Getting Started 
Misconception/Error The student is not able to correctly use algebraic properties to solve the equation. 
Examples of Student Work at this Level The student does not understand how to solve the equation. Errors may include:
 Attempting to subtract one quantity from a factor of another quantity and failing to apply the Distributive Property.
 Failing to apply the Distributive Property and dividing each side of the equation by two different values.

Questions Eliciting Thinking Can you explain how to use the Distributive Property in this equation?
What does it mean to combine like terms?
What are the properties of equality? How can they be used to solve equations?
What are you being asked to find? What does it mean to solve an equation? 
Instructional Implications Be sure the student understands what it means to solve an equation. Review the order of operations conventions, the Distributive Property, and combining like terms. Provide instruction on solving equations using the Addition, Subtraction, Multiplication and Division Properties of Equality. Model for the student the order the properties should be used to solve equations.
Model the equation solving process using algebra tiles. Challenge the student to solve equations, first with algebra tiles then on paper. Require the student to show all work completely and to justify each step. 
Moving Forward 
Misconception/Error The student applies some algebraic properties correctly but makes errors working with algebraic expressions. 
Examples of Student Work at this Level The student shows evidence of some understanding how to apply the Distributive Property, properties of equality, and combining like terms, but the student:
 Fails to completely distribute.
 Makes sign errors when combining like terms and other errors with the fractional operations.

Questions Eliciting Thinking Can you explain to me how to distribute on this part of the equation? How do you multiply a fraction and a whole number?
Is there a way to get rid of the fractions in this equation? What could you multiply both sides of the equation by that would clear out all of the fractions? 
Instructional Implications Provide instruction and practice using the Distributive Property and review the reasoning that is used in solving equations. Ask the student to justify each step in the solution process by citing a specific algebraic property [e.g., transforming the equation x â€“ 5 = 8 to (x â€“ 5) + 5 = 8 + 5 is justified by the Addition Property of Equality]. Begin with simple, onestep equations requiring justification to ensure the student is proficient before moving on to more complicated equations.
Provide instruction and practice on clearing the fractions from an equation. Focus on helping the student to find the least common denominator and ensure that each term on both sides of the equation is multiplied by the same value.
Review operations with fractions. Provide additional opportunities for students to work with fractions in the context of solving equations.
Remind the student to show all work neatly and completely to avoid sign errors. Sign errors are typical and can be reduced by focusing on precision and attention to detail. 
Almost There 
Misconception/Error The student uses algebraic properties to solve the equation correctly but makes a minor error. 
Examples of Student Work at this Level The student makes a minor error when adding two fractions, combining like terms, or distributing.

Questions Eliciting Thinking You have a slight error. Can you find it?
How did you clear the fractions from this equation? What would you need to multiply both sides of the equation by? 
Instructional Implications Encourage the student to combine like terms on each side of the equation before applying properties of equality. This will minimize the number of terms in the equation and reduce opportunities to make errors.
Review with the student any errors and provide feedback. Provide additional equations to solve and pair the student with another Almost There student to compare solution methods and reconcile any differences.
Provide the student with a completed problem that contains errors. Have the student identify and correct the errors.
Create a small group activity by putting students in groups of two or three and providing a different color pen for each student. Give the groups the same number of equations as group members. Have the students write each equation on a separate piece of paper. Have each student start the solving process with just one step of work and a justification in his or her pen color. Then have the students pass papers to complete the next step of the solution providing a justification. As the activity progresses, each student should be looking at the prior steps of the solution process for each equation received to ensure they are correct and justified.
Provide additional practice solving equations including equations with fractional coefficients. 
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 work shows all steps in solving the equations accurately and correctly.
Note: The student whose work is shown above appears to be placing the variable n in the denominator of each fraction. This issue was addressed with the student and the student clarified his intention. 
Questions Eliciting Thinking I see that your first step was to distribute. Suppose, instead of distributing, you multiplied each side of the equation by six. What would be the result? Does that make the equation any easier to solve?
Is there a way you can check to see if your answer is correct? 
Instructional Implications Challenge the student with more difficult equations and inequalities to solve.
Consider implementing MFAS tasks Solving a Literal Linear Equation (AREI.2.3), Solving a Multistep Inequality (AREI.2.3), and Solve for X (AREI.2.3). 