The student's strategy of using a diagram to represent four, eight, and fourteen lemons, and adding all the lemons, does not work to solve the task. The student's answer, "26 lemons," is not correct.
The student shows some correct reasoning of the underlying concepts of the task. The student demonstrates understanding of four lemons to one glass, eight lemons to one glass. The student does not understand that the sum of four and eight lemons should be compared to fourteen lemons.
The student correctly uses the mathematical term diagram.
The student does not make a mathematically relevant observation.
The student's diagram is appropriate to part of the task but is not accurate. The student diagrams an additional fourteen lemons, which does not support a correct answer. The student defines the lemons in the scribing.