Getting Started 
Misconception/Error The student is unable to accurately describe the shape of each distribution. 
Examples of Student Work at this Level The student:
 Makes one general statement about the three distributions.
 Uses unconventional and ambiguous terms to describe the shapes.
 Gives a lengthy narrative description of the shapes rather than summarizing each shape with one term.

Questions Eliciting Thinking What kinds of terms are used to describe the shapes of distributions?
What can you say about how the students in each class scored on this test?
In general, what does the shape of a distribution indicate about the set of data?
Can you make any inferences about these sets of data? 
Instructional Implications Review the terms typically used to describe the shapes of distributions (e.g., uniform, symmetric, bimodal, skewed left, and skewed right). Model using these terms to describe the shape of each of the given distributions. Explain that knowing the shape of a distribution allows for general inferences to be drawn about the data. Explain what the shape of the first distribution indicates about how the students in Class 1 scored on the test. Ask the student to interpret the shapes of the Class 2 and Class 3 distributions. Provide feedback.
Provide the student with sets of data given in context and ask the student to describe the shape of each distribution and to interpret the shape in the context of the data. 
Making Progress 
Misconception/Error The student is unable to interpret the shape of the distribution in terms of the context of the data. 
Examples of Student Work at this Level The student describes the shape of each distribution using conventional terms such as skewed left, uniform, and symmetric. The student may not know the term to describe the skewed distribution or may describe it as skewed right rather than skewed left. Additionally, the student is unable to infer how students scored in each class based on these shapes. The student interprets the shape in general terms.

Questions Eliciting Thinking What does the shape of each distribution tell you about how students scored on the math test?
Can you be more specific about what the shape conveys about the scores?
In general, what does the shape of a distribution indicate about the set of data?
Can you make any inferences about these sets of data? 
Instructional Implications Provide specific feedback to the student concerning any terms used to conventionally describe shapes with which the student is not familiar. Model explaining what the shape of the first distribution indicates about how the students in Class 1 scored on the test. Ask the student to explain how the students scored if the first distribution were skewed right instead of left. Then ask the student to interpret the shapes of the Class 2 and Class 3 distributions.
Provide the student with additional sets of data given in context and ask the student to describe the shape of each distribution and to interpret the shape in the context of the data. 
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 describes the shape of each distribution and interprets the shape in terms of the context of the data. For example, the student says the distribution of scores for:
 Class 1 is skewed left which means most students scored well on the test but a few made low scores.
 Class 2 is uniform which means the number of students with each different test score (from 40 to 95) was the same.
 Class 3 is symmetric which means most students scored around 70. The number of students receiving scores greater than 70 tapers off as the scores get higher, while the number of students receiving scores less than 70 tapers off as the scores get lower.

Questions Eliciting Thinking What would a bimodal distribution look like? 
Instructional Implications Ask the student to describe and compare the three distributions in terms of their shape, center, and spread.
Consider implementing the MFAS task Pet Frequency (6.SP.1.2). 