around the entire play court is , and of the total perimeter comes from the semicircle. What is the radius of the semicircle? Use for . The school wants to cover the play court with sports court flooring. Using for , how many square feet of flooring does the school need to purchase to cover the play court? Marcus drew two adjacent angles. If has a measure one-third of , then what is the degree measurement of ?
What is the measure of? What is the measure of ? A Progression Toward Mastery Assessment Task Item STEP 1 Missing or incorrect answer and little evidence of reasoning or application of mathematics to solve the problem STEP 2 Missing or incorrect answer but evidence of some reasoning or application of mathematics to solve the problem STEP 3 A correct answer with some evidence of reasoning or application of mathematics to solve the problem, or an incorrect answer with substantial evidence of solid reasoning or application of mathematics to solve the problem STEP 4 A correct answer supported by substantial evidence of solid reasoning or application of mathematics to solve the problem 1 7.EE.A.1 Student demonstrates a limited understanding of writing expressions in standard form and determining if they are equivalent expressions. Student makes a conceptual error in writing one of the expressions in standard form but writes the other expression Student writes each expression in correct standard form, and . Student indicates the expressions are not equivalent, but no Student writes each expression in correct standard form, 6 and . Student indicates the expressions are not equivalent and provides
Student shows some knowledge of the distributive property. correctly and provides an appropriate answer and explanation. explanation is provided, or the explanation is incorrect. OR Student demonstrates a solid understanding but makes one computational error, such as writing as and indicates the expressions are not equivalent. an appropriate explanation. 2 7.EE.A.2 Student work shows little evidence of correct reasoning, such as but no further work is shown or is incorrect. OR Student does not demonstrate an understanding of the meaning of writing equivalent expressions. Student makes a conceptual error such as distributing or factoring incorrectly. Student writes a correct algebraic expression for part (a) and an equivalent expression for part (b), but the explanation for part (c) is incorrect or not shown. Student writes a correct algebraic expression to represent the total cost of two flavors of ice cream, such as Student writes an equivalent expression for part (a), such as , providing an appropriate explanation on how the expressions are equivalent, such as applying the distributive property. Sample answers given for parts (a) and (b) could be reversed, and the explanation would include factoring the expression. 3 a 7.G.B.4 Student demonstrates knowing circumference is used, but no further correct work is shown. Student makes a conceptual error, such as finding the area of the smaller garden correctly, as . OR Student uses the circumference formula, , but uses the diameter instead of the radius to get an answer of . OR Student makes two or more computational and/or labeling errors. Student recognizes that the concept of circumference must be used, but makes a computational or labeling error. OR Student finds the correct circumference but does not leave the answer in terms of , and instead uses , getting an answer of . Student finds the circumference of the smaller garden correctly as .
in the area of a shaded region. OR Student makes two or more computational or labeling errors. area of the square, , and the semicircle, , but does not add them to get the total area. OR Student does not use for as instructed and leaves the area of the semicircle in terms of . OR Student finds the area of the square correctly but finds the area of the entire circle, not the semicircle, while correctly finding the answer, . 5 a 7.G.B.5 Student work shows little understanding of supplementary angles. Student makes a conceptual error such as translating the angles incorrectly, but all further work is correct. OR Student makes two or more computational errors. Student makes one computational error in solving the equation. Student correctly defines the variable, translates each angle into algebraic expressions, and writes an equation, , solves the equation correctly, , and finds the measure of . Students are not limited to using equations to solve this problem. For example, they could also set up an appropriate tape diagram. b 7.G.B.5 Student work shows little evidence of correct reasoning, such as writing an equivalent expression for as , but with no further correct work shown. Student does not write a correct equation using the answer from part (a) but solves the written equation correctly, provided it is of equal difficulty. Student writes a correct equation based on the answer from part (a) but makes one computational error in solving. Student uses the answer from part (a) to find the correct value for . Student may have an incorrect answer, but if the equation written is correct based on a wrong answer from part (a), and the equation is solved correctly, then full credit can be given. 6 a 7.G.B.6 Student work shows little evidence of correct reasoning. Student makes a conceptual error such as not finding the volume and finding the surface area incorrectly. OR Student makes two or more computational and/or labeling errors. Student uses the volume formula but makes one computational or labeling error. Student correctly uses the volume formula for a rectangular prism to find how much water is needed to fill the pool, .