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FORMATIVE ASSESSMENT TASK
Instructions for Implementing the Task
This task can be implemented individually, with small groups, or with the whole class.
 The teacher asks the student to complete the problems on the Questions About a Class worksheet.
 The teacher asks followup questions, as needed.
TASK RUBRIC
Getting Started 
Misconception/Error The student does not understand the distinction between questions that are statistical and those that are not. 
Examples of Student Work at this Level The student is unable to identify the statistical question and provides explanations that do not address the meaning of a statistical question. The student writes:
 Question one is a statistical question and question two is not a statistical question.
 Question one is statistical because it asks for measurements.
 A response that is incomprehensible or does not address variability in the data.

Questions Eliciting Thinking What is a statistical question?
For which of these questions would you get answers that vary?
Can you think of a question to ask that would elicit different answers from people? 
Instructional Implications Discuss with the student that a statistical investigation begins with a question. Point out to the student that to answer such a question, relevant data is collected, and it is anticipated that there will be variability in that data. Explain that a question such as, “How many days are in April?” is not a statistical question since there is one known answer to this question (e.g., 30 days). The answer to a statistical question can vary depending on whom or what provides the answer. Ask the student to reconsider the two questions in the MFAS task Questions About a Class (6.SP.1.1) and discuss with the student for which question he or she would anticipate responses that vary.
Supply examples and nonexamples of statistical questions such as:
 How many pets do you have?
 How many pets do the families in your neighborhood have?
 What is the average height of a sixth grade girl?
 How many hours did you watch television yesterday?
 What lunch menu items do the students at our school like the best?
Ask the student to determine which questions are statistical and to justify his or her choices.

Making Progress 
Misconception/Error The student’s explanation lacks precision. 
Examples of Student Work at this Level The student is able to identify a statistical question but does not include a precise explanation or justification. The student responds in terms of:
 The number of people who might answer the question.
 Whether or not a graph can be made from the answers to the questions.
 The amount of information collected and whether the mean, median, and mode can be calculated.

Questions Eliciting Thinking What makes a question statistical? What makes the second question statistical but not the first?
What kinds of answers would you expect to get from these questions?
How does the number of people affect whether or not the question is statistical?
How would a graph help determine if a question can be classified as statistical? 
Instructional Implications Model explaining why the first question is not statistical but the second question is. Supply additional examples of questions such as:
 How many pets do you have?
 How many pets do the families in your neighborhood have?
 What is the average height of a sixth grade girl?
 How many hours did you watch television yesterday?
 What lunch menu items do the students at our school like the best?
Ask the student to determine which questions are statistical and to justify his or her choices.
Be sure the student understands that answers to statistical questions are not necessarily numerical. Consequently, a question may be statistical but if the data collected to answer the question is not numerical, it may not make sense to calculate the mean or other measures of center and spread. 
Got It 
Misconception/Error The student provides complete and correct responses to all components of the task. 
Examples of Student Work at this Level The student recognizes that the first question is not statistical but the second question is. The student explains that there is only one possible answer to the first question but there are many different answers to the second question which would vary depending on who answers the question.

Questions Eliciting Thinking Do statistical questions have answers that generate charts and graphs? Why or why not?
Do the answers to statistical questions have to be numbers? 
Instructional Implications Ask the student to generate additional examples of questions that are statistical. Have the student consider how data might be collected to answer each question.
Consider implementing the MFAS task TV Statistics (6.SP.1.1). 
ACCOMMODATIONS & RECOMMENDATIONS
Special Materials Needed:
 Questions About a Class worksheet
SOURCE AND ACCESS INFORMATION
Contributed by:
MFAS FCRSTEM
Name of Author/Source: MFAS FCRSTEM
District/Organization of Contributor(s): Okaloosa
Is this Resource freely Available? Yes
Access Privileges: Public
* Please note that examples of resources are not intended as complete curriculum.