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Enro Rubik—“Exponent” of Play by Natalie M. Rosinsky. 1 What would be the most appropriate heading for the first paragraph of “ Enro Rubik—‘Exponent’ of Play”? A. Development of the Cube B. Enro Rubik’s Childhood C. Pebbles of the Danube D. Cubes Galore.
IA15: Demonstrate understanding of text features, (titles, headings, captions, maps, charts, tables, graphs and other information divisions) (Reading GLEs 2.2.2)
2According to the selection, what type of physical problem would a person who plays with a Rubik’s Cube daily most likely experience?
IC11: Demonstrate understanding of major ideas/main ideas and supporting details (Reading GLE 2.1.3)
3Write a summary of “Enro Rubik—‘Exponent’ of Play.” Include three ideas from the selection in your summary.
IC12: Summarize with evidence from the text (Reading GLE 2.1.7)
In 1974, Enro Rubik created a brain-teaser so addictive, restaurants put it on tables next to the condiments. It was so addictive because there were 45,252,003, 274,489,856,000 different arrangements for this puzzle. Unfortunately, Rubik wasn‛t able to patent it and so lost money on his marvelous invention.
Enro Rubik created a puzzel called Rubik‛s cube. It is a square made of cubes that is color corodinated. The object of the game is to get the colors back to their appropriate sides. The cube became very popular. Competions are
often held to try to unscrable in in the least amount of time and moves.
Clubs were formed for fans of the Cube.
More than 60 books were printed, 100 million cubes were sold internationally.
The Cube, created by Enro Rubik, is a puzzle that stumped people and had them wanting more of it. Internationaly there were many compotions held.
Enro Rubik—Exponet of Play is about
the Man who was a Mathemetician
and discovered the rubiks cube
Student’s summary statement is incorrect. Rubik was a sculptor and not a
mathematician. Further, the Rubik’s cube was not discovered it was invented and not for math.
I think the rubix cube is impossible to solve.
Student gives personal opinion of the Rubik’s cube and not a summary statement or text-based ideas from the selection.
IC14: Understand and apply content vocabulary critical to the meaning of the text (Reading GLE 1.3.2)
5In paragraph 5 of “Enro Rubik—‘Exponent’ of Play,” why did the author
IT18: Analyze author’s purpose (including distinguishing between fact and opinion) and evaluate effectiveness for different audiences
(Reading GLEs 2.4.2, 2.4.3, 2.4.4)
IA17: Make connections (cause and effect) within a text (Reading GLE 2.3.1)