ModifiedTask4Assignment

Spring2017MAED3224

SectionA:ContextforLearning
1.Gradelevel:Second

2.Howmuchtimeisdevotedeachdaytomathematicsinstructioninyourclassroom?

1hourand20minutes

3.Identifyanytextbookorinstructionalprogramtheteacherusesformathematicsinstruction.
Ifatextbook,pleaseprovidethetitle,publisher,anddateofpublication.

Myteacherusedcompasslearning.Myteacherdidnotuseatextbook.

4.Fromyourobservations,listotherresources(e.g.,electronicwhiteboard,manipulatives,
onlineresources)theteacherusesformathematicsinstructioninthisclass.Also,givea
specificexampleincludingtheconceptistaughtandtheresource(s)thestudentsused.

Ipads,Smartboard,manipulatives,rulers,whiteboards.MyteacherusedIpadstoteacha
conceptbyhavingthestudentsusetheShowmeapptoshowhowtheywouldsolvetheirword
probleminwritingandthenusingtherecordbuttontorecordtheirthoughtprocessandexplain
howtheygottheanswer.ThestudentsreallyenjoyedgettingtoworkwiththisIpadapp,even
withthisactivityrequiringstudentstoshowandexplaintheirknowledgeofwordproblemsthat
canbequitedifficultforthem.

5.Fromyourobservations,explainhowyourteachermakessurethestudentslearnthe
standard/objectivesconceptuallygivingaspecificexample.

MyCooperatingTeacherassuresthatthestudentslearnthestandard/objectivebystartingeach
lessonwithanoverviewofwhatthetopicis,askingquestionsaboutwhattheyalreadyknowon
thetopic,showingmultipleexamplestoclarify,andthenfollowswiththestudentsexploringthe
objectiveindependentlyoringroups.Itwasimportanttosecurethesuccessofthestudent's
standardbyallowingavarietyofdifferentwaysforthestudentstoexplorethetopic.Myclinical
teacheroftenusedmanipulatives,whiteboardsandtechnologyresourcestoensurestudents
conceptuallyunderstoodthelearningobjective.Onespecificexampleofhowmyclinicalteacher
ensuredstudentsunderstoodthestandard/objectivewasthedayIobservedfractionsinthe
class.Thestudentshadbeenlearningaboutfractionsallweekandhadbeenusingdifferent
resourceseachday.Forthisday,theteacherhadstudentscreatetheirownfractionbooklet
showingasmanydifferentpicturesastheycouldofwaystodemonstratethefractionstheyhad
learnedabout.Whilecreatingthebooklet,thestudentshadaccesstomanipulativesandother
picturestheyhaddrawnintheirmathnotebooks.Theteacherobservedduringtheactivityand
helpedassiststudentswhowereunabletoconceptuallyshowtheirunderstandingoffractions.
Toassessthestudentslearningtheteacherwouldhandoutanexitticket,usuallyjuston
Fridays,toassesshowwellthestudentsknowwhattheylearnedthatweek.

6.Whatdidyoulearnmostaboutteachingmathematicsfromobservingthisteacher?

Throughoutmy9weeksobservingmycooperatingclinicalteacher,Ilearnedalotabout
mathematicsinthesecondgradeclassroom.Ilearnedtheimportanceofstructureinalesson,
suchasfollowingthe5Es:Engage,Explain,Explore,Elaborate/ExtendandEvaluate.Ialso
learnedthatittrulydependsonyourclassonhowyouchoosetoteachyourmathlessons.Itis
importanttoknowyourstudentsandtheirstrengthsandweaknesses,inorderforstrong
learninggrowth.AnotherthingIlearnedfrommyteacheristhatworkingwithpartnersorin
groupscanbeverybeneficialtostudentsandhelpstomakethelearningenvironmentalittle
morefreeandcheerful.Lastly,Ilearnedthatnoteverylessonplanwillgoasplanned,butwhat's
mostimportantisthatstudentsareengagedandactivelylearning.

SectionB:WholeClassLesson
MeetwithyourIMBteacheranddecidewhatyouwillteach.Makesureyourteacher
understandsthatyourlessonmusthaveaconceptualunderstandinginstructionanda
proceduralfluencyand/ormathematicalreasoningcomponent.Youteachjustonelesson.

1.DescribetheCentralFocusofyourlesson(adescriptionoftheimportantunderstandings
andcoreconceptsthatstudentswilldevelopwiththislesson.Thisshouldaddressconceptual
understandings,ANDproceduralfluencyand/ormathematicalreasoning/problemsolvingskills)

TheCentralfocusofthislessonwasforstudentstofluentlyreadasetofdatainordertocreate
apicturegraphthatrepresentsthedata.Itwasimportantthatstudentsunderstoodthedataand
thekeythatwasapartofthedata,inordertocorrectlydrawapicturegraphandanswer
questionsaboutthegraph.Conceptuallythestudentsshouldhavebeenabletofillinapicture
graphdrawingthecorrectamountofobjectsthatmatchesthesetofdatagivenandfollowing
thekeythattellshowmucheachobjectisequalto.Studentsweretoshowmathematical
reasoningbyansweringinsentencestwoquestionsaboutthepicturegraph,showingwhether
theyunderstoodhowtoreadthepicturegraph.Forastudenttobeprocedurallyfluenttheywere
tohaveacorrectlydrawnapicturegraphthatmatchedthesetofdataandkeygiven.Theywere
toalsoanswertwoquestionsaboutthepicturegraph,whichenabledthestudentstogobackto
thesetofdataandgraphtheyhaddrawnandshowwhetherornottheycanunderstandwhat
thedatameansandinterpretresultsbycorrectlyansweringthetwoquestionsgiven.

2.StatetheCCSSMStandardandtheobjectiveforyourwholeclasslesson.

2.MD.10Drawapicturegraphandabargraph(withsingle-unitscale)torepresentadataset
withuptofourcategories.Solvesimpleput-together,take-apart,andcompareproblemsusing
informationpresentedinabargraph.
3.InstructionalStrategiesandLearningTasks:(summarizethelessonplancomponentsby
brieflydescribingtheinstructionandthelearningtasksyouused.Includethetasksstudentswill
solveduringthelesson.)

Toengagethestudents,Ibeganbyexplainingthatthepreviousweektheyhadlearnedhowto
drawbargraphsgivenasetofdataandthattodaytheywouldbedoingsomethingverysimilar,
butwithpicturegraphs.IshowedthestudentsasetofdataonFavoriteIceCreamFlavorand
wentoverhowtoreadthedataaswellaswhatakeyisandhowittellshowmanyitemsare
representedbyeachpicture.Followingexplainingallkeyconcepts,Ishowedthestudentsonthe
smartboardhowtodrawapicturegraphgiventhedatawejustwentover.Iaskedquestionsto
checkthestudentsunderstandingofwhatIhadjustmodeledforthem.Ialsoaskedseveral
questionsaboutthepicturegraphthatenabledthemtocomparethedataandunderstandthat
picturegraphsareavisualwayofshowingresultsofdata.Afterourdiscussion,Isentthe
studentsouttotheirdesktocreatetheirownpicturegraphontheirfavoritespecialsclass.I
gavethestudentsasetofdatatofollowandtheyweretoldthattheykeywouldrepresenttwo.
Oncecompletingthegraph,thestudentsweretoanswertwoquestionsthathadthemcompare
twodifferentspecialsclassesandexplainhowtheyknewonehadmorethantheother.Lastly,
theclasscamebacktogetheratthefrontoftheroomwiththeirpicturegraphsandsharedwith
eachotheraswellasdiscussedmethodsofcountingusedtocountpicturesthathaveakey
thatequalstwoitems,ratherthanoneitem.

4.CreateaformativeassessmentthatassessesconceptualknowledgeANDprocedural
fluencyormathematicalreasoning.Insertacopyoftheassessmentwithyoursolutionshere.

Solutions:Forthepicturegraph--Math:7smileyfacesshouldbedrawn.Reading:3smiley
facesshouldbedrawn.Science:2smileyfacesshouldbedrawn.SocialStudies:1smileyface
shouldbedrawn.Questionstoanswersolutions:Question1.No,becauseifyoucombine
readingandsciencetogetheritonlyequals10andmathhas14studentstotal.Questions2.No
itwouldnotchange.

5.Defineyourevaluationcriteriaformasteryoftheassessmentinarubric.Makesureyou
defineseparatelyconceptualANDproceduralfluencyormathematicalreasoningpartsofthis
rubric,includingthecorrespondingpoints.Insertthisrubrichere.

Points 4 3 2 1 0

Procedural Having Havingthe Havingpart Havingpart Nothaving

fluency correctly correctly ofthepicture ofthepicture correctly
drawnthe drawnpicture graphdrawn drawn drawnpicture
picturegraph graphand correctly(at correctly(at graphandnot
tomatchthe oneoutof least2outof least2outof having
setofdata twoofthe the4 the4 answersfor
andanswered questions subjects)and subjectsand eitherofthe
both correctly havingoneof nothaving twoquestions
questions answered thequestions eitherofthe
correctly answered two
correctly questions
answered
correctly

Conceptual - Drawingthe Drawingthe Drawingthe Nothaving

understanding correct correct correct correctly
amountof amountof amountof drawn
picturesfor picturesfor3 picturesfor2 picturesfor
allsubjects outofthe4 outofthe4 anyofthe4
subjects subjects subjects

Mathematical - Answering Answering -Answering1 Not

reasoning both both outofthetwo answeringor
questions questions questions attempting
aboutthe aboutthe correctly eitherofthe
picturegraph picturegraph -And/OR twoquestions
correctlyand correctly,but showingtheir
explaining notexplaining workunder
(why)to (why)in theirpictures,
question1 question1 suchas
puttinga2
underone
pictureand
thena4
underthe
nextshowing
howthey
countedup


SectionC:ResultsofWholeClassAssessment
1.Createagraphicshowingclassperformanceofconceptual,proceduraland/orreasoningof
theobjective.Thiscanbepiecharts,tables,bargraphetc.butmustshowperformanceineach
oftheaboveareasseparately,accordingtoeachstudentsperformanceintheformative
assessment.

Student Procedural Conceptual Problem TotalPoints Other

Solving/math Comments
ematical
reasoning

StudentA 4/4 3/3 3/3 10/10

StudentB 3/4 3/3 2/3 8/10

StudentC 3/4 3/3 1/3 7/10

StudentD 4/4 3/3 3/3 10/10

StudentE 4/4 3/3 3/3 10/10

StudentF 3/4 2/3 2/3 7/10

StudentG 3/4 2/3 3/3 8/10

StudentH 3/4 3/3 1/3 7/10

StudentI 1/4 0/3 2/3 3/10

StudentJ 2/4 3/3 1/3 6/10

StudentK 3/4 3/3 2/3 8/10

StudentL 2/4 3/3 0/3 5/10

StudentM 2/4 1/3 3/3 6/10

StudentN 2/4 3/3 1/3 6/10

 StudentO 1/4 2/3 0/3 3/10

2.Describecommonerrorpatternsineachoftheareasofpatternsoflearning-conceptual
understanding,proceduralfluency,andreasoning.Refertothegraphictosupportyour
discussion.

ConceptualUnderstanding:Overall,themajorityoftheclasswasabletoshowagood
understandingofdrawingpicturestorepresentthedatasetgiventothem.However,notall
studentsreceivedfullcreditforconceptualunderstandingduetothepicturesnotrepresenting
thecorrectamountthatmatchedthedatasetnumbergiven.Ibelieveonemisconceptionthe
studentshadwiththiswasfollowingthekeyandthedataset.Forexample,thekeyrepresented
twostudentsandthenumberofpeoplewhopreferreadingfromthedatasetwas6.Therefore,
onlythreepictureswouldbedrawninsteadof6.Anotherpossiblereasonforerrorwith
conceptualunderstandingwasthatsomestudentscouldnotskipcountsowhentheywere
drawingpicturesthatrepresenttwo,theyhadahardtimecountingupifitwasalargernumber
theyhadtorepresent.

ProceduralFluency:Proceduralfluencywasshownthroughstudentscorrectlydrawingpictures
inthepicturegraphtorepresentthedatasetandbeingabletointerprettheinformationby
answeringtwoquestionsaboutthepicturegraph.Everystudentintheclassearnedatleastone
pointforproceduralfluencyduetotherebeingmultiplepartstotheexitticket.However,there
wereavarietyoferrorsamongthestudentstowhytheydidnotreceivefullpointsforprocedural
fluency.Manystudentsdidnotreceivefullpointsforproceduralfluencybecauseofthetwo
questionstoansweraboutthepicturegraphandoneofthequestionsaskingstudentsto
explainwhyintheiranswer(studentsneverwanttoexplainwhy.)Ibelievethiserroroccurred
becausesomestudentsareatalowreadinglevelandreadingthequestionsweredifficultfor
themsotheywereunabletoprocesswhatthequestionwasasking.Ialsobelievethatonce
studentsreadthequestiontheydidnotrealizetheanswerswererightinfrontofthemandall
theyhadtodowaslookbackattheirpicturegraph.Eveniftheirpicturegraphwasdrawn
incorrectlytheystillcouldhavelookedbackatthedatasetgivenandhavebeenabletoanswer
questionsoneandtwo.Moststudentswereabletofillinthepicturegraphcorrectlyforpartial
proceduralpoints.

MathematicalReasoning:Mathematicalreasoningwasshownthroughstudentsansweringthe
twoquestionsaboutthepicturegraph.Thequestionsenabledstudentstolookbackattheir
picturegraphandinterprettheirresultsinordertoanswerwhethertwosubjectscombined
wouldbemorethananotherandwhetherchangingthekeytorepresent1studentwouldaffect
thedata.Correctlyansweringthesetwoquestionsshowsthestudentsunderstandingofpicture
graphsandhowtoreadandinterpretdata,whetherinapicturegraphorgivenasetlistofdata.
Moststudentsdidwellwithansweringthesecondquestion,simplybecauseitwasayesorno
answer(50/50chanceofgettingitright.)Somestudentsdidreallywellwiththefirstquestionby
answeringthatthetwosubjectscombinedwouldnotbemore,explainingwhynot,andeven
goingovertothesideandshowingtheiradditionworkofaddingthetwosubjectstotals
togetherandseeingitwasnotmore.OtherstudentsweretrickedbynumberonebecauseI
believetheywantedtojustassumethataddingtwosubjectstotalstogetherwouldessentially
bemorethanonesubjectstotalbyitself.Thesestudentsfailedtoshowmathematical
reasoningbecausetheydidnotgobacktotheirsetofdataandpicturegraphtocalculate(put
together)thenumbersandorpicturestoseewhichwasmore.Lastly,oneadditionalway
mathematicalreasoningwasshownwasthroughstudentsincludinganumericalvalueunder
eachpicture.Thestudentsknewthateachpicturewasequaltoanumericalvalueof2,therefore
afterdrawingeachpicturetheywouldputthenextnumbertheyhadskipcountedtounderthe
pictureinordertokeeptrackofwhatnumbertheywereat.Ididnotteachthemtodothatortell
themtodoso,butIbelieveithelpedthestudentsdrawthecorrectamountofpictures.

Note:Patternsoflearningincludebothquantitativeandqualitativepatterns(orconsistencies)fordifferent
groupsofstudentsorindividuals.Quantitativepatternsindicateinanumericalwaytheinformation
understoodfromtheassessment(e.g.,10outof15studentsor20%ofthestudents).Qualitativepatterns
includedescriptionsofunderstandings,misunderstandings,partialunderstandings,and/ordevelopmental
approximationsand/orattemptsatasolutionrelatedtoaconceptoraskillthatcouldexplainthequantitative
patterns.
Forexample,ifthemajorityofstudents(quantitative)inaclassorderedunitfractionsfromleasttogreatestas
1/2,1/3,1/4,1/5,thestudentserrorshowsthattheybelievethatthesmallerthedenominator,thesmallerthe
fractionandtheyhaveamathematicalmisunderstandingrelatedtothevalueoffractionalparts(qualitative).
Forexample,ifastudenterroroccursinasubtractionproblemthentheunderlyingmathematical
understandingmayincludetradingorregrouping,meaningofsubtraction,and/orsubtractionastheinverseof
addition.Youstartwiththequantityofstudentswhomadethespecificmistakeandyoucontinuewiththe
qualityofthemistakeintermsofthemathematicalmisconception.

3.Scanandinsertherethecopiesof2studentsfirstworksamplesasfollows.Choosethe
mostrepresentativeexamplesfromthewholeclassassessment(nostudentnames).Then,
analyzeeachstudentsmisconceptions.
Student1MathematicsWorkSample(studentstruggleswithconceptualunderstanding)

StudentIdoesnotshowconceptualunderstandingbecausethestudentdrewtoomanypictures
torepresentthedataset.Thestudentdidacknowledgethatthekeysaideachsmileyfaceis
equaltotwostudents,butthestudentdidnotunderstandhowthatlookedonapicturegraph.
StudentIunderstoodeachofthetotalsfromthedataset,exceptmath.Thestudentsawthat
readinghadatotalof(6),sotheycorrectlyshowedskipcountingonthepicturegraphbywriting
in2,4,6.However,knowingthatthekeysaideachsmileyisequaltotwostudents,theythought
theyhadtodrawintwosmileyfaceseachtimetheyskipcountedupnotrealizingthatonlyone
smileyfacewouldbesuffice.Thisstudentsmisconceptionwasnotunderstandinghowtotake
thekeygivenandapplyitcorrectlytothedatagiven.

Student2MathematicsWorkSample(studentstruggleswithproceduralfluencyorreasoning)

StudentOdoesnotshowproceduralfluencybecausethestudentwasunabletoanswereither
questionsthatrequirethestudenttointerpretinformationandresultsfromthegraph.The
studentalsostruggleswithproceduralfluencybyonlydrawingtwooutofthefoursubjects
correctlyonthepicturegraph.Thestudentshowed10smileyfacesformath,whichisincorrect
becausetherewere14peoplewhofavoredmathfromthedatasetandthenthekeyrepresents
twosoIamnotsurehowthestudentgot10.Thestudentalsodrewthreesmileyfacesfor
socialstudies,whenthenumericalvaluefromthedatasetwas2andiffollowingthekey
correctly,thestudentshouldhavedrawninonesmileyface.Ibelievethestudentisstruggling
withhowtoapplythedatasetandkeytothepicturegraph.Thestudentmayalsostrugglewith
skipcountingandcorrelatingitwithapicture.Lastly,onquestionone,Inoticedthestudent
startedtowritenobecause,whichpotentiallycouldhavebeencorrectifthestudenthad
finishedansweringandnoterasedthenobecause.

SectionD:PlanforRe-Engagement
Assessmentresultsareirrelevantifyoudonotactonthem.Thus,youaretocreateaplanto
usetheresultsyoudescribedinPartC.Youdonothavetoactuallyre-engagethestudentsbut
youmustshowthatyouunderstandwhattodowiththeseresults.Thus,basedonthe
assessmentresultsyoudescribedabove,groupeachofyourstudentsintooneofthesegroups:
1)re-engageforconceptual,2)re-engageforproceduralor3)re-engageforreasoning.

1.Describethenumberofstudentsyouwillhaveineachofthesegroups.(Note:ifachild
performedpoorlyinmultiplepartsoftheassessment,thatchildwillstartintheconceptual
group)

Therewere15studentspresentintheclassroomthedaythelessonwastaught.Basedonthe
assessmentresultsdescribedabove,Iwouldhave4differentgroupstoplacethestudentsinto.
Therewouldbe2studentsinthere-engageconceptual,3studentsinthere-engageprocedural,
4studentsinthere-engagereasoning,and6studentsinthemastery/readytomoveongroup.

Dotwoofthefollowing(BrequiredandthendoCorD)

2.PlantoRe-engageforconceptualunderstanding.
a.Describeyourreengagementlessonforthisgroup(objectivefromCCSSM,learning
tasks,strategies,materials,assessment).

2.MD.10Drawapicturegraphandabargraph(withsingle-unitscale)torepresentadataset
withuptofourcategories.Solvesimpleput-together,take-apart,andcompareproblemsusing
informationpresentedinabargraph.

Forthisre-engagementlessonIwouldusethesamestandard/learningobjectivefromthewhole
grouplesson.Thisgroupwouldonlybetwostudents,thereforeIcouldreallygetinandhelp
assistwithconceptualunderstanding.Iwouldstartbyhavingthestudentsjustlookatasetof
dataoffavoritesport.Iwouldhavethemusemanipulativestoshowthetotalsforeachsport.I
wouldthenintroduceakeywiththesetofdataandhavethekeyequaltotwo.Iwouldmodel
forthemwithmanipulativeshowthedatasetwouldchangefromtheoriginalonethatdidnot
haveakey.IwouldthenhavethempracticeskipcountingaloudwithmewhileIpointtoeach
picture.Next,Iwouldpassoutdryeraseboardsandtogetherwewoulddrawapicturegraphof
thedatawithoutakey.Iwouldpassoutanothersetofdryeraseboardsandaskthestudentsto
independentlydrawapicturegraphrepresentingthesetofdataandincludingthekeythat
equalstwo.Afterwardswewouldlookatbothpicturegraphsandcomparethemandwhythey
aredifferentinnumberofpictures,butstillgivethesameresults.

b.Explainwhyyoubelievethisre-engagementlessonwillbeeffectivebasedonthe
errorpatternsyoufoundinthedata.Scoreherewillbebasedonhowwellyoudescribe
theconnectiontothere-engagementlessonandtheerrorpatternsfound,effectiveuse
ofmaterials,andsoundmethodology.

Ibelievethisre-engagementlessonwouldbeeffectivebecausebothstudentswere
unabletocorrelatebetweenthekeythatrepresentedatotaloftwoanddrawingthe
correctamountofpicturestomatchthedataset.Thisre-engagementlessonwouldhelp
brushuponskipcountingandlearningtodrawpicturesthatareequaltothecorrect
total.


c.Explainhowyouwillreassessformasteryoftheconcept.

Iwouldreassessformasteryoftheconceptbygivingthestudentsasetofdataanda
keythatisequaltoatotaloftwoperpictureandhavethemfilloutapicturegraph
accordingly.Thisexitticketwouldbeverysimilartotheonegivenbefore,justwithout
thequestions.

FavoriteColor

Pink:12
Purple:8
Orange:2
Green:14Key::)=twostudents


- Thestudentswouldcreateapicturegraphtorepresentthedatagivenabove.

3.PlantoRe-engageforreasoning.
a.Describeyourreengagementlessonforthisgroup(objectivefromCCSSM,learning
tasks,strategies,materials,assessment).

2.MD.10Drawapicturegraphandabargraph(withsingle-unitscale)torepresentadataset
withuptofourcategories.Solvesimpleput-together,take-apart,andcompareproblemsusing
informationpresentedinabargraph.

Inthereengagementgrouplessontherewouldbeatotalof4students.Thelessonwouldcover
thesamestandardasthewholegrouplesson,butfocussolelyonmathreasoningand
interpretingresultsofpicturegraphs.Studentswouldreceiveasetofdataandapicturegraph
alreadyfilledinonFavoritedogbreed.Togetherasagroupwewoulddiscussthepicturegraph
andmakenotesofthingssuchas:whatdogwasthefavorite,whatdogwastheleastfavorite,
whydoesthekeymatter,whatotherinformationcanwecollectfromthispicturegraph?Iwould
thenpassaroundIpadsandhavestudentspulluptheShowmeapp.Iwouldgivethestudentsa
setofdataandakeyandhavethemdrawapicturegraphontheappandrecordthemselves
telling3differentfactsthattheycaninterpretfromthegraphandthensharewitheachother.
Oneadditionalthingwewouldlookattogetheristhepicturesinthepicturegraphandhowwe
knowhowmanytoputandstrategieswecanusetohelpwiththat--suchaswritingthe
numericalvalueunderthepicturetoshowunderstandingandtohelpwithnotovercounting.

b.Explainwhyyoubelievethisre-engagementlessonwillbeeffectivebasedonthe
errorpatternsyoufoundinthedata.Scoreherewillbebasedonhowwellyoudescribe
theconnectiontothereteachlessonandtheerrorpatternsfound,effectiveuseof
materials,andsoundmethodology

Ithinkthisreengagementlessonwouldbeeffectiveforthese4studentsbecausebased
offofeachoftheirexitticketsthestudentswerenotgoingbacktotheirpicturegraphs
andsetofdataandtakingthetimetolookandanalyzetheresultsandwhattheymean.
Thislessonhasthemreallylookintopicturegraphsandinterprettheinformation,which
willhelpthemtoanswermathematicalreasoningquestions.

c.Explainhowyouwillreassessformasteryofreasoningskills.

ToreassessthestudentsIwouldhavethemusetheShowmeipadappusingthe
recordbuttontoexplainapicturegraphanditsresultstomeasifIknewnothingabout
picturegraphs.Iwouldgivethemasetofdatafirst--FavoriteSeason:Fall-4Winter-8
Spring-14Summer-6Key=:)2students.

Thestudentswouldtaketheshowmeappanddrawapicturegraphofthisdata.
Secondly,thestudentswouldrecordthemselvesexplainingwhytheyputthenumberof
picturestheydidineachcategory.Finally,theywouldexplainresultsthatyoucantake
awayfromthepicturegraph.Forexample,onestudentcouldtellmethatspringhasthe
mostvotesorthatsummerandwintercombinedislessthanfallandexplainhowthey
knowthat.

ScoringRubric
Possible
Points

SectionA:ContextforLearning
A1 1
A2 1
A3 1
A4 5
A5 5
A6 5

SectionB:WholeClassLesson
B1 1
B2 1
B3 10
B4 8
B5 10

SectionC:Resultsofwholeclassassessment
C1 10
C2 14
C3 6

SectionD:Planforre-engagement
D1 2
D2 10
D3orD4 10

Totalofallscores: 100