correct through the use of calculation and a misinterpretation of the number line diagram. b Student response is Student response is Student response is Student response of incorrect or missing, OR incorrect, but depicts correct. Reasoning is invitations is correct. the student computed some reasoning in an evident through the use Reasoning is evident 6.NS.1 the product of to reach incomplete visual model. of visual models, but the through the depiction of the response of . No OR Student response is response is in terms of an accurately designed visual representation correct, but reasoning is time and not amount of visual model. supports the student unclear through the cards, such as or of an response. misuse of a visual model. hour. OR Student response is correct through the use of calculation and a misinterpretation of the visual model. c Student response is The response is correct, Student response is Student response of incorrect or missing, OR but includes no correct. Student invitations is correct. the student computed computation to support computed the quotient Student demonstrated 6.NS.1 the product of the reasoning. as invitations but evidence of reasoning given fractions instead showed minimal through concise of determining the computation. application of an quotient. equation with accurate calculations. 3 a Student response is Student response is Student response of Student response is incorrect or missing, OR correct, but shows no people is correct and correct. Reasoning is student determined the computation or represents some evident through correct 6.NS.1 product of and . reasoning. OR The reasoning through mixed number response is incorrect, but calculation. OR The conversion. The reasoning in evident student response shows quotient of people is through calculations. reasoning and determined using application of mixed apparent understanding number conversion, but of factors. includes errors in calculation. b Student response is Student response is Student response Student response is missing. incorrect and does not determined that there correct. Student depict understanding of will be no leftover ice explanation and 6.NS.1 whole and mixed cream is correct, but is reasoning include the numbers. not supported with a understanding that a clear understanding of mixed number response whole and mixed will provide left over ice numbers. cream where a whole number response would not.
correct through the use of calculation and a misinterpretation of the number line diagram. b 6.NS.1 Student response is incorrect or missing, OR the student computed the product of to reach the response of . No visual representation supports the student response. Student response is incorrect, but depicts some reasoning in an incomplete visual model. OR Student response is correct, but reasoning is unclear through the misuse of a visual model. Student response is correct. Reasoning is evident through the use of visual models, but the response is in terms of time and not amount of cards, such as or of an hour. OR Student response is correct through the use of calculation and a misinterpretation of the visual model. Student response of invitations is correct. Reasoning is evident through the depiction of an accurately designed visual model. c 6.NS.1 Student response is incorrect or missing, OR the student computed the product of the given fractions instead of determining the quotient. The response is correct, but includes no computation to support reasoning. Student response is correct. Student computed the quotient as invitations but showed minimal computation. Student response of invitations is correct. Student demonstrated evidence of reasoning through concise application of an equation with accurate calculations. 3 a 6.NS.1 Student response is incorrect or missing, OR student determined the product of and . Student response is correct, but shows no computation or reasoning. OR The response is incorrect, but reasoning in evident through calculations. Student response of people is correct and represents some reasoning through calculation. OR The student response shows reasoning and application of mixed number conversion, but includes errors in calculation. Student response is correct. Reasoning is evident through correct mixed number conversion. The quotient of people is determined using apparent understanding of factors. b 6.NS.1 Student response is missing. Student response is incorrect and does not depict understanding of whole and mixed numbers. Student response determined that there will be no leftover ice cream is correct, but is not supported with a clear understanding of whole and mixed numbers. Student response is correct. Student explanation and reasoning include the understanding that a mixed number response will provide left over ice cream where a whole number response would not.
G6-M2-Mid-Module%20Assessment.docx