- Author:
- Chris Adcock
- Subject:
- Mathematics
- Material Type:
- Lesson Plan
- Level:
- Middle School
- Grade:
- 7
- Provider:
- Pearson
- Tags:

- License:
- Creative Commons Attribution Non-Commercial
- Language:
- English
- Media Formats:
- Text/HTML

# Project Rubric: Presenting Projects

# Project Presentations Feedback

## Overview

Remaining groups present their unit projects and students discuss teacher and peer feedback.

# Key Concepts

Students should demonstrate their understanding of the unit concepts.

# Goals and Learning Objectives

- Present projects and demonstrate an understanding of the unit concepts.
- Provide feedback for others' presentations.
- Review the concepts from the unit.
- Review presentation feedback and reflect.

# Math Mission

# Lesson Guide

Discuss 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

While groups are presenting the rest of the students will take notes. This is the second (and last) day of presentations; organize them so you can highlight the areas that need clarifying.

# Mathematics

As students present, look for examples that will allow you to bring out misconceptions or difficulties that students have:

- Do students have difficulty using ratios? Which projects are good examples and which demonstrate the misconceptions?
- Do students make good use of graphs to show their results clearly?
- Do students understand that a larger number of trials will give an experimental probability closer to the theoretical probability?

SWD: Create a safe presenting environment for all students who are presenting, make sure all students are being polite and attentive. It is extremely difficult for students to present in public. Creating a risk-taking environment will lead to a more productive learning environment for all students.

ELL: Make notes and document the current language skills of your students. Share your findings with your students to instill confidence and encourage them to continue to share in front of the class.

# Mathematical Practices

**Mathematical Practice 3: Construct viable arguments and critique the reasoning of others.**

- Group presentations should include sound reasoning that is clearly communicated. Students listening to presentations should listen critically in order to provide constructive feedback.

# Look at Your Teacher’s Feedback

# Lesson Guide

Have students work in their project groups to discuss teacher feedback.

Questions students can use for their discussion, using the rubric as an organizational guide:

- What do we think we did well?
- What do we think needed improvement?

## 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 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.

# Look at Your Classmates’ Feedback

# Lesson Guide

Have students work in their project groups to discuss peer feedback.

Questions students can use for their discussion, using the rubric as an organizational guide:

- How does this compare to the teacher feedback?
- Was there something about the mathematics we could have understood better? How would that have affected the project results?

SWD: Students with disabilities may have a more challenging time identifying areas of improvement to target in their projects. Teach your students how to review a project using the rubric and a sample project. Model for students how to plan for revisions based upon the assessment of the rubric and your feedback.

## Formative Assessment

# Look at Your Classmates’ Feedback

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

- Which rubric criteria do 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 find out what students would change about their projects or presentations.

Have students do a longer reflection at the end of the second day, thinking back on what they learned during the unit. Share responses if there is time.

## 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 or presentation is...**