Getting Started 
Misconception/Error The student is unable to interpret ordered pairs in the context of the problem or provides only partial interpretations. 
Examples of Student Work at this Level The student:
 Says that (0, 0) is where the graph starts and (6, 45) is the highest point on the graph.
 Says that (0, 0) is the origin and (6, 45) is the â€śstop point.â€ť
 Provides incorrect or incomplete interpretations.

Questions Eliciting Thinking Can you explain what the xaxis and the yaxis represent in the context of the problem?
What does the first coordinate in an ordered pair represent in this problem? What does the second coordinate in an ordered pair represent in this problem?
What does the graph tell you about the relationship between the number of hours Sandy babysits and how much she earns? 
Instructional Implications If necessary, review graphing in the coordinate plane. Using the problem context and graph in this task, make explicit the variables represented on each axis and how the graph shows the relationship between them. Model interpreting an ordered pair by saying, â€śWhen Sandy babysits 6 hours, she earns $45.â€ť Ask the student to use the graph to find Sandyâ€™s earnings for 2 hours of babysitting and the number of hours of babysitting for which Sandy would earn $30. Then ask the student to interpret the ordered pair (5, 37.50).
Then provide additional problem contexts and graphs of proportional relationships and ask the student to interpret given ordered pairs including (0, 0) and the point whose xcoordinate is one. Guide the student to observe that the ycoordinate of the point whose xcoordinate is one is both a unit rate and the constant of proportionality. 
Making Progress 
Misconception/Error The student is unable to use the graph to find the hourly rate. 
Examples of Student Work at this Level The student:
 Incorrectly identifies a point on the graph and uses it to determine the hourly rate.
 Identifies the point (2, 15) [or (15, 2)] and determines the hourly rate is $15.

Questions Eliciting Thinking Where on the graph did you look to find the charge per hour?
What does an hourly rate or hourly payment for work mean?
If we wanted to write an ordered pair to represent Sandyâ€™s hourly rate, what would its xcoordinate be? 
Instructional Implications If necessary, explain what hourly rate means and that the hourly rate is the ycoordinate of the point whose xcoordinate is one. Use rate language to interpret this point, (e.g., say, â€śSandyâ€™s hourly rate of $7.50 means that for each hour that she babysits, she earns $7.50.â€ť). Provide additional problem contexts and graphs of proportional relationships and ask the student to interpret given ordered pairs including (0, 0) and the point whose xcoordinate is one. Guide the student to observe that the ycoordinate of the point whose xcoordinate is one is both a unit rate and the constant of proportionality. 
Got It 
Misconception/Error The student provides complete and correct responses to all components of the task. 
Examples of Student Work at this Level The student explains that the ordered pair (0, 0) means that when Sandy babysits for zero hours, she earns zero dollars; (6, 45) means that Sandy earns $45 for 6 hours of babysitting; and Sandy charges $7.50 per hour.

Questions Eliciting Thinking You wrote â€ś6 hours and 45 dollarsâ€ť on your paper. Can you tell me what this means in the context of this problem?
Do you know what the constant of proportionality is in this problem?
Can you represent the relationship between the number of hours Sandy babysits and how much she earns with an equation?
Why do you suppose the negative part of the graph was not shown?
If you had not been told the amount Sandy earns from babysitting is proportional to the number of hours she works, could you have determined this just from the graph? 
Instructional Implications Give a verbal description of a proportional relationship and challenge the student to represent the relationship with a table, graph, and equation. Encourage the student to identify the constant of proportionality and to describe its meaning in context.
Challenge the student to write an equation representing the proportional relationship displayed in the graph. Consider implementing MFAS task Writing An Equation (7.RP.1.2). 