Author:
Chris Adcock
Subject:
Mathematics
Material Type:
Lesson Plan
Level:
Middle School
Grade:
6
Provider:
Pearson
Tags:
  • 6th Grade Mathematics
  • Projects
    License:
    Creative Commons Attribution Non-Commercial
    Language:
    English
    Media Formats:
    Text/HTML

    Classroom Project Presentations (Final Groups)

    Classroom Project Presentations (Final Groups)

    Overview

    Student groups make their presentations, provide feedback for other students' presentations, and get evaluated on their listening skills.

    Key Concepts

    In this culminating event, students must present 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 and project development processes.

    Math Mission

    Lesson Guide

    Read the Math Mission. Students will present their projects and evaluate other students' projects.

    Opening

    Present your project and evaluate other students’ projects.

    Present Projects

    Lesson Guide

    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 document.

    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.

    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.

    ELL: Make notes on current language skills and document student progress, as appropriate.

    Performance Task

    Present Projects

    Listen to the presentations.

    • Complete the feedback document after each presentation.
    • Remember to make your feedback honest, considerate, and specific.

    HANDOUT: Listener Checklist
    HANDOUT: Project Feedback Form

    Look at Your Teacher’s Feedback

    Lesson Guide

    Let all students access your completed listener checklists.

    While students are viewing the listener checklists, give presenters access to the following documents:

    • Your evaluation of their project (rubric scores and comments)
    • Their classmates' feedback on their project

    Let project groups sit together while they review these documents. Make sure students know that they have a place on the project rubric to make a comment or ask you a question.

    SWD: Make sure that all students have access to and can comprehend the information in the rubric so that they can accurately interpret your assessment of their work. Students with disabilities may benefit from support in understanding the expectations. Allow multiple means of representing the information in the rubric (visual presentation of text, TTS, visual supports, etc.). Create and provide an enhanced version of the rubric with embedded text structures (labels, highlights, words in bold) to cue students to pay closer attention to particular terms.

    ELL: Allow and encourage the use of dictionaries or translation sites should ELLs need them to better understand the topic and to improve their use of academic vocabulary.

    Formative Assessment

    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 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.

    Look at Your Classmates’ Feedback

    Lesson Guide

    Have students go over their classmates' feedback.

    Formative Assessment

    Look at Your Classmates’ Feedback

    Review the set of feedback documents that your classmates completed about your project.

    • Which criteria did your classmates think you handled well?
    • Are there aspects of your project that any of your classmates had trouble understanding? If so, what are they?
    • Did a number of students have difficulty understanding this aspect of your project?

    Reflect On Your Work

    Lesson Guide

    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).

    ELL: Have students reflect on their learning to provide opportunities for ELLs to develop literacy in English and proficiency in mathematics. Make sure students use both academic and specialized mathematical language when reflecting on their learning at the end of each session.

    Work Time

    Reflection

    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/presentation is …