Student groups continue to make their presentations, provide feedback for other students’ presentations, and get evaluated on their listening skills.
In this culminating event, students continue presenting their project plan and solution to the class. The presentation allows students to explain their problem-solving plan, to communicate their reasoning, and to construct a viable argument about a mathematical problem. Students also listen to other project presentations and provide feedback to the presenters. Listeners have the opportunity to critique the mathematical reasoning of others.
Goals and Learning Objectives
- Present project to the class.
- Give feedback on other project presentations.
- Exhibit good listening skills.
- Reflect on the problem-solving process.
Discuss the Math Mission. Students will present their projects and evaluate their classmates’ projects.
Present your project and evaluate your classmates' projects.
To the degree possible, make today’s routine consistent with that of the previous lesson. (You will save time if you don’t have to explain differences, and it will feel fairer to students if you treat everyone the same.) Still, if some aspect of the previous lesson’s routine was difficult or troublesome, you may choose to adjust the process.
Remind students that the presentation order is randomly determined. Assign today’s student timer. Make sure that students can access their Feedback Form.
Ask for a show of hands:
- Who remembers what they did well yesterday as a listener?
Remind students that listening is sometimes active—asking questions, making comments, or providing some kind of support to presenters.
Make sure students know when you will make the evaluations available. Students can then access evaluations of their own project, as well as feedback from their classmates.
Make sure you fill in a project rubric for each presentation. Also take note of student behavior and fill in the Listener Checklist during the project presentations.
Help the project presentations flow in an uninterrupted manner. Continue to evaluate both projects and listeners. After the first presentation, remind listeners to use the feedback document. Support the presenters as before.
- Complete the Feedback Form after each presentation.
- Remember to make your feedback honest, considerate, and specific.
HANDOUT: Feedback Form
Look at Your Teacher’s Feedback
Give each group the rubric that you completed for their project. Have students individually read the rubric and any comments, then discuss the rubric and the comments with each other. Encourage students to write you a note if they have any comments or questions.
Look at Your Teacher's Feedback
Sit with your group and look at your teacher's completed rubric for your project.
After you read the criterion scores and any comments your teacher made, talk with your group.
- Do you have comments or questions about the evaluation? If so, write your teacher a brief note.
HANDOUT: Review Your Teacher's Feedback
Look at Your Classmates’ Feedback
Next have students read the feedback documents completed by their classmates. Ask each group to discuss these questions:
- Which rubric criteria did your classmates think that you handled well?
- Were there aspects of your project that other students had difficulty understanding? What were they?
- How many students had difficulty understanding aspects of your project?
Summarize the mathematics that was shared and clarify any misconceptions that may have arisen. Ask questions such as these:
- How did the presentations go overall?
- What did you learn today?
Look at Your Classmates' Feedback
Review the set of feedback documents that your classmates completed about your project.
- Which rubric criteria did your classmates think you handled well?
- Were there aspects of your project that some of your classmates were not sure they understood? What were they?
- Did many students have the same difficulties in understanding aspects of your project?
HANDOUT: Review Your Peers' Feedback
Reflect On Your Work
Have each student write a brief reflection before the end of class. Review the reflections to learn what students would change about their projects or presentations.
This prompt gives students a chance to consolidate what they learned (either content or process).
Write a reflection about today's project presentations. Use the sentence starter below if you find it to be helpful.
If I could go back in time, the thing I would change about my project or presentation is …