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4 POINTS: The students cooperate with each other
on the task to achieve balanced systems. They make the connection between
the masses of the clay and their distances from the fulcrum and also are
able to state and explain the mathematical relationship M 1 x D 1 = M 2 x D
2 . The students are able to state a generalization or rule about a system
in balance. The students make necessary modifications when balancing more
than two pieces of clay to achieve a balanced system and create new
combinations using the square nuts and washers. Students demonstrate
cooperative work skills, and all members contribute equally to complete the
task. The student's journal entry is complete, concise, clear, and
demonstrates good language arts skills.
3 POINTS: The students work cooperatively
with team members to achieve balanced systems. They make the connection
between the masses of the clay and their distances from the fulcrum but are
unable to state the mathematical relationship. The students have difficulty
stating a rule or giving a generalization about a balanced system. The
students have difficulty balancing more than two pieces of clay and may
require teacher assistance in solving this task. The students are unable to
create a balanced system using the square nuts and washers. They
demonstrate cooperative work skills, but at times one member of the group
seems to dominate. The student's journal entry is adequate, but not written
in a clear manner, indicating some deficiencies of language arts skills.
2 POINTS: The students can balance
two pieces of clay, but cannot explain the factors that affect balancing.
They demonstrate limited understanding of the mathematical relationship
between mass and distance and do not recognize the connection on their own.
The students are unable to complete the whole task and have no idea what to
do with the square nuts and washers. They do not demonstrate an
understanding of the balancing principle. The students are not
uncooperative but have difficulty working as a team. The student's journal entry
is incomplete and vague. The student demonstrates a lack of writing skills.
1 POINT: Even with constant
supervision and guidance, the students are unable to complete the task.
They demonstrate no understanding of the mathematical relationship between mass
and distance and cannot explain the factors that affect balancing. The
students work poorly as a team and may be uncooperative with each other at
times. The student's journal entry, if made, is meaningless and contains
many grammatical errors.
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