Getting Started 
Misconception/Error The student is not able to solve a realworld problem by reasoning about the quantities. 
Examples of Student Work at this Level The student attempts a computational strategy to solve the problem but misinterprets the conditions stated in the problem. The student does not attempt to write an equation.
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Questions Eliciting Thinking Can you restate the problem in your own words?
What are you asked to find? What information are you given?
Can you explain how to determine the amount Elijah has paid so far? 
Instructional Implications Guide the student to determine the unknown quantity in the problem and represent it with a variable. Explain the relationship among all quantities given or described. Ask the student to determine the total amount of money Elijah would pay after one, two, three, and four months of membership. Assist the student in using these calculations to develop an equation that models the relationship among the quantities given in the problem. Provide additional opportunities to model relationships among quantities with equations. Begin with situations that can be modeled by equations of the form x + p = q and px = q (6.EE.2.7). Then progress to situations leading to equations of the form px + q = r and p(x + q) = r.
Review solving equations of the form x + p = q and px = q (6.EE.2.7) and equations of the form px + q = r and p(x + q) = r. Provide additional opportunities to solve word problems by writing and solving equations of the form x + p = q, px = q, px + q = r, and p(x + q) = r, where p, q, and r are rational numbers. 
Moving Forward 
Misconception/Error The student is not able to write an equation to represent the given quantities in a realworld problem. 
Examples of Student Work at this Level The student:
 Correctly uses a computational strategy to solve the problem and does not write an equation.
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 Misinterprets the conditions stated in the problem and writes an incorrect equation such as 55nÂ = 115 or 30mÂ = 90.
 Correctly uses a computational strategy but writes an incorrect equation.
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Questions Eliciting Thinking What do you think is meant by â€śwrite an equation?â€ť
What are you asked to find in this problem? If you represent it with a variable, can you write an equation that models the relationship among the quantities described in the problem? 
Instructional Implications Work with the student on modeling relationships among quantities with equations. Begin with situations that can be modeled by equations of the form x + p = q and px = q (6.EE.2.7). Then progress to situations leading to equations of the form px + q = r and p(x + q) = r. Ask the student to explicitly describe the meaning of any variables used in the equations. Emphasize the relationship between algebraic expressions and the quantities they represent in the context of the situations in which they arise. For example, if x represents the number of months of membership, then 30x represents the cost of the monthly fees paid for x months, and 30x + 25 represents the total cost of gym membership which gives rise to the equation 30x + 25 = 115.
Use the studentâ€™s numerical work, if possible, as a starting point for the development of an equation. For example, if the student completed a series of computations, such as 30(1) + 25 = 55; 30(2) + 25 = 85; 30(3) + 25 = 115, ask the student to justify the form of the computations. Then guide the student to replace the varying quantity in parentheses with a variable to write the equation.
If necessary, review solving equations of the form x + p = q and px = q (6.EE.2.7) and equations of the form px + q = r and p(x + q) = r. Provide additional opportunities to solve word problems by writing and solving equations of the form x + p = q, px = q, px + q = r, and p(x + q) = r, where p, q, and r are rational numbers.
Consider using the MFAS task Writing Real World Expressions (6.EE.2.6) and various MFAS 6.EE.2.7 tasks for additional assessment. 
Almost There 
Misconception/Error The student is unable to use the equation to solve the problem. 
Examples of Student Work at this Level The student writes the correct equation but then:
 Solves it numerically by guess and check and/or working backwards.
 Solves it incorrectly, such as combining unlike terms of 25 and 30m to get 55m.
 Writes mathematically incorrect statements while solving (e.g., 30 Ă— 3 = 90 + 25 = 115 or 115  25 = 90 Ă· 3 = 30).
 Gives the numerical answer of â€ś3â€ť with no context of â€śmonths.â€ť
 Misinterprets the answer as $3 per month.
 Makes mathematical errors in the solution process.Â

Questions Eliciting Thinking Can you solve your equation?
What would the solution of your equation indicate about the answer to the question posed in this problem?
Could you have written an equation without having solved the problem first? 
Instructional Implications Explain to the student that writing and solving an equation is an effective strategy for solving mathematical problems. In this problem, the objective in writing and solving the equation is to answer the question posed in the problem. Ask the student to solve his or her equation and explain what the solution means in the context of the problem. If needed, review solving equations of the form px + q = r.
Provide additional opportunities to solve word problems by writing and solving equations of the form px + q = r, where p, q, and r are rational numbers. Have the student explain the meaning of the variable in context and the significance of the solution in solving the word problem.
Consider implementing the MFAS task Algebra or Arithmetic? (7.EE.2.4). 
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 writes and solves an equation to determine Elijah paid for three months at the gym.
The student may use any variable when writing an equation such as:
 25 + 30mÂ = 115
 115 = 30mÂ + 25

Questions Eliciting Thinking What does the variable stand for?
What does the solution mean?
Is there only one solution?
How would changing the initial fee change the equation?
How would the equation change if you knew the number of months is five but you had to find how much he pays each month? 
Instructional Implications Challenge the student with problem contexts that require multistep equations to solve. 