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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.
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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.
 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.
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