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Standard: NY-6.SP 2 Understand that a set of quantitative data collected to answer a statistical question has a distribution which can be described by its center, spread, and overall shape.

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Standard: NY-6.SP 2 Understand that a set of quantitative data collected to answer a statistical question has a distribution which can be described by its center, spread, and overall shape.

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Boogaard, K. (2021, October 7). Concept mapping in education: TIPS for teachersKat. MiroBlog. Retrieved March 28, 2022, from https://miro.com/blog/concept-mapping-in-education/

Creghan, K. A., & Creghan, C. (2013). Assessing For Achievement. EBSCO Information Services, Inc. | www.ebsco.com. Retrieved March 24, 2022, from https://www.ebsco.com/products/research-databases

Keeley, P. (2015). #8 Concept Card Mapping. Google. Retrieved March 24, 2022, from https://drive.google.com/file/d/0B7zZfg6MOqZkZnRhOF9aMXYybWc/view?resourcekey=0-u_SbbMl-vThuTr7-_SEFKg

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a list of appropriate and inappropriate applications of your assessment(i.e. content for which it would be appropriate to use the this type of assessment and when it would not be appropriate)

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a list of appropriate and inappropriate applications of your assessment(i.e. content for which it would be appropriate to use the this type of assessment and when it would not be appropriate)

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Inappropriate:
*Problem-Solving Strategies
*Word Problems
*Concept and Vocabulary Definitions
Appropriate:
*Cause and Effect Relationships
*Demonstrating the relationship between plants and what they need to survive
*Demonstrating how important vocabulary words in a lesson are related to each other, and why they are being taught together (Boogaard, 2021)

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a 'student sample' of Concept Card Mapping

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a 'student sample' of Concept Card Mapping

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Our activity is going to be the concept card mapping. Each student will get a partner and create a concept card map. They will map the terms: Median, mode, left skew, right skew, most, middle, positive, and negative.

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Students will be learning the concepts of median, mode, left skew, and right skew. They will learn that median is the middle number of the data set, and the mode is the most common number in the set, left skew is when the numbers are more positive, and right skew is when the majority of the numbers are negative.

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After a mini lesson on distribution of data and participating in an activity, students will demonstrate understanding that this distribution can be described by its center, spread, and overall shape, by working with partners, and grouping together concept cards that are related to each other.

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"Concept card mapping is a variation...of concept mapping" (Keeley, 2015). Instead of asking students to create a concept map from scratch, coming up with their own descriptions, they are given index cards or sticky notes with concepts already written on them. Students are then able to move the cards around freely and connect them where appropriate. By giving the students freedom to move the concepts around, they can make multiple different connections with one concept. In most versions of this assessment, students are given a separate piece of paper to write out how the concepts are connected (Keeley, 2015). According to the article titled, Assessing For Achievement, concept card mapping can be used in both the elaborate and evaluate phase of the 5E instructional model (Creghan & Creghan, 2013). In terms of this lesson, we are using concept card mapping to evaluate student achievement. This type of assessment allows students to reflect on their own learning and see where they may need improvement (Creghan & Creghan, 2013).

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Gianna Algeri, Brianna Donahue, Juliette Frischmann, Faith Woodcock 

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Gianna Algeri, Brianna Donahue, Juliette Frischmann, Faith Woodcock 