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:
 Ignores the equal sign and attempts to write the rational expressions with a common denominator.
 Attempts a guess and check approach.
 Attempts to add two to the numerator of each fraction.

Questions Eliciting Thinking What are you being asked to find? What does it mean to solve an equation?
Can you transform the equation so there are no longer any fractions?
What does the Distributive Property say? How is it used? 
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 direct instruction on solving equations using the Properties of Equality.
Review with the student how to use cross products to solve a simple proportion and then progress to more complicated examples.
Provide the student with numerous practice problems. Require the student to show all work and justify each step. 
Moving Forward 
Misconception/Error The student applies some algebraic properties correctly but makes errors working with rational expressions. 
Examples of Student Work at this Level The student:
 Attempts to use cross products but does not distribute correctly.
 Attempts to rewrite each fraction with a common denominator of 15 but does not correctly distribute in the numerators.

Questions Eliciting Thinking Explain to me what you did after writing the cross products. Did you distribute correctly?
Can you explain to me how you multiplied this numerator by three? 
Instructional Implications Provide instruction and practice using the Distributive Property. Require the student to use parentheses when initially writing the cross products or showing multiplication by a common multiple of the denominators. Then, have the student carefully distribute in the next step.
Review any other algebraic process with which the student is struggling such as combining like terms or applying properties of equality.
Remind the student to show work neatly and completely to avoid careless errors. Encourage the student to check solutions by determining if they satisfy the original equation. 
Almost There 
Misconception/Error The student uses algebraic properties to solve the equation but makes a minor error. 
Examples of Student Work at this Level The student makes an error when:
 Using the Addition or Subtraction Property of Equality.
 Adding signed numbers.

Questions Eliciting Thinking There is a slight error in your work. Can you find it?
What is the sign of your mterm? Should you add or subtract the xterm on both sides of the equation?
What is the sign of your constant? Should you add or subtract the constant on both sides of the equation? 
Instructional Implications Review the studentâ€™s error 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.
Remind the student to show work neatly and completely to avoid careless errors. Encourage the student to check solutions by determining if they satisfy the original equation. 
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 uses:
 Cross products to solve the equation and determines that m = 7.
 The Multiplication Property of Equality to solve the equation and determines that m = 7.

Questions Eliciting Thinking How do you know that the products are equal when you cross multiply?
What could you have multiplied by to eliminate the fractions in the equation?
Is there a way that you can check to see if your answer is correct?
Is there another way you could have solved this equation? 
Instructional Implications Challenge the student with more difficult equations and inequalities to solve.
Consider implementing MFAS tasks Solve for X (AREI.2.3), Solve for N (AREI.2.3) and Solve for Y (AREI.2.3), Solving a Literal Linear Equation (AREI.2.3) and Solving a Multistep Inequality (AREI.2.3). 