Grade

level: 1st Grade

Topic: Data Collection and Interpretation

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.

CCSS.Math.Content.1.MD.C.4 Organize, represent, and interpret data with up to three

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

ask and answer your own questions about it!

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

front of the packet right when you get it.

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

“partner” on the front cover of your packet.

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.

Monday Tuesday Wednesday Thursday Friday

Introduction Day 3 (Bar Day 4 (Final

Day 2 (Poll
and Day 1 (Poll Graph Bar Graph
Results)
Brainstorming) Creation) Creation)
Day 5 Day 6 (Final
Day 7 (Poster
(Interpreting Data
Making)
My Data) Interpretation)

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

the end of the project.

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

classmates can choose from.

For example:

My question: How many times have you left the state?

Option 1: Never

Option 2: 1 to 5 times

Option 3: More than 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,

including the self-assessment, please bring up your work for me to check.

Are there any questions?

Project overview and directions- 10 minutes

Brainstorming questions- 15-20 minutes

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

this, and then we will start taking polls.

When you complete the checklist, including the self-assessment, please bring up your work for

me to check.

Are there any questions?

Flip to Day 2 in your packets, and take a few minutes to rewrite your question and answers,

and then we will begin.

Directions- 5 minutes

Rewrite question- 5 minutes

Answering Polls- 30 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

parts of the 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.

When you complete the checklist, including the self-assessment, please bring up your work for

me to check.

Are there any questions?

Directions and Instruction: 10 minutes

Making Bar Graphs: 30-45 minutes

Day 4 Teacher Directions:

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-

assessment, please bring up your work for me to check.

Are there any questions?

Directions- 10 minutes

Making Bar Graphs- 45 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

make sure that the students understand each question).

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

Data Interpretation- 30 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-

assessment, please bring up your work for me to check.

Does anyone have any questions?

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.

Does anyone have any questions?

Directions- 5 minutes

Making posters- 20 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

doing this project?

Take as many responses as possible, time allowing.

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

after the project is over for a final grade.

Formative Assessment checks:

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

your peers or me questions if you have them or do not understand something.

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.

Monday Tuesday Wednesday Thursday Friday

Introduction Day 3 (Bar Day 4 (Final

Day 2 (Poll
and Day 1 (Poll Graph Bar Graph
Results)
Brainstorming) Creation) Creation)
Day 5 Day 6 (Final
Day 7 (Poster
(Interpreting Data
Making)
My Data) Interpretation)

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

on the rubric with a total of 5 possible points.

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

have as much time as you need.

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:

___ Brainstorm and write questions

___ Brainstorm and write THREE (3) responses per question

___ Choose and circle ONE (1) question to ask the class

___ Self-assess yourself on the rubric


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:

___ Take your poll

___ Record your results

___ Vote in other’s polls

___ Self-assess yourself on the rubric

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.

I can organize data

Our data is well Our data is somewhat Our data is not
with up to three
organized. organized. organized well.
categories.

Teacher Comments:


Poll Results Workspace

My question: _________________________________________________________________________________

_________________________________________________________________________________________________

Option 1: _____________________________________________________

This many classmates chose this option: __________

Option 2: _____________________________________________________

This many classmates chose this option: __________

Option 3: _____________________________________________________

This many classmates chose this option: __________

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)

___ Number the Axes

___ Mark how many people had each response

___ Shade in the number of people with each response in pencil

___ Self-assess yourself on the rubric

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:

_______________________________________

_______________________________________

_______________________________________

My bar graph includes:

____ A title

____ X-axis title (horizontal label)

____ Y-axis title (vertical label)

____ 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:

___ Label the graph

My bar graph includes:

___ A title

___ X-axis title (horizontal label)

___ Y-axis title (vertical label)

___ 3 responses

___ Number the Axes

___ Mark how many people had each response

___ Shade in the number of people with each response in colored pencil

___ Self-assess yourself on the rubric

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:

___ Answer questions 1-7

___ Make up 2 of your own questions

___ Answer your questions

___ Self-assess yourself on the rubric

Day 5 Rubric:

Learning Goal 5 3 1

Our interpretation and

Our interpretation and
Our interpretation and explanation of data
I can interpret data explanation of data
explanation of our was mostly incorrect
with up to the three was mostly correct
data was correct and and/or our
categories. and/or slightly
clear. explanation was
confusing.
confusing.

We asked thoughtful We asked somewhat We did not ask

I can ask questions
questions about our thoughtful questions thoughtful questions
about data.
data. about our data. about our data.

Our answers about Our answers about Our answers about

I can answer
the data we collected the data we collected the data we collected
questions about data.
were correct. were mostly correct. were mostly incorrect.

Teacher Comments:

Interpreting My Data Workspace
1. Explain what your graph shows to someone who is not familiar with the project that you

have been working on.

2. How many total people responded to your poll?

3. Which response did most people choose?

4. How many people chose this response?

5. Which response did the least people choose?

6. How many people chose this response?

7. How many more people chose the most popular response than chose the least popular

response?

8. My own question is:

My answer to this question is:

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

will have as much time as you need.

Day 6 Checklist:

___ Rewrite your explanation of your poll (answer to question 1 on yesterday’s worksheet)

___ Write the question and answer you came up with

___ Self-assess yourself on the rubric

Day 6 Rubric:

Learning Goal 5 3 1

Our interpretation and

Our interpretation and
Our interpretation and explanation of data
I can interpret data explanation of data
explanation of our was mostly incorrect
with up to the three was mostly correct
data was correct and and/or our
categories. and/or slightly
clear. explanation was
confusing.
confusing.

We asked thoughtful We asked somewhat We did not ask

I can ask questions
questions about our thoughtful questions thoughtful questions
about data.
data. about our data. about our data.

Our answers about Our answers about Our answers about

I can answer
the data we collected the data we collected the data we collected
questions about data.
were correct. were mostly correct. were mostly incorrect.

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:

___ Glue bar graph to poster

___ Glue written sheet to poster

___ Write title on poster

___ Write names on poster