ok I send the money did you receive it, but please I need it tomorrow. All the three parts are there in the solution there is expression as well usage there shown in calculations part of the solution and i have highlighted that part in the revised solution.

3–4 The student is able to: apply mathematical problem-solving techniques to discover simple patterns suggest relationships and/or general rules consistent with findings. The student selects and applies the correct approach to determine the best interest. 5–6 The student is able to: select and apply mathematical problem-solving techniques to discover complex patterns describe patterns as relationships and/or general rules consistent with findings The student selects and applies the correct approach to determine the best interest, describes the general rule, and draws conclusions consistent with findings. 7–8 The student is able to: select and apply mathematical problem-solving techniques to discover complex patterns describe patterns as relationships and/or general rules consistent with correct findings The student selects and applies the correct approach to determine the best interest, describes the general rule, draws conclusions consistent with findings, and provides justifications or proofs.

Achievement level Level descriptor Task-Specific Descriptor 0 The student does not reach a standard described by any of the descriptors below. The student does not reach a standard described by any of the descriptors given below. 1–2 The student is able to: apply, with teacher support, mathematical problem-solving techniques to discover simple patterns state predictions consistent with patterns. The student applies, with some guidance, the correct approach to determine the best interest.

5–6 The student is able to: select appropriate mathematics when solving challenging problems in familiar situations apply the selected mathematics successfully when solving these problems generally solve these problems correctly in a variety of contexts. The student generally provides correct information on calculating interest, but challenging concepts may be incorrect. 7–8 The student is able to: select appropriate mathematics when solving challenging problems in both familiar and unfamiliar situations apply the selected mathematics successfully when solving these problems generally solve these problems correctly in a variety of contexts. The student consistently provides a complete description and understanding on how to calculate interest including high level problems.

CRITERION A: KNOWING AND UNDERSTANDING Achievement level Level descriptor Task-Specific Descriptor 0 The student does not reach a standard described by any of the descriptors below. The student does not reach a standard described by any of the descriptors given below. 1–2 The student is able to: select appropriate mathematics when solving simple problems in familiar situations apply the selected mathematics successfully when solving these problems The student attempts to present information on calculating interest. 3–4 The student is able to: select appropriate mathematics when solving more complex problems in familiar situations apply the selected mathematics successfully when solving these problems generally solve these problems correctly in a variety of contexts. The student sometimes provides correct information on calculating interest, but significant concepts are incorrect or missing.

GRASPS Use of GRASPS in the Unit Goal 1. Provide a statement of the task 2. Establish a goal, problem, challenge, or obstacle in the task Your assignment is to compare and then determine which investment at two banks will earn you more interest. Role 1. Define the role of the student in the task 2. State the job of the students in the task. The student will determine the best interest rate over a period of time. Audience 1. Identify the target audience within the context of the scenario 2. Example audiences might include a specific person, or group The audience is the class and the teacher. Situation 1. Set the context of the scenario 2. Explain the situation Each student gives feedback on the best outcome. Product 1. Clarify what the students will create A written response including evidence of which investment will earn more interest. Standards and Criteria 1. Provide students with a clear picture of success 2. Identify specific curriculum standards and indicators 3. Issue rubrics to the students See rubrics.