the long division process. 6 7.NS.A.1c Student answer is Student answer is Student correctly Student correctly incorrect or missing. incorrect. Uses evidence answers, Jeanette; uses answers Jeanette, uses Student work shows of some reasoning to evidence of reasoning by solid evidence of little or no evidence of justify answer but does knowing the rule for reasoning by knowing correct reasoning. not know the rule for subtracting negative the rule for subtracting subtracting negative numbers. AND Student negative numbers. AND numbers and cannot provides some Student provides apply it in context. justification of the substantial justification correct answer by of the correct answer by applying this rule in applying this rule in context. For example, context with further student may only explanation or a paraphrase Jeanette’s mathematical model. statement with no further explanation of his or her own. 7 a Student answered Student did not arrive at Student correctly Student correctly incorrectly with little or the correct answer. answered °F but did not answered °F AND had no no evidence of Student work indicated show sufficient work to errors in the steps taken 7.NS.A.1d understanding of how some degree of support the answer. to arrive at the answer. to add integers. understanding, as at least one pair of integers was correctly added. Student answered Student answered Student correctly Student correctly b incorrectly with little or incorrectly but was able answered °F but answered°F AND had no no evidence of to set up a correct visual student’s work was errors in the steps taken 7.NS.A.3 understanding how to model or numerical incomplete. OR to arrive at the answer. work backwards to find expression to represent Student answered the beginning the situation, such as incorrectly due to a temperature. . calculation error but had the correct process. Student provides no Student answers only Student indicates an Student responded by c explanation OR states part of the question. For understanding of indicating that a drop of that the situation is not instance, student multiplication as degrees four times can 7.NS.A.1b possible. explained how Josiah repeated addition, but be represented by 7.NS.A.2a used multiplication to the explanation in multiplication or arrive at a correct student’s written repeated addition : answer but was unable response is not ). to explain how Kate used complete. OR Student responded a different operation to by indicating that a drop arrive at the same of degrees four times answer. can be represented by multiplication or repeated subtraction: .
the long division process. 6 7.NS.A.1c Student answer is incorrect or missing. Student work shows little or no evidence of correct reasoning. Student answer is incorrect. Uses evidence of some reasoning to justify answer but does not know the rule for subtracting negative numbers and cannot apply it in context. Student correctly answers, Jeanette; uses evidence of reasoning by knowing the rule for subtracting negative numbers. AND Student provides some justification of the correct answer by applying this rule in context. For example, student may only paraphrase Jeanette’s statement with no further explanation of his or her own. Student correctly answers Jeanette, uses solid evidence of reasoning by knowing the rule for subtracting negative numbers. AND Student provides substantial justification of the correct answer by applying this rule in context with further explanation or a mathematical model. 7 a 7.NS.A.1d Student answered incorrectly with little or no evidence of understanding of how to add integers. Student did not arrive at the correct answer. Student work indicated some degree of understanding, as at least one pair of integers was correctly added. Student correctly answered °F but did not show sufficient work to support the answer. Student correctly answered °F AND had no errors in the steps taken to arrive at the answer. b 7.NS.A.3 Student answered incorrectly with little or no evidence of understanding how to work backwards to find the beginning temperature. Student answered incorrectly but was able to set up a correct visual model or numerical expression to represent the situation, such as . Student correctly answered °F but student’s work was incomplete. OR Student answered incorrectly due to a calculation error but had the correct process. Student correctly answered°F AND had no errors in the steps taken to arrive at the answer. c 7.NS.A.1b 7.NS.A.2a Student provides no explanation OR states that the situation is not possible. Student answers only part of the question. For instance, student explained how Josiah used multiplication to arrive at a correct answer but was unable to explain how Kate used a different operation to arrive at the same answer. Student indicates an understanding of multiplication as repeated addition, but the explanation in student’s written response is not complete. Student responded by indicating that a drop of degrees four times can be represented by multiplication or repeated addition : ). OR Student responded by indicating that a drop of degrees four times can be represented by multiplication or repeated subtraction: .
G7-M2-Mid-Module%20Assessment.docx