Student demonstrates Student fully c some understanding understands the between an arithmetic similarities between 7.EE.B.3 and algebraic approach. both approaches. 7.EE.B.4a 4 a Student demonstrates a Student makes a Student sets up a correct Student clearly defines limited understanding conceptual error in equation but makes one the variable, writes a by writing an incorrect solving the equation, computational error. correct equation, such as 7.EE.A.2 equation and solving it such as subtracting by OR , 7.EE.B.4a and finds the correct incorrectly. instead of multiplying by Student finds the correct cost of one pair of shoes . value of the variable but as . OR does not state the cost Student makes a of one pair of shoes. conceptual error in OR writing the equation, Student sets up a wrong such as equation of equal or , difficulty by writing a but further work is number from the solved correctly. problem incorrectly, but OR all further work is Student writes a correct correct. equation, but no further correct work is shown. OR Student finds the correct answer without writing an equation, such as using a tape diagram or arithmetic. b Student demonstrates a Student makes a Student demonstrates a Student determines the limited understanding of conceptual error such as solid understanding but correct new price for the discount price, not finding the new makes one shoes including the off 7.EE.A.2 inequality, and solution discount price of the computational error. as , writes a correct 7.EE.B.4b of inequality. shoes. OR inequality, OR OR Student calculates the Student finds the correct Student makes a discount on the shoes solves the inequality new price for the shoes conceptual error in incorrectly but finishes correctly, , and of , but no further writing or solving the the remaining problem determines by rounding correct work is shown. inequality. correctly. For example, correctly that the OR OR student uses the amount of socks that Student writes an Student makes two or discount amount, , as could be purchased is inequality representing more computational or the new price of shoes pairs. the total cost as an rounding errors. but writes a correct inequality, but no inequality and solution further correct work is of based on the discount shown, nor is the new amount. price for the shoes found OR correctly. Student determines the correct discount price for the shoes but uses instead of . OR
c 7.EE.B.3 7.EE.B.4a Student demonstrates some understanding between an arithmetic and algebraic approach. Student fully understands the similarities between both approaches. 4 a 7.EE.A.2 7.EE.B.4a Student demonstrates a limited understanding by writing an incorrect equation and solving it incorrectly. Student makes a conceptual error in solving the equation, such as subtracting by instead of multiplying by . OR Student makes a conceptual error in writing the equation, such as or , but further work is solved correctly. OR Student writes a correct equation, but no further correct work is shown. OR Student finds the correct answer without writing an equation, such as using a tape diagram or arithmetic. Student sets up a correct equation but makes one computational error. OR Student finds the correct value of the variable but does not state the cost of one pair of shoes. OR Student sets up a wrong equation of equal difficulty by writing a number from the problem incorrectly, but all further work is correct. Student clearly defines the variable, writes a correct equation, such as , and finds the correct cost of one pair of shoes as . b 7.EE.A.2 7.EE.B.4b Student demonstrates a limited understanding of discount price, inequality, and solution of inequality. OR Student finds the correct new price for the shoes of , but no further correct work is shown. OR Student writes an inequality representing the total cost as an inequality, but no further correct work is shown, nor is the new price for the shoes found correctly. Student makes a conceptual error such as not finding the new discount price of the shoes. OR Student makes a conceptual error in writing or solving the inequality. OR Student makes two or more computational or rounding errors. Student demonstrates a solid understanding but makes one computational error. OR Student calculates the discount on the shoes incorrectly but finishes the remaining problem correctly. For example, student uses the discount amount, , as the new price of shoes but writes a correct inequality and solution of based on the discount amount. OR Student determines the correct discount price for the shoes but uses instead of . OR Student determines the correct new price for the shoes including the off as , writes a correct inequality, solves the inequality correctly, , and determines by rounding correctly that the amount of socks that could be purchased is pairs.