Student makes a Student writes a correct Student demonstrates Student correctly defines b conceptual error, such as equation demonstrating the concept of area and the variable, sets up an finding the perimeter, area, but no further finds the appropriate equation to represent 7.EE.B.3 and makes two or more correct work is shown. length based on the the area, such as 7.EE.B.4a computational errors, OR answer obtained but , solves the equation without finding the Student makes a makes one or two correctly, , and length. conceptual error, such as computational errors. determines the length to finding perimeter OR be inches. instead of area, and Student finds the correct Student finds the correct makes one value of but does not length to be , uses computational error determine the length of arithmetic or a tape solving the equation but the rectangle. diagram, and shows finds the appropriate OR appropriate and correct length. Student makes a work. conceptual error such as adding to find the perimeter instead of multiplying for the area. For example, student sets up the following equation of equal difficulty:; student solves the equation correctly, , and finds the correct length according to the answer obtained. 3 a Student shows a limited Student finds the correct Student shows that half Student demonstrates understanding but difference between the the difference must be understanding by finding makes a conceptual length of the wall and found but makes a half of the difference 7.EE.B.3 error, such as finding the length of the picture computational error. between the length of half of the sum of the as ,but no further correct the wall and the length lengths. work is shown. of the picture and shows appropriate work, possibly using a tape diagram, to obtain an answer of . b Student demonstrates a Student makes a Student sets up a correct Student correctly defines limited understanding of conceptual error writing equation but makes one a variable, sets up an writing an equation to the equation, such as . computational error. equation such as 7.EE.B.4a demonstrate the OR , and finds the correct situation, but very little Student makes a value of . correct work is shown. conceptual error in solving the equation. OR Student makes two or more computational errors in solving the equation.
b 7.EE.B.3 7.EE.B.4a Student makes a conceptual error, such as finding the perimeter, and makes two or more computational errors, without finding the length. Student writes a correct equation demonstrating area, but no further correct work is shown. OR Student makes a conceptual error, such as finding perimeter instead of area, and makes one computational error solving the equation but finds the appropriate length. Student demonstrates the concept of area and finds the appropriate length based on the answer obtained but makes one or two computational errors. OR Student finds the correct value of but does not determine the length of the rectangle. OR Student makes a conceptual error such as adding to find the perimeter instead of multiplying for the area. For example, student sets up the following equation of equal difficulty:; student solves the equation correctly, , and finds the correct length according to the answer obtained. Student correctly defines the variable, sets up an equation to represent the area, such as , solves the equation correctly, , and determines the length to be inches. Student finds the correct length to be , uses arithmetic or a tape diagram, and shows appropriate and correct work. 3 a 7.EE.B.3 Student shows a limited understanding but makes a conceptual error, such as finding half of the sum of the lengths. Student finds the correct difference between the length of the wall and the length of the picture as ,but no further correct work is shown. Student shows that half the difference must be found but makes a computational error. Student demonstrates understanding by finding half of the difference between the length of the wall and the length of the picture and shows appropriate work, possibly using a tape diagram, to obtain an answer of . b 7.EE.B.4a Student demonstrates a limited understanding of writing an equation to demonstrate the situation, but very little correct work is shown. Student makes a conceptual error writing the equation, such as . OR Student makes a conceptual error in solving the equation. OR Student makes two or more computational errors in solving the equation. Student sets up a correct equation but makes one computational error. Student correctly defines a variable, sets up an equation such as , and finds the correct value of .