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1
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2
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3
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4
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Students will use
the volume formula correctly and determine the volume
(original packaging and suggested packaging) using appropriate
units.
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Students use the correct
information but do not set up the volume formula correctly.
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Students use the correct
information and set up the formula correctly, but make
an error in the calculation.
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Students use the correct
information, set up the formula correctly, calculate
the volume, but do not have the correct units.
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Students will use the
volume formula correctly and determine the volume (original
packaging and suggested packaging)using appropriate
units.
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____
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Students will correctly
label all of the dimensions on the net of a (original
packaging and suggested packaging)rectangular prism,
including units.
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Students correctly
label 3 or fewer dimensions.
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Students correctly
label 4 or 5 dimensions.
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Students correctly
label all of the dimensions but do not include appropriate
units.
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Students will correctly
label all of the dimensions on the net of a (original
packaging and suggested packaging) rectangular prism,
including units.
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____
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Students will correctly
determine the surface area (original packaging and suggested
packaging) using appropriate units.
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Students have the correct
information but do not set up the calculation correctly.
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Students have the correct
information, set up the calculation correctly, but make
a small error in calculation.
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Students have the correct
information, set up the calculation correctly, determine
the surface area but do not include appropriate units.
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Students will correctly
determine the surface area (original packaging and suggested
packaging) using appropriate units.
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____
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Students determine
whether the proposed packaging meets the requirements
for the creation of new packaging using a thorough and
creative explanation.
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Students make a determination
regarding the suitability of the proposed packaging
but do not use surface area or volume in their explanation.
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Students make a determination
regarding the suitability of the proposed packaging
and use either surface area or volume in their explanation
but not both.
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Students make a determination
regarding the suitability of the proposed packaging
and use both surface area and volume in their explanation.
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Students make a determination
regarding the suitability of the proposed packaging
and use both surface area and volume in their explanation
using a thorough and creative explanation.
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____
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Students design
a new cereal box and explain why their design is better
than the original and proposed packaging using both
surface area and volume in their thorough and creative
explanation.
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Students design a cereal
box that is a rectangular prism and includes dimensions.
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Students design a cereal
box that is a rectangular prism, includes dimensions
and includes an explanation of why their packaging is
best referring to surface area or volume.
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Students design a cereal
box that is a rectangular prism, includes dimensions
and includes an explanation of why their packaging is
best surface area and volume are included.
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Students design a cereal
box that is a rectangular prism, includes dimensions
and includes an explanation of why their packaging is
best surface area and volume are included. Explanation
is thorough and creative.
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____
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Total---->
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