Success Criteria
[ ] I can formulate questions necessary for completing the task.
[ ] I can collect and organize the data generated from those questions.
[ ] I can represent the data in a line graph or bar graph.
[ ] I can justify my choice of graph for representing the data.
[ ] I can interpret my graph to address the specific task.
[ ] I can write an explanation of the process in my mathematics notebook.

Scenarios (circle the option selected by your peer)
1.	Memorial Elementary is changing the mascot of our school. Your task is to survey students throughout the school so that you can make a recommendation about the type of mascot and his or
her specific characteristics (e.g., type of animal, color, and name).
2.	The local fast-food restaurant is trying to offer healthier side options in the
“kid’s meals.” Your task is to poll students in the school so that you can make a recommendation about side  options that are both appealing to your peers and healthy (e.g., types of fruits, types of veggies, mixture of the two, etc.).
3.	The principal is creating a safety manual for the school that will help prepare teachers and students for different types of severe weather or natural disasters. Your task is to provide data that help her decide how to prioritize those events in the safety manual (e.g., which one should be listed first, which one is not likely to occur, etc.).

REVIEWED BY:  	
RATE YOUR PEER’S MASTERY OF THE SUCCESS CRITERION (THIS IS THE LAST THING YOU DO):
[ ] I CAN FORMULATE QUESTIONS NECESSARY FOR COMPLETING THE TASK.

0—DO NOT check that box	1—ALMOST check that box	2—CHECK that box	
None of the questions will generate the data necessary to address the task.	Some of the questions will generate the data necessary to address the task.	All of the questions will generate the data necessary to address the task.	
[ ] I CAN COLLECT AND ORGANIZE THE DATA GENERATED FROM THOSE QUESTIONS.

0—DO NOT check that box	1—ALMOST check that box	2—CHECK that box	
[ ] I CAN REPRESENT THE DATA IN A LINE GRAPH OR BAR GRAPH.

0—DO NOT check that box	1—ALMOST check that box	2—CHECK that box	
[ ] I CAN JUSTIFY MY CHOICE OF GRAPH FOR REPRESENTING THE DATA.

0—DO NOT check that box	1—ALMOST check that box	2—CHECK that box	
[ ] I CAN INTERPRET MY GRAPH TO ADDRESS THE SPECIFIC TASK.

0—DO NOT check that box	1—ALMOST check that box	2—CHECK that box	
[ ] I CAN WRITE AN EXPLANATION OF THE PROCESS IN MY MATHEMATICS NOTEBOOK.

0—DO NOT check that box	1—ALMOST check that box	2—CHECK that box	

PEER-ASSISTED REFLECTION FOR GRAPHING TASK

Copyright © 2019 by Corwin. All rights reserved. Reprinted from Teaching Mathematics in the Visible Learning Classroom, Grades 3-5 by John Almarode, Douglas Fisher, Kateri Thunder, Sara Delano Moore, John Hattie, and Nancy Frey. Thousand Oaks, CA: Corwin, www.corwin.com. Reproduction authorized for educational use by educators, local school sites, and/or noncommercial or nonprofit entities that have purchased the book.

DRAFT SOLUTION	ANNOTATIONS (author’s and peer’s)	

REVISED SOLUTION	ANNOTATIONS (author only)