Getting Started 
Misconception/Error The student does not have an effective overall strategy for solving a multistep problem. 
Examples of Student Work at this Level The student:
 Multiplies 800 per day by 30 days of April and ignores the cut in production.
 Divides 20,000 fishing reels by 30 days and stops.
 Divides 20,000 fishing reels by 800.
 Divides 20,000 by 5 and adds the result back to 20,000 and then divides by 800.

Questions Eliciting Thinking Can you restate the problem for me? Can you explain your strategy for this problem? What do you need to calculate?
What does â€śforced to cut their production by â€ť mean?
Production was 800 reels per day. What will it be after being cut by ? More or less?Â
How can you determine how many fishing reels will be produced in 30 days?
Are you reducing the rate by Â or the number ordered by ? 
Instructional Implications Encourage the student to first develop an overall strategy when solving multistep problems by identifying major steps of the solution process, (e.g., first find the daily production rate after the cut in production. Then, find the number of reels that can be produced in April and compare this amount to 20,000 to see if the factory can meet the order). Suggest that the student use a flow chart or graphic organizer to model the steps of the problem and organize work. Give the student opportunities to solve similar types of problems but with â€śeasier/smallerâ€ť numbers, allowing the student to focus on developing a general strategy for solving the problem. Provide feedback as needed.
If needed, provide instruction on calculating a fraction of a quantity.Â Use models to help the student understand the meaning of multiplication of a whole number by a fraction in the context of a similar problem using a smaller whole number.Â Also model a whole number divided by a fraction.Â Present more than one approach to finding the daily production rate, (e.g., subtract Â of 800 from 800 or directly calculate Â of 800). Allow the student to use the approach that makes more sense.
Provide additional opportunities to solve multistep, reallife and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals). Initially focus on understanding the problem and developing an overall strategy to solve it. Ask the student to describe a strategy and provide feedback. Then assess the student on implementation of the strategy. Provide additional review, as needed, on operations with rational numbers. 
Moving Forward 
Misconception/Error The student does not have an effective strategy for working with rational numbers. 
Examples of Student Work at this Level The student understands that Â or Â of 800 must be calculated but is unable to correctly do so. The student:
 Calculates Â of 800 instead of Â of 800 and makes an error in the calculation.
 Divides 800 by Â to find Â of 800.
 Indicates that he or she does not understand how to use Â to calculate the new rate of production.Â

Questions Eliciting Thinking What does it mean for a quantity to be reduced by ?
How would you calculate Â of 10? Â of 10? 
Instructional Implications Provide instruction on calculating a fraction of a quantity. Demonstrate to the student that 800() is not equal to . Present more than one approach to finding the daily production rate, (e.g., subtract Â of 800 from 800 or directly calculate Â of 800). Allow the student to use the approach that makes more sense. Provide additional opportunities to solve multistep reallife and mathematical problems posed with rational numbers in any form (whole numbers, fractions, and decimals). 
Almost There 
Misconception/Error The student makes a computational or rounding error. 
Examples of Student Work at this Level The student makes a computational error in determining the number of fishing reels created in April.
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The student rounds a value inappropriately, (e.g., divides 20,000 by 640 and rounds down to 31 concluding that it will take 31 days to produce 20,000 reels).

Questions Eliciting Thinking I think you may have made a calculation error. Can you check your work to see if you can find it?
How does the error you made affect your calculation of the number of days it will take the fishing factory to produce 20,000 reels?
Will the company have produced 20,000 reels at the end of 31 days? Is it appropriate to round down in this situation? 
Instructional Implications Provide feedback to the student regarding any computational errors and allow the student to correct them. Provide additional opportunities to solve multistep reallife mathematical problems posed with rational numbers in any form (whole numbers, fractions, and decimals).
Consider implementing MFAS tasks Alexaâ€™s Account and Gas Station Equations (7.EE.2.3). 
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 correctly calculates the new production rate (640 reels per day) and determines that the company will not be able to meet an order of 20,000 reels in April since it can only produce 19,200 reels in 30 days. The student determines that it will take 31.25 or 32 days to meet the order.
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Questions Eliciting Thinking Can you write an equation that can be solved to find the number of days it will take to produce 20,000 reels? How does that equation compare with your work?
What if the company only cut production from April 1 to April 15? How much will the company produce during the month of April?
What percent of normal production does a Â cut in production represent?
Can you think of other situations where you might not follow the conventions for rounding when determining your final answer? 
Instructional Implications Provide additional opportunities to solve multistep reallife and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals). Ask the student to write expressions to represent unknown quantities in the problem and equations that can be solved to find these quantities.
Consider implementing MFAS tasks Alexaâ€™s Account and Gas Station Equations (7.EE.2.3). 