in the area of a shaded area of the square, , and region. the semicircle, , but does OR not add them to get the Student makes two or total area. more computational or OR labeling errors. Student does not use for as instructed and leaves the area of the semicircle in terms of . OR Student finds the area of the square correctly but finds the area of the entire circle, not the semicircle, while correctly finding the answer, . 5 a Student work shows Student makes a Student makes one Student correctly defines little understanding of conceptual error such as computational error in the variable, translates supplementary angles. translating the angles solving the equation. each angle into algebraic 7.G.B.5 incorrectly, but all expressions, and writes further work is correct. an equation, OR , solves the equation Student makes two or correctly, , and finds the more computational measure of . errors. Students are not limited to using equations to solve this problem. For example, they could also set up an appropriate tape diagram. Student work shows Student does not write a Student writes a correct Student uses the answer b little evidence of correct correct equation using equation based on the from part (a) to find the reasoning, such as the answer from part (a) answer from part (a) but correct value for . 7.G.B.5 writing an equivalent but solves the written makes one Student may have an expression for as , but equation correctly, computational error in incorrect answer, but if with no further correct provided it is of equal solving. the equation written is work shown. difficulty. correct based on a wrong answer from part (a), and the equation is solved correctly, then full credit can be given. Student work shows Student makes a Student uses the volume Student correctly uses 6 a little evidence of correct conceptual error such as formula but makes one the volume formula for a reasoning. not finding the volume computational or rectangular prism to find 7.G.B.6 and finding the surface labeling error. how much water is area incorrectly. needed to fill the pool, . OR Student makes two or more computational and/or labeling errors.
in the area of a shaded region. OR Student makes two or more computational or labeling errors. area of the square, , and the semicircle, , but does not add them to get the total area. OR Student does not use for as instructed and leaves the area of the semicircle in terms of . OR Student finds the area of the square correctly but finds the area of the entire circle, not the semicircle, while correctly finding the answer, . 5 a 7.G.B.5 Student work shows little understanding of supplementary angles. Student makes a conceptual error such as translating the angles incorrectly, but all further work is correct. OR Student makes two or more computational errors. Student makes one computational error in solving the equation. Student correctly defines the variable, translates each angle into algebraic expressions, and writes an equation, , solves the equation correctly, , and finds the measure of . Students are not limited to using equations to solve this problem. For example, they could also set up an appropriate tape diagram. b 7.G.B.5 Student work shows little evidence of correct reasoning, such as writing an equivalent expression for as , but with no further correct work shown. Student does not write a correct equation using the answer from part (a) but solves the written equation correctly, provided it is of equal difficulty. Student writes a correct equation based on the answer from part (a) but makes one computational error in solving. Student uses the answer from part (a) to find the correct value for . Student may have an incorrect answer, but if the equation written is correct based on a wrong answer from part (a), and the equation is solved correctly, then full credit can be given. 6 a 7.G.B.6 Student work shows little evidence of correct reasoning. Student makes a conceptual error such as not finding the volume and finding the surface area incorrectly. OR Student makes two or more computational and/or labeling errors. Student uses the volume formula but makes one computational or labeling error. Student correctly uses the volume formula for a rectangular prism to find how much water is needed to fill the pool, .