reasoning or application of mathematics to solve the problem 1 a Student demonstrates a Student makes two or Student demonstrates a Student writes the limited understanding of more computational solid understanding but expression correctly in writing the expression in errors. makes one standard form, . 7.EE.A.1 standard form. computational error and Student shows OR completes the question appropriate work, such Student makes a by writing a correct as using the distributive conceptual error, such as equivalent expression in property and collecting dropping the standard form. like terms. parentheses or adding OR instead of multiplying. Student answers correctly, but no further correct work is shown. b Student demonstrates a Student writes the Student demonstrates a Student uses the correct limited understanding of expression correctly in solid understanding by expression from part (a). writing the expression in factored form but has writing a correct Student writes an 7.EE.A.1 factored form. part (a) incorrect. equivalent expression in equivalent expression in factored form based on factored form. the answer from part (a) but makes one computational error. Student demonstrates a Student makes a Student demonstrates a Student correctly defines 2 a limited understanding of conceptual error and solid understanding and the variable, sets up an perimeter by finding one computational error. finishes the problem equation to represent 7.EE.B.3 three sides of a triangle OR correctly but makes one the perimeter, such as , 7.EE.B.4a whose sum is , but the Student makes a computational error with solves the equation sides are incorrect and conceptual error but a value still resulting in a correctly, , and do not satisfy the given writes an equation of fractional value.. determines the lengths conditions. equal difficulty and OR of the three sides to be ,, For example, a student solves it correctly but Student sets up and and. says the sides are , and does not find the lengths solves an equation OR because they add up to of the sides of the correctly but does not Student finds the correct but does not satisfy the triangle. substitute the value back lengths of the sides of a given conditions. into the expressions to triangle to be ,, and, determine the actual using arithmetic or a side lengths. tape diagram, showing OR appropriate and correct Student defines the sides work. correctly and sets up an equation but makes one error in solving the equation and finding the corresponding side lengths.
reasoning or application of mathematics to solve the problem 1 a 7.EE.A.1 Student demonstrates a limited understanding of writing the expression in standard form. OR Student makes a conceptual error, such as dropping the parentheses or adding instead of multiplying. Student makes two or more computational errors. Student demonstrates a solid understanding but makes one computational error and completes the question by writing a correct equivalent expression in standard form. OR Student answers correctly, but no further correct work is shown. Student writes the expression correctly in standard form, . Student shows appropriate work, such as using the distributive property and collecting like terms. b 7.EE.A.1 Student demonstrates a limited understanding of writing the expression in factored form. Student writes the expression correctly in factored form but has part (a) incorrect. Student demonstrates a solid understanding by writing a correct equivalent expression in factored form based on the answer from part (a) but makes one computational error. Student uses the correct expression from part (a). Student writes an equivalent expression in factored form. 2 a 7.EE.B.3 7.EE.B.4a Student demonstrates a limited understanding of perimeter by finding three sides of a triangle whose sum is , but the sides are incorrect and do not satisfy the given conditions. For example, a student says the sides are , and because they add up to but does not satisfy the given conditions. Student makes a conceptual error and one computational error. OR Student makes a conceptual error but writes an equation of equal difficulty and solves it correctly but does not find the lengths of the sides of the triangle. Student demonstrates a solid understanding and finishes the problem correctly but makes one computational error with a value still resulting in a fractional value.. OR Student sets up and solves an equation correctly but does not substitute the value back into the expressions to determine the actual side lengths. OR Student defines the sides correctly and sets up an equation but makes one error in solving the equation and finding the corresponding side lengths. Student correctly defines the variable, sets up an equation to represent the perimeter, such as , solves the equation correctly, , and determines the lengths of the three sides to be ,, and. OR Student finds the correct lengths of the sides of a triangle to be ,, and, using arithmetic or a tape diagram, showing appropriate and correct work.