Student shows some correctly and provides an explanation is provided, an appropriate knowledge of the appropriate answer and or the explanation is explanation. distributive property. explanation. incorrect. OR Student demonstrates a solid understanding but makes one computational error, such as writing as and indicates the expressions are not equivalent. Student work shows Student makes a Student writes a correct Student writes a correct 2 7.EE.A.2 little evidence of correct conceptual error such as algebraic expression for algebraic expression to reasoning, such as but distributing or factoring part (a) and an represent the total cost no further work is shown incorrectly. equivalent expression for of two flavors of ice or is incorrect. part (b), but the cream, such as OR explanation for part (c) is Student writes an Student does not incorrect or not shown. equivalent expression for demonstrate an part (a), such as , understanding of the providing an appropriate meaning of writing explanation on how the equivalent expressions. expressions are equivalent, such as applying the distributive property. Sample answers given for parts (a) and (b) could be reversed, and the explanation would include factoring the expression. Student demonstrates Student makes a Student recognizes that Student finds the 3 a knowing circumference conceptual error, such as the concept of circumference of the is used, but no further finding the area of the circumference must be smaller garden correctly 7.G.B.4 correct work is shown. smaller garden correctly, used, but makes a as . as . computational or OR labeling error. Student uses the OR circumference formula, , Student finds the correct but uses the diameter circumference but does instead of the radius to not leave the answer in get an answer of . terms of , and instead OR uses , getting an answer Student makes two or of . more computational and/or labeling errors.
Student shows some knowledge of the distributive property. correctly and provides an appropriate answer and explanation. explanation is provided, or the explanation is incorrect. OR Student demonstrates a solid understanding but makes one computational error, such as writing as and indicates the expressions are not equivalent. an appropriate explanation. 2 7.EE.A.2 Student work shows little evidence of correct reasoning, such as but no further work is shown or is incorrect. OR Student does not demonstrate an understanding of the meaning of writing equivalent expressions. Student makes a conceptual error such as distributing or factoring incorrectly. Student writes a correct algebraic expression for part (a) and an equivalent expression for part (b), but the explanation for part (c) is incorrect or not shown. Student writes a correct algebraic expression to represent the total cost of two flavors of ice cream, such as Student writes an equivalent expression for part (a), such as , providing an appropriate explanation on how the expressions are equivalent, such as applying the distributive property. Sample answers given for parts (a) and (b) could be reversed, and the explanation would include factoring the expression. 3 a 7.G.B.4 Student demonstrates knowing circumference is used, but no further correct work is shown. Student makes a conceptual error, such as finding the area of the smaller garden correctly, as . OR Student uses the circumference formula, , but uses the diameter instead of the radius to get an answer of . OR Student makes two or more computational and/or labeling errors. Student recognizes that the concept of circumference must be used, but makes a computational or labeling error. OR Student finds the correct circumference but does not leave the answer in terms of , and instead uses , getting an answer of . Student finds the circumference of the smaller garden correctly as .