Getting Started 
Misconception/Error The student is unable to describe an example of an object within the context of altitude for the given fraction values. 
Examples of Student Work at this Level The student does not reference a specific object but writes:
 The number in word form.
 â€śIt is positiveâ€ť or â€śit is negative.â€ť
 AÂ positive altitude as â€śaboveâ€ť and a negative altitude as â€śbelowâ€ť sea level.
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The student confuses the direction of positive and negative values in his or her examples or interprets both altitudes as positive.
The student gives objects â€śfrom the seaâ€ť for both positive and negative values based on â€śwhat level they are at in the seaâ€ť or explains that â€śsomething in the thousands is way down in the sea but the hundreds isnâ€™t as far down.â€ť
The student references a change in position (e.g., a positive altitude means a plane is going up while a negative altitude means a plane is going down).
The studentâ€™s description is out of context for altitude, saying it describes:
 How long something is.
 How tall somethingÂ is.
 How heavy something is.
 How far north or south something is.
 How much money you owe.

Questions Eliciting Thinking Do you know what sea level is? Where might you be if you are standing at sea level?
What do you think above sea level means? Where might you be if you are above sea level?
What do you think below sea level means? Where might you be if you are below sea level?
What does the word altitude mean? What are some objects we describe as having altitude? 
Instructional Implications Have the student draw a vertical number line that represents altitude. Then given the student a list of items and locations along with their altitudes (e.g., a plane flying overhead at 40,000 feet; Boulder, Colorado whose elevation is 5430 feet; a coastal house on pilings at an elevation ofÂ 20 feet; a diver who has descended 100 feet into the ocean; a shipwreck on the ocean floor at a depth of 1000 feet)Â and have the student place them on the number line.
IntroduceÂ the student to a variety of realworld situations in which rational numbers are used to represent quantities such as bank account balances, temperature and temperature change, elevator movement, and stock market gains/losses. Discuss how to represent quantities in the context of problems. Also, ask the student to describe a quantity that can be represented by a given rational number. 
Making Progress 
Misconception/Error The student is unable to interpret an altitude of zero. 
Examples of Student Work at this Level The student does not know the meaning of zero altitude as it relates to â€śsea levelâ€ť but references zero feet as:
 Not moving; empty; has nothing there.
 Not very tall; normal height.
 Does not have a level; in the middle of the altitude.
 In the middle of the sea; on the bottom of the sea.
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The student refers to â€śsea levelâ€ť as on the ground, on earthâ€™s surface, or on land (without realizing the land itself could be above sea level). The student may suggest a plane that hasnâ€™t taken off yet.

Questions Eliciting Thinking Why did you say zero means â€śemptyâ€ť?
What do you mean that zero feet is â€śnormal heightâ€ť?
What do you mean that zero feet is â€śin the middle (or at the bottom) of the seaâ€ť? 
Instructional Implications Expose the student to a variety of realworld situations (e.g., gain/loss, increase/decrease, and above/below sea level) in which zero can be used to describe quantities or change in quantities.
Have the student brainstorm with a group other reallife uses of integers including zero (or use a newspaper to hunt for ideas). Ask the student to write a brief sentence explaining how a positive, a negative, and zero can be used within that context. Next, have the student write his or her own word problem using integers within a chosen context.
Consider implementing otherÂ MFAS tasks for standard 6.NS.3.5,Â Relative Integers, Relative Decimals,Â and Rainfall Change. 
Got It 
Misconception/Error The student provides complete and correct responses to all components of the task. 
Examples of Student Work at this Level Examples ofÂ objects at 1472 feet:
 A jet, airplane, helicopter.
 A sky scraper, Eiffel Tower.
 A mountain, cloud.
 A plane would have to go down 1472 feet before it could land.
Examples ofÂ objects at 472 feet:
 A submarine.
 A fish, octopus.
 A rare gem you have to dig to find.
What does it mean if the altitude of an object is 0 feet?
 Itâ€™s at sea level; it would not be above or below sea level.
 A seagull getting fish.
 Itâ€™s in a boat.

Questions Eliciting Thinking In these problems, the locations of objects are given by positive or negative numbers and zero. What do you think it would mean to travel aÂ negative distance? What is the difference between movingÂ a negative distance and being at a place labeled with a negative value? 
Instructional Implications Give the student more experience using rational numbers to represent quantities and interpret the meaning of rational numbers, including zero, using a variety of contexts. Guide the student to use a number line to represent positive and negative rational numbers and changes to rational quantities.
Introduce the concept of opposites and have the student use a number line to graph pairs of opposite values.
Engage the student in a discussion of the different ways that the minus or negative symbol is used in mathematics. Encourage the student to interpret expressions such as â€“n as meaning â€śthe opposite of n.â€ť 