Getting Started 
Misconception/Error The student misinterprets the negative integer. 
Examples of Student Work at this Level The student thought the 3Â° indicated that the temperature dropped three degrees rather than the temperature being 3Â°.

Questions Eliciting Thinking Did the question say it went down three degrees or that the temperature was 3Â°C? What is the difference between those two statements?
If the temperature ended up at 3Â°C, how many steps would you have to move on your number line to get there? In what direction?
Would that direction be positive or negative? 
Instructional Implications Read through the question with the student and point out that 11Â° and 3Â° are starting and ending temperatures. If the student recognizes his or her error, allow the student the opportunity to complete the task again or provide the student with another similar task. Reevaluate the studentâ€™s understanding and refer to the appropriate Instructional Implications.
If the student does not understand the error or makes the same error, provide direct instruction on operations with integers. 
Making Progress 
Misconception/Error The student finds the distance between the two integers, but does not account for direction on the number line. 
Examples of Student Work at this Level The student plots 11Â° and 3Â°, and then counts the steps between the integers with no regard to direction. The student does not represent the drop in temperature with a negative integer.

Questions Eliciting Thinking What is the distance between the two temperatures? Is the distance between the two temperatures the same whether you go from right to left or left to right? Is the distance between the two temperatures the same thing as the difference between the two temperatures?
Did the temperature go up or down between 6 p.m. and midnight? How would you represent that temperature change as an integer?
Does it matter which way you move on the number line? Does it matter if you represent the difference as a positive or negative number?
How would you indicate that the temperature went down 14Â°C and not up 14Â°C? 
Instructional Implications If the student corrects his or her own error, refer to the Instructional Implications for a Got It student. If the student does not recognize his or her error, show the student the error and explain his or her mistake.
Show the student the difference between subtracting 3 from 11 and subtracting 11 from 3 [e.g., 11 â€“ (3) = 14, whereas 3  11= 14]. Point out how the â€śdifferenceâ€ť of both subtraction problems (the answers) have the same absolute value. Explain that the distance between two integers is the absolute value of their difference. Plot both integers on a number line and show the student how the two integers are 14 steps apart regardless of direction (absolute value). Make explicit that the difference can be determined by direction (e.g., the distance between 11 and 3 is 14, but getting from 11 to 3 is 14 steps to the left, hence 14). Also, draw the attention of the student to the realworld context. Encourage the student to verbalize whether the temperature had risen or dropped between 6 p.m. and midnight. Provide the student with additional practice opportunities involving the subtraction of integers in realworld context. 
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 plots 11Â° and 3Â°, and then finds the distance between the points. The student indicates the temperature change as 14Â° because the temperature â€śis dropping from 11 to 3.â€ť 
Questions Eliciting Thinking Can you give an example of a 14Â°C temperature change?
If the temperature changed less, would the midnight temperature be higher or lower? Explain.
How would you solve the problem without using a number line? 
Instructional Implications Challenge the student to create his or her own realworld problem which requires subtracting integers with different signs and subtracting integers with same signs. Have the student describe each problem, demonstrate how to find the solution of each problem on a number line, and describe the meaning of the solution in context.
Consider implementing MFAS task Rational Addition and Subtraction (7.NS.1.1) for further assessment. 