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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 TV Statistics 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 not able to write or explain a statistical question. The student writes a question that is not statistical and:
 Explains it is statistical since the question has an answer with numbers.
 Provides an explanation that does not address the meaning of a statistical question.
 Does not attempt an explanation.

Questions Eliciting Thinking What is a statistical question?
Would the answers to your question vary depending on who is asked?
What's a question you could ask that would give you varied answers? 
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 who provides the answer.
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. Then ask the student to write his or her own statistical question.
Consider using the MFAS task Questions About a Class (6.SP.1.1), if not used previously. 
Making Progress 
Misconception/Error The student’s explanation lacks precision. 
Examples of Student Work at this Level The student is able to create a statistical question but does not include a precise explanation or justification. The student responds in terms of:
 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.
 The number of people who might answer the question.
 Possible answers to the question.

Questions Eliciting Thinking What makes a question statistical?
What kinds of answers would you expect to get from this question?
How does the number of people who answer 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 that a statistical question must allow for variability in the answers depending on who supplies the response. 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 are statistical and to justify his or her choices with a clear explanation.
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 creates a statistical question and explains that there are many different answers to the question which would vary depending on who answers the question.

Questions Eliciting Thinking Do statistical questions have answers that can be represented with charts and graphs? Why or why not?
How would you represent the answers to your question visually?
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 Questions About a Class (6.SP.1.1). 
ACCOMMODATIONS & RECOMMENDATIONS
Special Materials Needed:
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.