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TASK : HAY THERE!

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).