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Performance Task:
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The instructor takes a cartoon or line drawing and covers it with a grid of squares or rectangles. The squares/rectangles should be in the range of I ". These are cut out and each given randomly to a small group of students. The students are provided with a sheet of plain paper which is 6 to 8 times as large as the small student piece, and a ruler.
The plain paper sheets should be labeled for a grid, such as A-1, A-2, A-3,…, B-1, B-2, B-3…etc. The students are then instructed to piece the grid together based upon the numbers on the paper. Let them determine the pattern from the information provided. The groups will be asked to duplicate the small section they have on the large paper They will ask how to enlarge, but do not tell. When the groups have completed their individual works and assembled the large drawing, place the small original next to the final product so the students can see the resemblance. They are usually surprised at how well they did the work.
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Knowledge / Skills:
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Use the technique of dimensional analysis to convert units of measure (e.g., convert km/hr to m/min). Understand and use
various techniques for estimating, making and converting measure; and using these to perform dimensional analysis. M.33
Participate, sometimes leading, in group meetings by contributing, taking turns speaking, and working toward a common goal. ELA.20
Plan and apply real or hypothetical models and construction to facilitate
investigation and learning and the solution to practical problems. 115
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Rubric:
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4 POINTS: The student contributed to the group effort consistently and helped to find how to do the enlargement. The student participated in a leadership role and did not flag in effort as the work neared completion. The student determined that there was a math ratio and the work could be completed from a math perspective.
3 POINTS: The student contributed and worked consistently in a constructive manner and worked constructively throughout the whole project.
2 POINTS: The student worked as directed with some input to the project. Did as told, but was not a leader in the group effort.
1 POINT: Effort was somewhat forced and contributed only as required. This student did not use any creative effort.
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