Getting Started 
Misconception/Error The student is unable to correctly represent the problem with an equation. 
Examples of Student Work at this Level The student:
 Attempts to solve the problem using a computational approach but is unable to do so correctly.
 Writes an expression such as + 35s instead of an equation.
 Writes an incorrect equation such as Ă· 24 = s, + s = 24, or s Ă· = 24.

Questions Eliciting Thinking Can you restate the problem in your own words? What is the unknown?
What other quantities are described in this problem? How are the quantities related? 
Instructional Implications Help the student understand that writing and solving equations is an effective problem solving strategy. Provide mathematical and realworld contexts that describe unknown quantities that can be represented by variables and variable expressions. Ask the student to identify the unknown and clearly define a variable to represent it. For example, guide the student to begin by defining the unknown quantity as the â€śnumber of solar panels neededâ€ť and assign a variable (e.g., s) to represent it. Then guide the student to consider other quantities described in the problem (e.g., number of kilowatts per panel and total power needed) and to verbally describe how these quantities are related. Assist the student in writing an equation that models this relationship (e.g., s = 24). Then relate the equation back to the problem description.
Discourage the student from writing an equation such as s = 24 Ă· , which reflects a computational procedure for solving the problem rather than modeling a relationship among the quantities described in the problem. Explain that although this equation is equivalent to others written, it is better to write equations that model relationships. Explain that as problem contexts become more complex (e.g., those represented by multistep linear equations, quadratic equations, and exponential equations), it will be much easier to model relationships with an equation and then solve the equation rather than attempt a computational strategy.
Provide additional opportunities to write and solve equations to solve realworld and mathematical problems. 
Moving Forward 
Misconception/Error The student solves the problem by writing a numerical expression or an equation that reflects a numerical procedure. 
Examples of Student Work at this Level The student correctly solves the problem but writes the equation as 24 Ă· or 24 Ă· = s.

Questions Eliciting Thinking What is an expression? Is it different from an equation? In what way?
Can you draw a diagram to help you visualize the problem?
Can you write an equation that shows the relationship among the quantities in this problem? 
Instructional Implications Model writing the equation as s = 24 and explain how this form models the relationship among the quantities in the problem. Explain that an equation such as x = 24 Ă· reflects a computational procedure for solving the problem rather than modeling the relationship among the quantities. Further explain that although this equation is equivalent to others written, it is better to write equations that model relationships. Explain that as problem contexts become more complex (e.g., those represented by multistep linear equations, quadratic equations, and exponential equations), it will be much easier to model relationships with an equation and then solve the equation rather than attempt a computational strategy.
Provide additional opportunities to write and solve equations to solve realworld and mathematical problems. 
Almost There 
Misconception/Error The student is unable to correctly solve the equation and/or interpret the solution. 
Examples of Student Work at this Level The student writes a correct equation that models the relationship among the variables but makes an error in solving the equation. The student:
 Multiplies by 24, providing a solution of 14.4 or 14.
 Recognizes that 3 x 8 = 24 and provides a solution of eight.
The student incompletely or incorrectly describes the solution as â€śsolar panelsâ€ť or 40 kilowatts.

Questions Eliciting Thinking I think you made an error solving your equation; can you find and fix it?
Can you be more specific in describing the solution? What quantity in the problem is equal to 40? What does the 40 represent? 
Instructional Implications Provide feedback to the student and allow the student to revise his or her work. Discuss strategies for solving onestep equations.
Encourage the student to be explicit when defining a variable or describing a solution. Remind the student that a variable represents an unknown quantity, so an appropriate definition of a variable should include a numerical reference (e.g., s represents the number of solar panels, not just solar panels). 
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 an equation such as s = 24 and correctly solves it. The student explains that:
 The wattage of one solar panel () times the number of solar panels (s) should equal the combined wattage of all solar panels (24) and
 40 solar panels are needed.

Questions Eliciting Thinking How did you divide 24 by ?
How can you check your solution? 
Instructional Implications Pose the problem, â€śThe owners of a warehouse want to generate 24 kilowatts of power. If they use one wind turbine that generates 3 kilowatts and some solar panels that generate kilowatts each, how many solar panels will they need?â€ť Ask the student to write and solve an equation that models the relationship among the quantities and variable.
Review solving equations of the form x + p = q and consider using MFAS task Center Section (6.EE.2.7). 