Student showed some Student arrived at a Student arrived at a Student correctly b accuracy in value of for the amount value of for the amount disagreed with the mathematical of money Kay made from of money Kay made from statement AND 7.NS.A.3 computation, but the selling ornaments but selling ornaments and supported the answer work was not relevant. incorrectly agreed with disagreed with the with the appropriate Student failed to the claim OR did not statement, but did not work. For instance, provide an explanation make a statement to provide a complete student showed that: or provided an agree or disagree. explanation. , which means Kay would incorrect explanation. OR Due to a minor have lost . computational error, student arrived at an incorrect answer but included a sound explanation based on that numerical answer. c Student answer is Student answer is Student used a correct Student correctly stated incorrect. Little or no incorrect but shows equation and method that Kay must sell evidence of reasoning is some evidence of (e.g., and found to be ornaments to earn a 7.NS.A.3 provided. reasoning through the the number of profit AND included a 7.EE.B.4a use of an equation ornaments Kay must sell) correct equation and and/or arithmetic steps but did not provide an related the steps in the to model and solve the explanation for how the solution to an arithmetic problem (though the steps or solution model with no errors in model used may be compared to an the steps taken to arrive incorrect). arithmetic solution. OR at the answer. Student used a correct equation and method and related it to an arithmetic model but made a computational error resulting in an incorrect value. 3 a Student did not provide Student correctly Student correctly Student correctly a correct explanation. identified line but did identified line and stated identified line , stated Student identified a not explain the mistake that the value should that Travis mistakenly 7.NS.A.1 different line and or state a correct value instead be but did not obtained a positive showed little or no for line OR made an clearly explain the difference from , evidence of error in computation and mistake. OR Student AND stated that the understanding integer stated an incorrect value clearly explained the value on line should subtraction. for line . OR The student mistake, but did not instead be . identified another line as provide the correct being Travis’ mistake, value. due to a computational error, but showed an understanding of integer subtraction.
b 7.NS.A.3 Student showed some accuracy in mathematical computation, but the work was not relevant. Student failed to provide an explanation or provided an incorrect explanation. Student arrived at a value of for the amount of money Kay made from selling ornaments but incorrectly agreed with the claim OR did not make a statement to agree or disagree. Student arrived at a value of for the amount of money Kay made from selling ornaments and disagreed with the statement, but did not provide a complete explanation. OR Due to a minor computational error, student arrived at an incorrect answer but included a sound explanation based on that numerical answer. Student correctly disagreed with the statement AND supported the answer with the appropriate work. For instance, student showed that: , which means Kay would have lost . c 7.NS.A.3 7.EE.B.4a Student answer is incorrect. Little or no evidence of reasoning is provided. Student answer is incorrect but shows some evidence of reasoning through the use of an equation and/or arithmetic steps to model and solve the problem (though the model used may be incorrect). Student used a correct equation and method (e.g., and found to be the number of ornaments Kay must sell) but did not provide an explanation for how the steps or solution compared to an arithmetic solution. OR Student used a correct equation and method and related it to an arithmetic model but made a computational error resulting in an incorrect value. Student correctly stated that Kay must sell ornaments to earn a profit AND included a correct equation and related the steps in the solution to an arithmetic model with no errors in the steps taken to arrive at the answer. 3 a 7.NS.A.1 Student did not provide a correct explanation. Student identified a different line and showed little or no evidence of understanding integer subtraction. Student correctly identified line but did not explain the mistake or state a correct value for line OR made an error in computation and stated an incorrect value for line . OR The student identified another line as being Travis’ mistake, due to a computational error, but showed an understanding of integer subtraction. Student correctly identified line and stated that the value should instead be but did not clearly explain the mistake. OR Student clearly explained the mistake, but did not provide the correct value. Student correctly identified line , stated that Travis mistakenly obtained a positive difference from , AND stated that the value on line should instead be .
G7-M2-End-of-Module%20Assessment.docx