The teacher gave these instructions:

 • Estimate and then measure the height, diameter, circumference, and weight of your group’s pumpkin. Use the pieces of yarn, rulers, and a bathroom scale. • Record your estimated and actual measurements in a clear and organized way. • Explain how you made the measurements of each feature you are measuring. • Estimate the number of seeds in your pumpkin, decide on a counting method, and then count the seeds. • Record what true statements or conclusions you can make about the data from all eight class pumpkins.

Circumstances of performance
This sample of student work was produced under the following conditions:

- alone - in a group
- in class as homework
- with teacher feedback - with peer feedback
timed opportunity for revision
 This work sample illustrates a standard-setting performance for the following parts of the standards: g Geometry and Measurement Concepts: Use basic ways of estimating and measuring the size of figures and objects in the real world. b Statistics and Probability Concepts: Display data. c Statistics and Probability Concepts: Make statements and draw simple conclusions based on data. b Mathematical Skills and Tools: Estimate numerically and spatially. c Mathematical Skills and Tools: Measure accurately. g Mathematical Skills and Tools: Read, create, and represent data. h Mathematical Skills and Tools: Use measuring devices. a Mathematical Communication: Use appropriate mathematical terms, vocabulary, and language. b Mathematical Communication: Show mathematical ideas in a variety of ways.

While students shared pumpkins in groups of four, they made their estimates and recorded the data individually. The teacher verified that students measured correctly.

What the work shows
g Geometry and Measurement Concepts: The student uses basic ways of estimating and measuring the size of figures and objects in the real world including length, width, perimeter, and area.
The student estimated, measured, recorded, and described the weight, diameter, circumference, and height of a pumpkin.

b Statistics and Probability Concepts: The student displays data in…tables and charts.
The student produced a chart and a table that provide clear displays of data about the group’s estimates and measurements and about the data from the whole class.

c Statistics and Probability Concepts: The student makes statements…based on data; that is, reads data in…tables and charts; compares data in order to make true statements….

 The student read the data about the class pumpkins in order to make comparisons and produce true statements about them. b Mathematical Skills and Tools: The student estimates numerically and spatially. The student estimated weight, diameter, circumference, and height. c Mathematical Skills and Tools: The student measures length,…circumference, diameter,…weight accurately…. The student measured weight, diameter, circumference, and height accurately. These measurements were verified by the teacher during the activity. g Mathematical Skills and Tools: The student reads, creates, and represents data on…charts, tables…. The chart and table are correctly drawn. h Mathematical Skills and Tools: The student uses…measuring devices…to achieve solutions. The student used rulers and yarn to find measurements. a Mathematical Communication: The student uses appropriate mathematical terms, vocabulary, and language, based on prior conceptual work. True statements based on the data are communicated clearly. b Mathematical Communication: The student shows mathematical ideas in a variety of ways, including words, numbers, symbols, pictures, charts, graphs, tables, diagrams, and models. The process of measurement is explained in multiple ways (words, diagrams, symbolic notation) and the data are represented in a clear and easily interpreted chart and table. The work includes some misspelled words. This sample represents work done in class which was not further edited for spelling. The errors occur in words that represented relatively new concepts for the student, e.g., “estiment” for “estimate” and “circumfrence” for “circumference.” The following table shows the number of seeds in each pumpkin reported by table groups. The student referred to these data in the “Conclusions” section of the response.