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Formative Assessment Task
Instructions for Implementing the Task
This task can be implemented individually, with small groups, or with the whole class.
 The teacher asks the student to complete the problems on the Justify the Process 1 worksheet.
 The teacher asks followup questions, as needed.
TASK RUBRIC
Getting Started 
Misconception/Error The student only explains each step in procedural terms that do not reflect an application of the properties of equality. 
Examples of Student Work at this Level The student:
 Describes what has been done to a term (e.g., â€śseven was divided by fourâ€ť).
 Attempts to give a description of how to solve a twostep equation.
 Describes steps in terms of â€śundoing.â€ť
 Describes steps in terms of â€ścancelling outâ€ť or â€śgetting rid of.â€ť

Questions Eliciting Thinking What does it mean to justify?
Do you know what the properties of equality are? How can they be used to solve equations?
What are you doing to the equation when you are dividing the seven by four? What is the mathematical justification for this? 
Instructional Implications Review the properties of equality and the properties of operations. Explain the reasoning process used in solving linear equations and that each step follows from the equality asserted in the previous step. Emphasize that appropriate application of the properties of equality enables one to rewrite an equation in an equivalent form. Provide the student with the steps of the solution of an equation and ask the student to justify each step using properties of equality and operations.
If needed, review the application of the properties of equality and the properties of operations to the process of solving an equation. Provide a variety of equations for the student to solve. Begin with simple onestep equations, then twostep equations, and finally, equations with rational expressions. Ask the student to justify each step of the process of solving and provide feedback as needed. 
Making Progress 
Misconception/Error The student explains each step but does not provide any justification. 
Examples of Student Work at this Level The student explains each step in procedural terms that reflect an application of the properties of equality but does not justify each step by citing a specific property of equality.

Questions Eliciting Thinking How do you know that x can be added to each side of the equation? What tells you this is mathematically justifiable?
How do you know that each side of the equation can be divided by four? What tells you this is mathematically justifiable?
What property did you use to justify this step? 
Instructional Implications Review the properties of equality and the properties of operations. Explain the reasoning process used in solving linear equations and that each step follows from the equality asserted in the previous step. Emphasize that appropriate application of the properties of equality enables one to rewrite an equation in an equivalent form. Provide the student with the steps of the solution of an equation and ask the student to justify each step using properties of equality and operations.
Review the Distributive Property and consider implementing the MFAS task Justify the Process 2 (AREI.1.1). 
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 justifies each step by citing the appropriate property of equality.
Justification: Addition Property of Equality (The quantity x was added to each side of the equation.)
Justification: Subtraction Property of Equality (Two was subtracted from each side of the equation.)
Justification: Division Property of Equality (Each side of the equation was divided by four.)

Questions Eliciting Thinking What if you added a different quantity to each side of the equation? Would the resulting equation still be true? Why or why not? 
Instructional Implications Challenge the student to determine the flaw(s) in the following problem: Suppose that 2x = 3x. Dividing both sides of this equation by x (using the Division Property of Equality) results in 2 = 3. Therefore, 2 = 3. 
Accommodations & Recommendations
Special Materials Needed:
 Justify the Process 1 worksheet
Source and Access Information
Contributed by:
Name of Author/Source: MFAS FCRSTEM
Is this Resource freely Available? Yes
Access Privileges: Public
* Please note that examples of resources are not intended as complete curriculum.