no evidence of understanding how to find the sum of the fractions and the opposite of the sum. showed some evidence of reasoning. showed solid evidence of reasoning. For example, student included a negative on the sum and gave a positive additive inverse as a final answer. OR Student arrived at the correct sum of , but the explanation was incomplete. errors in the steps taken to arrive at the answer. 3 a 7.NS.A.2a 7.NS.A.2b Student answer is incorrect or missing. Student shows little or no evidence of understanding the long division process. Student answer is incorrect, but student begins the process of dividing by . Student correctly states as the monthly change in account balance, but their work is incomplete. OR Student answers incorrectly due to a minor calculation error in the long division process. Student correctly states as the monthly change in account balance AND provides the correct long division work to show that divided by equals . b 7.NS.A.2a 7.NS.A.2b Student answer is incorrect or missing. Student showed little or no work and does not provide a number sentence. Student answer is incorrect, but student demonstrated an understanding of the task involved by multiplying or used another method to indicate the multiplication process. Student correctly describes the six month change in the account balance as but failed to provide a correct number sentence. OR Student used a correct method but incorrectly described the six-month change due to a minor calculation error, which was reflected in the number sentence as well. Student correctly describes the six month change in the account balance as AND provides a correct number sentence, such as: . 4 a 7.NS.A.1a 7.NS.A.1b Student answer is incorrect or missing. Student shows little or no evidence of understanding how to add integers. Student used a correct representation to find the sum of: , but had several errors in the process. Student correctly stated a score of but did not provide enough work to support the answer. Student correctly stated a score of AND created an expression to represent the sum of all four card values, correctly adding the integers.
the long division process. 6 7.NS.A.1c Student answer is incorrect or missing. Student work shows little or no evidence of correct reasoning. Student answer is incorrect. Uses evidence of some reasoning to justify answer but does not know the rule for subtracting negative numbers and cannot apply it in context. Student correctly answers, Jeanette; uses evidence of reasoning by knowing the rule for subtracting negative numbers. AND Student provides some justification of the correct answer by applying this rule in context. For example, student may only paraphrase Jeanette’s statement with no further explanation of his or her own. Student correctly answers Jeanette, uses solid evidence of reasoning by knowing the rule for subtracting negative numbers. AND Student provides substantial justification of the correct answer by applying this rule in context with further explanation or a mathematical model. 7 a 7.NS.A.1d Student answered incorrectly with little or no evidence of understanding of how to add integers. Student did not arrive at the correct answer. Student work indicated some degree of understanding, as at least one pair of integers was correctly added. Student correctly answered °F but did not show sufficient work to support the answer. Student correctly answered °F AND had no errors in the steps taken to arrive at the answer. b 7.NS.A.3 Student answered incorrectly with little or no evidence of understanding how to work backwards to find the beginning temperature. Student answered incorrectly but was able to set up a correct visual model or numerical expression to represent the situation, such as . Student correctly answered °F but student’s work was incomplete. OR Student answered incorrectly due to a calculation error but had the correct process. Student correctly answered°F AND had no errors in the steps taken to arrive at the answer. c 7.NS.A.1b 7.NS.A.2a Student provides no explanation OR states that the situation is not possible. Student answers only part of the question. For instance, student explained how Josiah used multiplication to arrive at a correct answer but was unable to explain how Kate used a different operation to arrive at the same answer. Student indicates an understanding of multiplication as repeated addition, but the explanation in student’s written response is not complete. Student responded by indicating that a drop of degrees four times can be represented by multiplication or repeated addition : ). OR Student responded by indicating that a drop of degrees four times can be represented by multiplication or repeated subtraction: .