use the bar graph you made yesterday to make this bar graph.
Remember to try to be as neat as possible because these will be hung around the classroom
for everyone to see. You want to do your best work. Do NOT rush. This should take you
thirty to forty-five minutes, but you will have as much time as you need.
Day 4 Checklist:
___ A title
___ 3 responses
___ Shade in the number of people with each response in colored pencil
Day 4 Rubric:
Learning Goal 5 3 1
Our data is
Our data is Our data is represented in a bar
I can represent data
represented well in an represented in a bar graph in a confusing
with up to three
easy-to-read bar graph, but is manner OR is not
categories.
graph. somewhat confusing. represented in a bar
graph.
Teacher Comments:
Interpreting My Data
Day 5: Today we are going to ask and answer some questions about the bar graphs that you
made yesterday and about your data. You will need to ask and answer 2 of your own
questions. There are also 6 questions that I have asked that you also need to answer. You
may not ask: “what are your responses?” or “how many people chose each response?”
Remember to work on this sheet with your partner. Both of you should agree on the
answer you write down. You can do any scratch work on the back of the page or in the
margins. This should take you about thirty minutes, but you will have as much time as you
need.
Day 5 Checklist:
Day 5 Rubric:
Learning Goal 5 3 1
Teacher Comments:
Interpreting My Data Workspace
1. Explain what your graph shows to someone who is not familiar with the project that you
6. How many people chose this response?
7. How many more people chose the most popular response than chose the least popular
response?
Final Data Interpretation
Day 6: Today we will take some of the questions we wrote and answered yesterday and
rewriting them neatly on a new sheet of paper. Every pair will write their description of
their poll and the question and answers they came up with neatly on the sheet of paper that
I am about to give each pair. Make sure to skip a line between the description of the poll
and the question and answer you wrote. Make sure to write your names on the top of this
paper so we can all know whose paper it is. This should take about twenty minutes, but you
Day 6 Checklist:
___ Rewrite your explanation of your poll (answer to question 1 on yesterday’s worksheet)
Day 6 Rubric:
Learning Goal 5 3 1
Teacher Comments:
Names: _______________________________________________________________________________________
Final Poster Instructions
Day 7: To finish your poster, glue the bar graph on the left side of the poster and the written
explanation on the left side. If you get confused or can’t remember, just look at the poster
that’s at the front of the room. Turn in your poster to me when you are finished. Remember
to write your names in the upper left hand corner of the poster. After completion of your
final poster, I will collect both of your packets and your poster. This should take about
twenty minutes, but you will have as much time as you need.
Day 7 Checklist: