3 HORSES ATE 5 BALES OF HAY AND 5 COWS ATE 8 BALES OF HAY.
WHICH TYPE OF ANIMAL GETS TO EAT MORE HAY, INDIVIDUALLY?
Category and Score Description
The student demonstrated a solid strategy, 4 detailing a method of correct mathematical thinking and understanding that could be easily A generalisable strategy manipulated if the task was changed. This was that would apply efficiently highlighted by the development of equations and as the conditions of the diagrams in the working out space (e.g division task were changed equation or visually drawing the sharing of hay bales). The student has completed all areas of the task correctly, concluding that the horses will eat one fifteenth more hay than the cows.
The student has developed and provided a valid
3 strategy (e.g. partitioning the hay bales evenly amongst the animals), although may have a small A productive strategy that number of miscalculations or mistakes that have may be correct but does is resulted in an incorrect answer (miscalculated the cumbersome or does not correct fraction of hay an animal receives). generalise easily Student may have failed to complete all areas of task (e.g. failed to answer exactly how much more hay horses receive). However, the students working out presented an adequate method, detailing mathematical understanding of partitioning fractions of a whole to divide equally.
An attempt to solve the problem is evident,
2 however the student has been unable to complete the task. This may be due to a misunderstanding A strategy that contains of what the question is asking, or a misconception some elements of a in the students strategy. Although the working out productive strategy provided shows some evidence of strategic and purposeful mathematical thinking, the student has been unsuccessful in completing the task due to an invalid strategy, miscalculation or evidence that the students was unsure of their next step.
Minimal or no evidence of attempting the task,
1 demonstrating that the student did not have an understanding of what the mathematical problem Little or no signs of was asking or where to start. If the student has mathematising the made an attempt, no valid mathematical thinking problem or strategies in relation to the question are evident (e.g. students working out may not show evidence of attempting to divide five bales of hay amongst 3 horses).
