Student used poor extend and combine and combine that rate reasoning in that rate to consider to consider usage extending that usage across hours. across hours. reading to consider or and use across Student did not Student defended the hours. defend the choice by choice by explaining explaining water water usage across usage across the the hours and how it hours and how it compares to the compares to the reading taken at reading taken at noon. noon. b Student left the Student provided an Student answer Student answer question blank. answer that is outside ranged from the ranged from the “to “to or of the range from nearest ten” to nearest ten” to N-Q.A.3 “to “to “to Student provided an the nearest ten” to the nearest hundred” the nearest hundred” answer that reflected the nearest but was not well and was supported by “to no or very little hundred”. supported by sound correct reasoning that reasoning. OR reasoning. is expressed Student provided an or accurately. answer that is within Student answer the range but is not contained an error in supported by an the way the explanation. explanation was written, even if it was clear what the student meant to say. c Student left the Student answer was Student answer was Student answer was question blank. not in the range of to in the range of to in the range of 6 to 48 or checks but provided checks but was only checks, and student N-Q.A.3 Student provided an some reasoning to given in the form of provided solid answer that reflected justify the choice. checks per minute or reasoning to support no or very little OR checks per hour; the the answer. reasoning. Student answer was answer was well in that range, perhaps supported by a written in the form of written explanation. minutes” or OR “every hours” but Student answer was “every was not supported by given in terms of an explanation with number of checks but solid reasoning. was not well supported by a written explanation.
Student used poor reasoning in extending that reading to consider use across hours. extend and combine that rate to consider usage across hours. or Student did not defend the choice by explaining water usage across the hours and how it compares to the reading taken at noon. and combine that rate to consider usage across hours. and Student defended the choice by explaining water usage across the hours and how it compares to the reading taken at noon. b N-Q.A.3 Student left the question blank. or Student provided an answer that reflected no or very little reasoning. Student provided an answer that is outside of the range from “to the nearest ten” to “to the nearest hundred”. OR Student provided an answer that is within the range but is not supported by an explanation. Student answer ranged from “to the nearest ten” to “to the nearest hundred” but was not well supported by sound reasoning. or Student answer contained an error in the way the explanation was written, even if it was clear what the student meant to say. Student answer ranged from “to the nearest ten” to “to the nearest hundred” and was supported by correct reasoning that is expressed accurately. c N-Q.A.3 Student left the question blank. or Student provided an answer that reflected no or very little reasoning. Student answer was not in the range of to checks but provided some reasoning to justify the choice. OR Student answer was in that range, perhaps written in the form of “every minutes” or “every hours” but was not supported by an explanation with solid reasoning. Student answer was in the range of to checks but was only given in the form of checks per minute or checks per hour; the answer was well supported by a written explanation. OR Student answer was given in terms of number of checks but was not well supported by a written explanation. Student answer was in the range of 6 to 48 checks, and student provided solid reasoning to support the answer.
algebra-i-m1-mid-module-assessment.docx