Getting Started 
Misconception/Error The student does not associate operations and/or signs of integers with direction on the number line. 
Examples of Student Work at this Level The student shows â€śrisen 14Â°Fâ€ť as moving to the left 14 steps (or 14) on the number line.

Questions Eliciting Thinking Why did you move to the left on the number line?
On the number line, which direction would you move to add 20?
On the number line, which direction would you move to add 20?
On the number line, show me where 10 and 10 appear.
Can you find your own mistake in question one? 
Instructional Implications Provide direct instruction on integers. Explain how the sign of a number can indicate direction on the number line [e.g., positive five would move five steps in the positive direction (to the right), and negative five would move five steps in the negative direction (to the left)]. Show the student positive five as a vector in the positive direction with a length of five and negative five as a vector in the negative direction with a length of five. Consider implementing MFAS taskÂ ExplainingÂ OppositesÂ (6.NS.3.6).
Then, instruct the student how to perform operations (addition) with integers. Make explicit the difference between adding a positive number that moves in the positive direction and adding a negative number that moves in the opposite of the positive direction.
Model both 5 + 3 and 5 + (3) using a number line. Have the student compare and contrast the process of adding a positive number to a given number, and adding a negative number to a given number. Next, model 5 + 3 and 5 + (3) using a number line. Have the student compare and contrast again. Provide the student with additional opportunities to add integers on a number line using realworld contexts. 
Making Progress 
Misconception/Error The student represents negative integers as positive numbers when adding two negative numbers. 
Examples of Student Work at this Level The student added the depths but did not represent depth with a negative sign nor imply the negative in his or her description even after prompting.
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Questions Eliciting Thinking Would it make sense to represent the first dive with the number 12? Suppose we do that. How would you find the depth of the second dive?
On a number line, show me how you add five and three. On a number line, show me how you add 5 and 3. How do the two answers compare?
Is there a difference in saying 15 feet deep and 15 feet? 
Instructional Implications Provide instruction on using positive and negative numbers to represent quantities in realworld contexts (e.g., 5 represents five degrees above zero, and 5 represents five degrees below zero). Model 5 + 8 and 5 + (8) using a number line. Make explicit the difference between 13 and 13. Emphasize the significance of the sign as it pertains to realworld situations (e.g., 13 feet above sea level or 13 feet and 13 feet below sea level or 13 feet). Challenge the student to describe realworld situations that can be represented by negative integers.
Note: If the student realizes his or her own error upon questioning, refer to the Instructional Implications for a Got It student. Â 
Got It 
Misconception/Error The student provides complete and correct responses to all components of the task. 
Examples of Student Work at this Level On question one, the student writes 5 + 14 = 9 and explains that he or she started at 5 on the number line and moved 14 steps to the right because the question said â€śrisen 14Â°F.â€ť On question two, the student describes the second dive as 15 feet. The student explains that 12 feet represents the first dive and 3 feet deeper would mean moving down three more feet, ending up at a depth of 15 feet or 15 feet.
On question one, the student shows 5 + 14 = 9. On question two, the student shows 12 + (3) = 15.
On question one, the student says, â€śIf you move left, then you will not rise.â€ť

Questions Eliciting Thinking Is 15 feet deep the same as 15 feet? Why or why not?
What does zero mean in the context of the second problem? 
Instructional Implications Challenge the student to create his or her own realworld problem which requires adding integers with different signs and adding integers with the same signs. Have the student describe each problem, demonstrate how to find the solution on a number line, and describe the meaning of the solution in context.
Consider implementing MFAS task Finding the DifferenceÂ (7.NS.1.1) for further assessment. 