hours’ but is OR student answer is x ‘every not supported by an given in terms of explanation with solid number of checks but reasoning. is not well supported by a written explanation. 3 a Student either did Student answered one Student answered two Student answered all not answer, or or two of the of the three correctly three correctly. student answered correctly but left the and made a A-SSE.1a incorrectly for all other one blank or reasonable attempt at A-SSE.1b three expressions. made a gross error in describing what the describing what it other one represented. represented. b Student either did Student understood Student understood Student understood not answer, or that the expressions that the expressions that the expressions student answered represented a portion represented a portion represented a portion A-SSE.1a incorrectly for all of the orders for each of the orders for each of the orders for each A-SSE.1b three parts of the color but mis-assigned color and correctly color, correctly question. the colors and/or determined which one determined which one incorrectly would be larger but would be larger, and determined which one had errors in the way provided a well would be larger. the answer was written explanation worded OR did not for why. provide support for why would be larger. 4 A-SSE.1b Student left the Student got to the Student attempted to Student correctly used question blank, or correct re-written use structure to the process described A-SSE.2 student was not able expression of 8(x + 3) the expression to arrive at 8(x + 3) to re-write the but did so by as described, showing without multiplying expression multiplying out the the process, but out linear factors AND successfully, even by factors or did not student made errors demonstrated the multiplying out the show the work in the process. steps for doing so. factors first. needed to demonstrate how
‘every x hours’ but is not supported by an explanation with solid reasoning. OR student answer is given in terms of number of checks but is not well supported by a written explanation. 3 a A-SSE.1a A-SSE.1b Student either did not answer, or student answered incorrectly for all three expressions. Student answered one or two of the correctly but left the other one blank or made a gross error in describing what it represented. Student answered two of the three correctly and made a reasonable attempt at describing what the other one represented. Student answered all three correctly. b A-SSE.1a A-SSE.1b Student either did not answer, or student answered incorrectly for all three parts of the question. Student understood that the expressions represented a portion of the orders for each color but mis-assigned the colors and/or incorrectly determined which one would be larger. Student understood that the expressions represented a portion of the orders for each color and correctly determined which one would be larger but had errors in the way the answer was worded OR did not provide support for why would be larger. Student understood that the expressions represented a portion of the orders for each color, correctly determined which one would be larger, and provided a well written explanation for why. 4 A-SSE.1b A-SSE.2 Student left the question blank, or student was not able to re-write the expression successfully, even by multiplying out the factors first. Student got to the correct re-written expression of 8(x + 3) but did so by multiplying out the factors or did not show the work needed to demonstrate how Student attempted to use structure to the expression as described, showing the process, but student made errors in the process. Student correctly used the process described to arrive at 8(x + 3) without multiplying out linear factors AND demonstrated the steps for doing so.
Algebra%20I-M1-Mid-Module%20Assessment.docx