Task Teacher Guide

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Students will demonstrate the concepts and skills that they have developed through this context and learning experience.

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The purpose of this assessment is for students to demonstrate their understanding of the following big ideas. 

• There are different types of data;
• Data is often characterized as continuous or discrete;
• Discrete data is often countable and can only take on certain values;
• Continuous data is measurable and can take any value (within a range);
• Scale in graphs are the system of marks at fixed intervals;
• The intervals can be unitized; 
• Changing the interval selected for a scale can impact the audience’s initial notion of the data;
• The range of a set of data is the difference between the highest and lowest values in the set.
• A measure of central tendency for a data set summarizes all of its values with a single number;
• Mean can be revealed through division;
• Removing data from a data set has an impact on a measure of central tendency;
• Removing data from a data set can alter the shape and distribution of the data; and,
• An outlier is a data point that differs significantly from the rest of the data set. 

The independent assessment will allow students to demonstrate concepts and skills related to the following learning goals: 

• I will create graphical representations with an appropriate scale and labels. 
• I will select an appropriate graph based on the type of data. 
• I will determine the mean.
• I will communicate my understanding of misleading graphs. 
• I will determine the range of  a data set. 
• I will explain what happens to the shape of a graph when a value is removed or added.
• I will explain the impact on mean when a value is added or removed from a data set. 

Students might write and/or model their answers independently. Students can also be interviewed by their teacher. 

An alternative assessment opportunity should be offered if this tool will not successfully capture what the student knows, understands or can do.

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Visual Math Talk

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Assessment

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[accordion-item title=”Assessment: Misleading Data and Outliers”]

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[accordion-item title=”Considerations to Promote Student Growth”]

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We suggest collecting this reflection as an additional opportunity to engage in the formative assessment process to inform next steps for individual students as well as how the whole class will proceed.

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Resources and Downloads

Explore The Entire Unit of Study

This Make Math Moments Task was designed to spark curiosity for a multi-day unit of study with built in purposeful practice, and extensions to elicit and emerge mathematical models and strategies.

Click the links at the top of this task to head to the other related lessons created for this unit of study.