Each day of the lesson included at least one type of formative assessment. The formality of each assessment varied, some being a simple thumbs up or thumbs down to gauge understanding, while others required students to explicitly show their understandings on a work sheet or exit ticket. The worksheets typically followed an in-class activity and were used by me to assess what students had learned from the activity, while also guiding my future planning. These types of assessments counted as a homework grade for the students. As long as the assignment was complete and most of it was correct, the students received full credit for it. I also had students frequently write in their math journals. Some days they would have a prompt that asked them to demonstrate their understandings from that day's lesson, while other days they were asked to write any comments on how they felt they understood the content and any questions they still had. Students did this in a Google document that they shared with me. I am able to write back in the journal to them to give them feedback and praise. This allowed them an opportunity to use writing in math and communicate with me in a private and honest way.

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The first three lessons aligned with the first two learning goals, which dealt with displaying and interpreting univariate data. The first formative assessment was group oriented and required students to organize variables into a T-chart. The results of the chart showed that students had quickly understood the difference between qualitative and quantitative data. This assessment only showed me how students performed as a group, requiring me to implement some form of individual assessment. For that same lesson, students were asked to create their math journals and respond to their first prompt. The prompt asked them to define the types of variables and give examples of each. The responses to the prompt allowed me to see how students were understanding the lesson on an individual basis.

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For the next two lessons, students continued to write in their math journals, allowing me to see their individual performance. Students also completed an exit ticket on multiple types of displays. As a summative assessment to wrap up univariate displays, students conducted an experiment in which they had to determine the optimal amount of water for "bottle flipping." Students were asked to display the data in multiple ways. Most students worked in small groups, but each student was required to turn in their packet.

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The last two lessons of the unit aligned with the last two learning goals. These dealt with displaying and interpreting bivariate data. Students were asked to write in their math journals and describe each type of correlation, along with providing an example of each. They also completed a worksheet in which they had to construct scatter plots, determine correlation, and predict correlation. For lesson 5, which covered the line of best fit, students worked in pairs to create scatter plots on whiteboards and take turns inserting the line. Students also used a web-based application to practice inserting the line of best fit. While students were doing these activities, I walked around the room and monitored their progress.

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To wrap up the last two learning learning goals, students created a presentation on a topic that they researched. Students had to find quantitative data that they predicted to have a correlation and present their findings. The summative project was graded with a rubric and counted as a test grade. To cover all four learning goals, students were given a summative assessment that was graded exactly like the pre-assessment, also being counted as a test grade.