GMATH Midterm Project: ON THE EXPLORATION OF THE TOWER OF HANOI

Task Description: Students will work together in assigned groups to create a video and a written documentation that
details on the exploration of the Tower of Hanoi .

Due Date: ________________________

Requirements:
1) Submission of a Tower of Hanoi (10 pts)
2) Video Documentation (20 pts) - the presentation in 10 minutes only should include appropriate
photographs, actual footage, music, graphs, and other visual aids. The video should be uploaded to the
Class Group Chat.
3) Written report (20pts) – the write- up must contain and follows the format:

Title: ON THE EXPLORATION OF THE TOWER OF HANOI

Group members:
Introduction: tells about the Tower of Hanoi, may include the history and the details of the mechanics of the
puzzle.
Objective: To formulate a conjecture that determines the minimum number of moves required to transfer all of the
disks to another peg for any given number of disks.
Discovery and Exploration: discusses the results and observations and of the method and procedures performed.
Conclusion: this answers the objective.
Reflection: this must answer, “What are the practical and actual applications of the said activity (not necessarily the
Tower of Hanoi)?” and “How is the activity applicable in dealing with real-life situational problems?” `
Bibliography: all sources/references (book or web) must be cited. Use APA format.

***The individual score based from the peer assessment is percentage of the total group score.

Peer Assessment Rubric

Categories 3 2 1 0
Consistently makes necessary Usually makes necessary Occasionally makes compromises to Rarely makes compromises to
compromises to accomplish a compromises to accomplish a accomplish a common goal, and accomplish a common goal
A common goal. common goal. sometimes helps keep the group and has difficulty getting along
working well together. with other group members.

Always has a positive attitude Usually has a positive attitude Occasionally is publicly critical of the Is often negative and publicly
about the task(s) and the work of about the task(s) and the work of task(s) or the work of other members critical of the task(s) or the
B others. others. of the group. work of other members of the
group.

All team members contributed
C equally to the finished project.
Performed all duties of assigned
team role and contributed
knowledge, opinions, and skills to
D
share with the team. Always did
the assigned work.
Respectfully listens, interacts,
discusses and poses questions to
E all members of the team during
discussions and helps direct the
group in reaching consensus.
Assisted group/partner in the
finished project.
Performed nearly all duties of
assigned team role and
contributed knowledge, opinions,
and skills to share with the team.
Completed most of the assigned
work.
Respectfully listens, interacts,
discusses and poses questions to
others during discussions.
Finished individual task but did not
assist group/partner during the
project.
Performed a few duties of assigned
team role and contributed a small
amount of knowledge, opinions, and
skills to share with the team.
Completed some of the assigned
work.
Has some difficulty respectfully
listening and discussing, and tends to
dominate discussions.
Contributed little to the group
effort during the project.
Did not perform any duties of
assigned team role and did
not contribute knowledge,
opinions or skills to share with
the team. Relied on others to
do the work.
Has great difficulty listening,
argues with teammates, and
is unwilling to consider other
opinions. Impedes group from
reaching consensus.
 Follows through on assigned tasks Follows through on most assigned Does not follow through on most Seldom or never follows
and does not depend on others to tasks. assigned tasks through on assigned tasks.
F do the work, responsibility for tasks
is shared evenly.

Consistently stays focused on the
task and what needs to be done.
G
Very self-directed.
A true team member who
contributes a lot of effort, and
H
encourages and supports the
efforts of others in the group.
Focuses on the task and what
needs to be done most of the
time. Other group members can
count on this person.
A strong group member who tries
hard!
Focuses on the task and what needs
to be done some of the time. Other
group members must sometimes
remind this person to keep on task.
Sometimes a satisfactory group
member who does what is required
Rarely focuses on the task
and what needs to be done.
Lets others do the work.
Sometimes chooses not to
participate and does not
complete assigned tasks.

Evaluation Rubric for Video Production

Categories 4 3 2 1

Planning, Students research independently
Research, and write a compelling and
Storyboarding, creative script. The storyboard is
and Rehearsal
drawn carefully with set design
and shot compositions included.
All group members define their
roles and use video vocabulary
and floor language during
rehearsals.
Students research and write a
compelling and creative script. The
storyboard is drawn carefully with
shot compositions included. All
group members have their and use
video vocabulary and floor language
during rehearsals.
Students need help to
research and write a script.
There is a storyboard that is
adhered to during
production. Most group
members have roles and use
some video vocabulary and
floor language during
rehearsals. Students need to
be reminded to stay on task.
Students need help to research
and write a script. The storyboard
does not match the final
production. Some group
members have roles and some
perform very few tasks. Some
video vocabulary and floor
language is used during
rehearsals. Students need to be
reminded to stay on task

Script/ Storyboard The storyboard illustrates the
video presentation structure with
thumbnail sketches of each
scene. Notes of proposed
transition, special effects, sound
and title tracks include: text, color,
placement, graphics, etc. Notes
about proposed dialogue/
narration text are included.
The storyboard includes thumbnail
sketches of each video scene and
includes text for each segment of
the presentation, descriptions of
background audio for each scene,
and notes about proposed shots
and dialogue.
The thumbnail sketches on There is no evidence of a
the storyboard are not in storyboard or script.
logical sequence and do not
provide complete
descriptions of the video
scenes, audio background,
or notes about the dialogue.

Content/ The content includes a clear
Organization statement of purpose or theme
and is creative, compelling and
clearly written. A rich variety of
supporting information in the
video contributes to the
understanding of the project’s
main idea. Events and messages
are presented in a logical order.
Includes properly cited sources.
Information is presented as a
connected theme with accurate,
current supporting information that
contributes to understanding the
project’s main idea. Details are
logical and persuasive information is
effectively used. The content
includes a clear point of view with a
progression of ideas and supporting
information. Includes properly cited
sources.
The content does not present
a clearly stated theme, is
vague, and some of the
supporting information does
not seem to fit the main idea
or appears as a
disconnected series of
scenes with no unifying main
idea. Includes few citations
and few facts.
Content lacks a central theme,
clear point of view and logical
sequence of information. Much of
the supporting information is
irrelevant to the overall message.
The viewer is unsure what the
message is because there is little
persuasive information and only
one or two facts about the topic
are articulated. Information is
incorrect, out of date, or
incomplete. No citations included.

Quality Movie was completed and had all
required elements. The video was
well edited and moves smoothly
from scene to scene with proper
use of transitions. Audio and
other enhancements were well
Movie was completed and
contained all required items. Editing
was not done as well as it should
have been. Some poor shots
remain. Movie is still somewhat
choppy. Audio and other
Movie was made, but had
very little if any editing. Many
poor shots remain. Video
was very fragmented and
choppy with little to no audio
There was no movie, or tape was
totally unedited with no transitions
or audio support of any kind.
 used. enhancements were utilized, but not reinforcement.
for maximum effect.

Layout/ Design Organization of presentation is
excellent. Transitions add to the
viewer's understanding of the
topic. Titles are added to enhance
understanding. Storyboard shows
progression.
Sequence of project components is
clear and evident. Transitions
provide easy movement from one
scene to another. Titles are used
and add to the video's flow.
Storyboard shows general outline.
Adequate preparation and
sequence is shown.
Transitions are adequate.
Titles are present. If
storyboard is present, it
shows the project in a broad
outline.
Either lack of preparation or
illogical sequence. Transitions are
choppy or distract the viewer.
Titles are not present or distract
from the overall video. Does not
have a storyboard.

Length of the Within two minutes of allotted Within four minutes of allotted time. Within six minutes of allotted Too long or too short; ten or more
video time. time . minutes above or below the
allotted time.

Evaluation Rubric for Written Report

Categories 
4 3 2 1
Organization Information is presented in Information is logically Information is scattered and Details and examples are not
effective order. Excellent ordered with paragraphs and needs further development. organized, are hard to follow
(Overall order, flow, and
structure of paragraphs and transitions. and understand.
transitions)
transitions enhances
readability and
comprehension.

Introduction Introductory paragraph is Introductory paragraph is Introductory paragraph is Introductory paragraph is not
clearly stated, has a sharp, clearly stated with a focus. vague. apparent.
distinct focus and enhances
the impact of the report

Quality of Information Supporting details are specific Some details don’t support Details are somewhat Unable to find specific details.
to topic and provide the the report topic. sketchy.
necessary information.

Conclusion & Reflection
Correct result. Concluding
paragraph summarizes and
the reflection draws a clear,
effective perception and
enhances the impact of the
report.
The reflection and concluding
paragraph follow and
summarize the report
discussion and draw
conclusion and perception.
The reflection and the Incorrect result. Concluding
concluding paragraph are only paragraph is not apparent.
remotely related to the report
topic.

Grammar & Spelling No spelling or grammatical Fewer than 3 grammatical or Three to five grammatical or Numerous grammatical and/or
errors. spelling errors. spelling errors. spelling errors.

Bibliography All resources are cited and All resources are cited, but Some resources are cited but Resources not cited in paper
appear with correct formatting isn’t correct. not all. Not formatted or proper format not used.
formatting. correctly.