Observing the Evidence © 2000, 2003 www.BeaconLearningCenter.com Rev. 07.02.03 1

Short-Answer Question Rubric 2 1 0

Explaining & Interpreting your Answer MA.E.1.2.1.5.6 The student analyzes and explains orally or in writing the implications of the data. LA.B.2.2.1.5.1 The student writes notes, comments, and observations that reflect comprehension of fifth-grade or higher level content and experiences from a variety of media.

You explain the implications of the data so correctly and completely that someone else can find the answer. When asked, you make true statements about the given answer.

You explain the implications of the data, but leave out steps that are needed to guide the reader to the correct answer. When asked, you attempt to make true statements about the given answer.

Your explanations and interpretations are incorrect, misunderstood, or not given.

What each level means…

A score of two means your explanation shows a complete understanding of the math concepts and critical thinking used in the problem.

A score of one means your explanation shows a partial understanding of the math concepts and critical thinking used in the problem.

A score of zero means your explanation was completely incorrect, not understood, or that you gave no response at all.

FCAT format adapted form Harcourt Brace & Company: The Math Advantage by Kristy Rousseau, Beacon Learning Center, Fall 1999, Bay District Schools, Panama City, FL

Observing the Evidence © 2000, 2003 www.BeaconLearningCenter.com Rev. 07.02.03 2

Data Display Checklist

Choose a reasonable title for the graph Choose an appropriate scale/interval Label each bar of your graph (bar graph only) Label all the parts (circle graph only) Accurately graph the data

Complete and interpret a circle graph

Include two comparative statements completely describing the relationships between the graphs

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Excerpt from Diagnostic Assessment #2 COLLECTING CLUES Mike surveyed the homework habits of his classmates. He wants to answer the following question: “How can I make a good grade on my homework?” The results of his investigation are shown below.

Homework Hints and Helps

Student Advice Student Advice

Fred Check your work Ben Ask for help Sally Ask for help Tom Copy someone else John Copy someone else Paul Ask for help Susan Ask for help George Check your work Mark Check your work Kathy Ask for help Elizabeth Follow directions Pat Check your work Spencer Follow directions Zane Follow directions Julie Check your work Mary Check your work Cynthia Ask for help Tim Ask for help Jean Ask for help Sam Follow directions Peggy Ask for help Marie Follow directions Jack Follow directions Eddie Ask for help Mackenzie Ask for help Ethan Ask for help Carol Check your work Ken Check your work Michelle Copy someone else

Dan Check your work

Table 1 1. Organize the results of the survey in a table.

FCAT format adapted form Harcourt Brace & Company: The Math Advantage by Kristy Rousseau, Beacon Learning Center, Fall 1999, Bay District Schools, Panama City, FL

Observing the Evidence © 2000, 2003 www.BeaconLearningCenter.com Rev. 07.02.03 4

2 A. Make a bar graph that shows the number of students who gave each type of advice. Be sure to Title the graph Choose an appropriate scale Label each bar of your graph Accurately graph the data

2 B. On the lines below, write two statements that compare the students’ advice to Mike. 1) 2)

FCAT format adapted form Harcourt Brace & Company: The Math Advantage by Kristy Rousseau, Beacon Learning

Center, Fall 1999, Bay District Schools, Panama City, FL

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Mike then graphed the survey results of his 30 classmates another way.

Table 2 3 A. Use the data from Table 1 to complete Table 2.

Homework Hints and Helps

Advice Given Number of Students Fraction of the Class Check your work Ask for help Copy someone else Follow directions 3 B. Represent the data on a circle graph. Be sure to Write a title for your graph Label all the parts 3 C. Use the graph to write two statements that compare the advice given by Mike’s classmates. 1) 2)

FCAT format adapted form Harcourt Brace & Company: The Math Advantage by Kristy Rousseau,

Beacon Learning Center, Fall 1999, Bay District Schools, Panama City, FL

Observing the Evidence © 2000, 2003 www.BeaconLearningCenter.com Rev. 07.02.03 6

Answer Key for the Diagnostic Assessment "Collecting Clues and Analyzing Answers"

Table 1 1. This section should not be formally scored because "creating a table" is not taught or assessed in this unit. However, this table does allow a student to organize his/her thoughts and should be used as a tool.

2 A. • (2 points): Students chose a reasonable title. (Ex: “Homework Hints & Helps”) • (2 points): Students chose an appropriate scale. • (4 points): Students labeled each of the four bars of the graph. • (8 points): Students accurately graphed the four bars of data. 2 B. • (8 points): Four points per correct, comparative statement. For example, students may have

noted that most of the students advised Mike to check his work or ask for help. Also, very few students advised Mike to copy someone else’s work. (Statements may vary but should be supported by the data presented.)

Table 2 3 A. • (8 points): Two points for each correct completion of the "Number of Students" for the type of

"Advice Given." (9-12-3-6). • (8 points): One point for each correct “Fraction of the Class” (9/30, 12/30, 3/30, and 6/30) and

its simplified version (3/10, 4/10, 1/10, and 2/10). (On the pretest students will probably not reduce the fractions, but on the post-test this should be done in order to make the graphing easier by using a common fraction such as tenths.)

3 B. • (4 points): Students chose a reasonable title. • (4 points): Students labeled the four parts of the circle graph. • (10 points): Students accurately graphed the data on the circle graph (different colors or

designs may be used to distinguish each part of the circle graph, if desired.) 3 C. (8 points): Four points per correct, comparative statement. For example, students may have noted that 9/10 of the class gave Mike good advice on how to improve his homework grade. Also, ½ of the class advised Mike to either check his work or follow directions in order to improve his grade. (Statements may vary but should be supported by the data presented.)

FCAT format adapted form Harcourt Brace & Company: The Math Advantage by Kristy Rousseau, Beacon Learning Center, Fall 1999, Bay District Schools, Panama City, FL

Observing the Evidence © 2000, 2003 www.BeaconLearningCenter.com Rev. 07.02.03 7

Printable Version of the Student Web Lesson “All That Data!”

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Detective___________________

1. Review answers from “All That Data!” 2. What are the procedures for collecting data responses and displaying information?

3. Explain why line graphs would not be appropriate for the kinds of data collected in

this survey.

4. In small groups, discuss the data collected from other 5th graders. While in your groups, display the results from your section of the representative group. EACH GROUP MEMBER should:

Create a bar graph Create a circle graph Create two comparative statements (complete sentences) for EACH graph

DETECTIVE DIARY ENTRY #6 After collecting the results from the survey of 5th grade students, what are some ways we can display the data that will help us easily identify the range, mean, median, and mode of the data? Based on the results that you collected, what comparisons can be made amount students’ responses? 5. Peer-assessment using criteria listed on the Short-Answer Question Rubric.

6. Use the “Data Display Checklist” to check your graphs.

7. HOMEWORK: _____________________

Developed by Gaynell Jones