reasoning. approximately 10 liters/second at noon liters/second at noon liters/second at noon, but made an error in and made correct or student used poor the calculations to calculations to extend reasoning in extending extend and combine and combine that rate that reading to that rate to consider to consider usage consider total use usage across 24 hours. across 24 hours. across 24 hours. or and Student did not Student defended the defend the choice by choice by explaining explaining water water usage across usage across the 24 the 24 hours and how hours and how it it compares to the compares to the reading taken at noon. reading taken at noon. b Student left the Student answer is Student answer Student answer question blank, or outside of the range ranges from the ranges from the “to “to student provided an from the nearest nearest ten” to the nearest ten” to N-Q.3 “to “to “to answer that reflected ten” to the nearest nearest hundred” but the nearest hundred” “to no or very little hundred”, OR is not well supported and is supported by reasoning. student answer is by sound reasoning, or correct reasoning that within that range but student answer is expressed is not supported by an contains an error in accurately. explanation. the way the explanation was written, even if it was clear what the student meant to say. c Student left the Student answer is not Student answer is in Student answer is in question blank, or in the range of 6 to 48 the range of 6 to 48 the range of 6 to 48 student provided an checks but provides checks but is only checks, and student N-Q.3 answer that reflected some reasoning to given in the form of x provided solid no or very little justify the choice, OR checks per minute or x reasoning to support reasoning. student answer is in checks per hour; the the answer. that range, perhaps answer is well written in the form of supported by a x minutes’ or written explanation, ‘every
reasoning. approximately 10 liters/second at noon, or student used poor reasoning in extending that reading to consider total use across 24 hours. liters/second at noon but made an error in the calculations to extend and combine that rate to consider usage across 24 hours. or Student did not defend the choice by explaining water usage across the 24 hours and how it compares to the reading taken at noon. liters/second at noon and made correct calculations to extend and combine that rate to consider usage across 24 hours. and Student defended the choice by explaining water usage across the 24 hours and how it compares to the reading taken at noon. b N-Q.3 Student left the question blank, or student provided an answer that reflected no or very little reasoning. Student answer is outside of the range from “to the nearest ten” to “to the nearest hundred”, OR student answer is within that range but is not supported by an explanation. Student answer ranges from “to the nearest ten” to “to the nearest hundred” but is not well supported by sound reasoning, or student answer contains an error in the way the explanation was written, even if it was clear what the student meant to say. Student answer ranges from “to the nearest ten” to “to the nearest hundred” and is supported by correct reasoning that is expressed accurately. c N-Q.3 Student left the question blank, or student provided an answer that reflected no or very little reasoning. Student answer is not in the range of 6 to 48 checks but provides some reasoning to justify the choice, OR student answer is in that range, perhaps written in the form of ‘every x minutes’ or Student answer is in the range of 6 to 48 checks but is only given in the form of x checks per minute or x checks per hour; the answer is well supported by a written explanation, Student answer is in the range of 6 to 48 checks, and student provided solid reasoning to support the answer.
Algebra%20I-M1-Mid-Module%20Assessment.docx