Make a Check List for a Point Graph. Use a display of the What Went Wrong? Master to help students identify errors on a graph.
- Look at this graph. What do you notice? (Possible response: It looks messy and has lots of mistakes on it.)
- What can you see that is correct? (Possible responses: The title is correct, the label on the vertical axis is correct. The numbers chosen for the horizontal axis are correct.)
- What errors do you notice? (Possible responses: The label on the horizontal axis should be Number of Pitchers, not Number of Lemons. The numbers on the horizontal axis are in the spaces, not on the lines. The numbers on the vertical axis are wrong. Sometimes they count by 4s and sometimes by 2s. The numbers on the vertical axis start out on the lines but then sometimes they are on the lines and sometimes in the spaces.)
- What do you notice about the bars on the graph? (Possible responses: They are drawn on the lines but it is hard to tell if they are the right height because the numbers on the vertical axis are wrong. They are messy.)
- Do you think the student used a ruler to draw the line? (Probably not)
- Did the student find the number of lemons for five pitchers correctly? (No) How can you tell? (The line showing his or her work does not meet the graph line.)
- Did the student find the number of pitchers for 72 lemons correctly? (Yes, if the numbers on the horizontal axis were correct.)
Use the discussion of the display to develop a checklist for making a point graph with your students. Students may use the checklist when completing the Making Limeade Assessment Master and when they encounter other graphing tasks.
Making Limeade Assessment. Assign students to complete the Making Limeade Assessment Master independently. Before students begin, review the checklist they created for making a point graph. Display and direct students to the Math Practices page in the Reference section of Student Guide and read Math Practices Expectations 3 and 5. Ask students to think about the way they used graphs and other tools and strategies to solve problems about Tara and Peter's lemonade stand. Tell students that they will now use similar tools and strategies to solve problems about making limeade.
Use the Making Limeade Assessment Master with Feedback Box to assess each student's ability to represent multiplicative patterns in tables and graphs [E2]; represent solution strategies for multiplication and division problems [E4, E5]; make a point graph [E6]; and read a table or point graph to find information about a data set [E7].
Making Limeade can also be used to assess students' progress using check for reasonableness [MPE3] and show my work [MPE5].
Revise Student Work. After students have completed the Making Limeade Assessment Master use the corresponding Feedback Box to provide feedback on their work. Ask students to revise their work based on the feedback given.
