Assessment Task Item STEP 1 Missing or incorrect answer and little evidence of reasoning or application of mathematics to 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 a N-Q.1 N-Q.2 Student was unable to respond to question, or student provided a minimal attempt to create an incorrect graph. Graph reflects something related to the problem, but the axes do not depict the correct units of distance from the house on the y-axis and a measurement of time on the x-axis, OR the graph indicates significant errors in calculations or reasoning. Student created axes that depict distance from the house on the -axis and some measurement of time on the -axis, and the graph represents a reflection of what occurred but with errors in calculations, missing or erroneous axis labels, or choice of units that makes the graph difficult to obtain information from. Student created and labeled the-axis to represent distance from the house in miles and an-axis to represent time (in minutes past 1:00 p.m.) and created a graph based on solid reasoning and correct calculations. b N-Q.1 Student answered incorrectly with no evidence of reasoning to support Student answered incorrectly but demonstrated some reasoning in Student answered 1:21 p.m. but did not either refer to a correct graph or Student answered 1:21 p.m. and either referred to a correct graph from part (a) or
the answer, OR student left item blank. explaining the answer. provide sound reasoning to support the answer. OR Student answered incorrectly because either the graph in part (a) was incorrect and the graph was referenced or because a minor calculation error was made but sound reasoning was used. provided reasoning and calculations to explain the answer. c N-Q.1 Student answered incorrectly with no evidence of reasoning to support the answer, OR student left item blank. Student answered incorrectly but demonstrated some reasoning in explaining the answer. Student answered 6 miles but did not either refer to the work in part (a) or provide sound reasoning in support of the answer. OR Student answered incorrectly because either the work in part (a) was referenced, but the work was incorrect or because a calculation error was made but sound reasoning was used. Student answered 6 and either referenced correct work from part (a) or provided reasoning and calculations to support the answer. 2 a N-Q.3 Student left the question blank, or student provided an answer that reflected no or very little Student either began with an assumption that was not based on the evidence of water being used at a rate of Student answered beginning with the idea that water was being used at a rate of approximately 10 Student answered beginning with the idea that was being used at a rate of approximately 10
reasoning. approximately 10 liters/second at noon, or student used poor reasoning in extending that reading to consider total use across 24 hours. liters/second at noon but made an error in the calculations to extend and combine that rate to consider usage across 24 hours. or Student did not defend the choice by explaining water usage across the 24 hours and how it compares to the reading taken at noon. liters/second at noon and made correct calculations to extend and combine that rate to consider usage across 24 hours. and Student defended the choice by explaining water usage across the 24 hours and how it compares to the reading taken at noon. b N-Q.3 Student left the question blank, or student provided an answer that reflected no or very little reasoning. Student answer is outside of the range from “to the nearest ten” to “to the nearest hundred”, OR student answer is within that range but is not supported by an explanation. Student answer ranges from “to the nearest ten” to “to the nearest hundred” but is not well supported by sound reasoning, or student answer contains an error in the way the explanation was written, even if it was clear what the student meant to say. Student answer ranges from “to the nearest ten” to “to the nearest hundred” and is supported by correct reasoning that is expressed accurately. c N-Q.3 Student left the question blank, or student provided an answer that reflected no or very little reasoning. Student answer is not in the range of 6 to 48 checks but provides some reasoning to justify the choice, OR student answer is in that range, perhaps written in the form of ‘every x minutes’ or Student answer is in the range of 6 to 48 checks but is only given in the form of x checks per minute or x checks per hour; the answer is well supported by a written explanation, Student answer is in the range of 6 to 48 checks, and student provided solid reasoning to support the answer.
‘every x hours’ but is not supported by an explanation with solid reasoning. OR student answer is given in terms of number of checks but is not well supported by a written explanation. 3 a A-SSE.1a A-SSE.1b Student either did not answer, or student answered incorrectly for all three expressions. Student answered one or two of the correctly but left the other one blank or made a gross error in describing what it represented. Student answered two of the three correctly and made a reasonable attempt at describing what the other one represented. Student answered all three correctly. b A-SSE.1a A-SSE.1b Student either did not answer, or student answered incorrectly for all three parts of the question. Student understood that the expressions represented a portion of the orders for each color but mis-assigned the colors and/or incorrectly determined which one would be larger. Student understood that the expressions represented a portion of the orders for each color and correctly determined which one would be larger but had errors in the way the answer was worded OR did not provide support for why would be larger. Student understood that the expressions represented a portion of the orders for each color, correctly determined which one would be larger, and provided a well written explanation for why. 4 A-SSE.1b A-SSE.2 Student left the question blank, or student was not able to re-write the expression successfully, even by multiplying out the factors first. Student got to the correct re-written expression of 8(x + 3) but did so by multiplying out the factors or did not show the work needed to demonstrate how Student attempted to use structure to the expression as described, showing the process, but student made errors in the process. Student correctly used the process described to arrive at 8(x + 3) without multiplying out linear factors AND demonstrated the steps for doing so.
7 a A-APR.1 Student’s work is blank or demonstrates no understanding of multiplication of polynomials. Student made more than one error in his multiplication but demonstrates some understanding of multiplication of polynomials. Student made a minor error in the multiplication. Student multiplied correctly and expressed the resulting polynomial as a sum of monomials. b A-APR.1 Student’s explanation is missing or did not demonstrate a level of thinking that was higher than what was given in the problem’s description of Ahmed’s thinking. Student used language that did not indicate an understanding of base x and/or the place value system. Student may have used language such as shifting or moving. Student made only minor errors in the use of mathematically correct language to relate the new number to the old in terms of place value and/or the use of base . Student made no errors in the use of mathematically correct language to relate the new number to the old in terms of place value and/or the use of base . 8 a–c A-APR.1 Student showed limited or no understanding of polynomial multiplication and of evaluating a polynomial for the given value of . Student made multiple errors but showed some understanding of polynomial multiplication. Student may not have combined like terms to present the product as the sum of monomials. Student made one or two minor errors but demonstrated knowledge of polynomial multiplication and combining like terms to create the new polynomial. Student also showed understanding of evaluating a polynomial for the given value of . Student completed all products correctly, expressing each as a sum of monomials with like terms collected, and evaluated correctly when x is 10.
d A-APR.1 Student showed limited or no understanding of polynomial multiplication and of evaluating a polynomial for the value of . Student made multiple errors but showed some understanding of polynomial multiplication. Student may not have combined like terms to present the product as the sum of monomials. Student may have gotten an incorrect result when evaluating with . Student made one or two minor errors but demonstrated knowledge of polynomial multiplication and combining like terms to create the new polynomial. Student also showed understanding of evaluating a polynomial for the given value of . Student correctly multiplied the polynomials and expressed the product as a polynomial in standard form. Student correctly evaluated with a value of 10 and answered “Yes”. e A-APR.1 Student was not able to demonstrate an understanding that part iii is “No” and/or demonstrated limited or no understanding of polynomial multiplication. Student may have some errors as he multiplied the polynomials and expressed the product as a sum of monomials. Student may have some errors in the calculation of the value of the polynomial whenis 10. Student incorrectly answered part iii or applied incorrect reasoning. Student may have made minor errors in multiplying the polynomials and expressing the product as a sum of monomials. Student may have made minor errors in calculating the value of the polynomial when is 10. Student explained that the hypothesized equation being true when does not make it true for all real and/or explained that the two expressions are not algebraically equivalent. Student correctly multiplied the polynomials and expressed the product as a sum of monomials with like terms collected. Student correctly calculated the value of the polynomial when is 10. Student explained that the hypothesized equation being true when does not make it true for all real and/or explained that the two expressions are not algebraically equivalent.