Sugar Stats
6th Grade Math Assessment for Statistics Unit
Crocker Farm Team Project
by
Mary Andrade, Liz Breen and Sandra Lemelin Fitzpatrick
Review of Teaching
Methodologies
Differentiated Learning (DI)
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Accommodates for individual differences
Instruction based on needs of learner
Differentiates content, process, product/evaluation
Considers readiness, interest and learning style
Understanding by Design (UBD)
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Backward design process
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Identify desired results
Determine acceptable evidence
Plan learning experiences and instruction
Six facets of understanding
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explanation
interpretation
application
perspective
empathy
self knowledge
UbD, DI LESSON ANALYSIS RUBRIC
Key Lesson Elements UbD , DI
Evidence of Background design Process
Desired Results Identified – Clear Goals
Learning Experiences well planned
Presents “Big Ideas” with enduring value
Asks “essential questions” for depth
Uses variety of teaching strategies
Activities suited for all students
Uses multiple means of teaching curriculum
Uses technology
Uses Varied Curriculum Materials
Provides multiple means for attaining goals
Assessment is on an ongoing basis
Scale: 4 - Always, 3 - Generally, 2 - Sometimes, 1 - Rarely
Comments
4
3
2
1
Planning Process
Planning based on UBD principles influenced by DI
Initial Steps:
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Choose topic
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Consider State Frameworks
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Determine specific understanding
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Develop overarching and topical questions
Planning Process 
Assess student readiness
Consider:
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Next Steps
Learner differences
Teacher adjustment for all students
Varied and diverse curriculum materials
Flexible curriculum to accommodate learner differences
Design assessment project
Plan instruction
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Lessons
Activities
Resources and materials
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Technology
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Assessment Project for Students
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Introduction
1. Hold a general discussion about statistics
Overarching Questions
o Does mathematics
have a use in the real
world?
o How can statistics be
used to investigate
real life problems?
Topical Questions
o What kinds of topics
are best studied
statistically?
o How do you sample a
population?
o How can you best
display this data?
o How can you interpret
or analyze the data?
o How do you evaluate
arguments that are
based on data
analysis?
Assessment Project for Students
2. Motivate student interest in project topic – sugar content in
cereals and how supermarkets display cereal products.
 Generate student questions (What do you know and
what do you want to know?)
 Distribute handouts “Ways Sugar Can Ruin Your Health”
and “Sugar Content of Common Foods”
3. Overview of performance task presented to the class via
PowerPoint.
Investigate this question:
Is there a higher sugar
content in cereals on the
middle shelf of
supermarkets?
Role: You are a nutritionist working at the
University of Massachusetts
Audience: A group of concerned parents who
live in the local area
Situation: Based on your findings, you will
present your data and conclusions to the
parents.
To explain your findings you will:
Prepare and present an oral report
Create a data display with charts and
graphs that show range, mode, mean and
median
Design and create a handout for parents
that summarizes your results.
Extension Activities
Students could:
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Make a field trip to the supermarket for data collection
Research internet to investigate consequences of excess sugar
on health (Teacher selected sites: creativehealth.netfirms.com)
Prepare physical display of cereal boxes and cups of sugar
Write letters to grocery stores expressing their concerns based
on their statistical findings
Create and perform a commercial for a cereal (digital video)
Differentiated Elements
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Kurzweil used by students for any written text
PowerPoint by teacher and students
Excel for graphing and charts
Smart Board and projector for presentations
Wireless laptops and portable writers for word processing
Digital camera and video
Radium sound amplification
Choices for final product