Juan’s score: Mary’s score: Lydia says that if Juan and Mary both take away their s, Juan’s score will be higher than Mary’s. Marcus argues and says that Juan and Mary’s scores will be equal. Are either of them right? Explain. Juan picks up another set of cards that is exactly like each card in his hand. Which of the following would make Mary’s score equal to Juan’s? Place a check mark by all that apply. _____Double every card in her hand _____Take away her and _____Pick up a _____Take away her and d _____Pick up a and _____Pick up one of each of Juan’s cards Explain why your selections will make Juan and Mary’s scores equal. 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 STEP 4 A correct answer supported by substantial evidence of solid reasoning or application of mathematics to solve the problem
b 7.NS.A.3 Student showed some accuracy in mathematical computation, but the work was not relevant. Student failed to provide an explanation or provided an incorrect explanation. Student arrived at a value of for the amount of money Kay made from selling ornaments but incorrectly agreed with the claim OR did not make a statement to agree or disagree. Student arrived at a value of for the amount of money Kay made from selling ornaments and disagreed with the statement, but did not provide a complete explanation. OR Due to a minor computational error, student arrived at an incorrect answer but included a sound explanation based on that numerical answer. Student correctly disagreed with the statement AND supported the answer with the appropriate work. For instance, student showed that: , which means Kay would have lost . c 7.NS.A.3 7.EE.B.4a Student answer is incorrect. Little or no evidence of reasoning is provided. Student answer is incorrect but shows some evidence of reasoning through the use of an equation and/or arithmetic steps to model and solve the problem (though the model used may be incorrect). Student used a correct equation and method (e.g., and found to be the number of ornaments Kay must sell) but did not provide an explanation for how the steps or solution compared to an arithmetic solution. OR Student used a correct equation and method and related it to an arithmetic model but made a computational error resulting in an incorrect value. Student correctly stated that Kay must sell ornaments to earn a profit AND included a correct equation and related the steps in the solution to an arithmetic model with no errors in the steps taken to arrive at the answer. 3 a 7.NS.A.1 Student did not provide a correct explanation. Student identified a different line and showed little or no evidence of understanding integer subtraction. Student correctly identified line but did not explain the mistake or state a correct value for line OR made an error in computation and stated an incorrect value for line . OR The student identified another line as being Travis’ mistake, due to a computational error, but showed an understanding of integer subtraction. Student correctly identified line and stated that the value should instead be but did not clearly explain the mistake. OR Student clearly explained the mistake, but did not provide the correct value. Student correctly identified line , stated that Travis mistakenly obtained a positive difference from , AND stated that the value on line should instead be .
c 7.NS.A.3 Student checked both of the incorrect choices and the written explanation shows little or no understanding. Student placed check marks by only two of the correct choices (and possibly one of the incorrect choices). Student explanation indicated a limited level of understanding. Student provided all but one of the following: Student placed check marks by only the four correct answers; Student explained that Juan’s score is 8 because it was doubled; Student accurately explained why the selections will make the scores equal. OR Student checked only 3 of the 4 correct choices but appropriately addressed all other parts of the question. Student placed check marks by only the four correct answers, explained that Juan’s score is 8 because it was doubled, AND accurately explained why the selections will make the scores equal. Name Date The water level in Ricky Lake changes at an average of inch every 3 years. Based on the rate above, how much will the water level change after one year? Show your calculations and model your answer on the vertical number line, using 0 as the original water level.
Juan picks up another set of cards that is exactly like each card in his hand. Which of the following would make Mary’s score equal to Juan’s? Place a check mark by all that apply. _____Double every card in her hand _____Take away her 3 and 1 _____Pick up a 4 _____Take away her 2 and -2 _____Pick up a 7 and -3 _____Pick up one of each of Juan’s cards Explain why your selections will make Juan and Mary’s scores equal.