WGU D184 DESIGNING AN ASSESSMENT SYSTEM TASK 1
COMPLETE SOLUTION 2026/2027 | Rubric-Aligned Model
Response | GRADED A | Pass Guaranteed
Context & Content Area Selection
Grade Level: 7th Grade Mathematics
Content Domain: Ratios & Proportional Relationships, Expressions & Equations,
Statistics & Probability
Standards Source: Common Core State Standards for Mathematics (CCSS-M)
Section A: Standards Selection
Selected Standards (6 complete standards):
Standard 1 - Ratios & Proportional Relationships:
CCSS.MATH.CONTENT.7.RP.A.1 - Compute unit rates associated with ratios of fractions,
including ratios of lengths, areas and other quantities measured in like or different units.
For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the
complex fraction ½/¼ miles per hour, equivalently 2 miles per hour. (National Governors
Association Center for Best Practices & Council of Chief State School Officers, 2010)
Standard 2 - Ratios & Proportional Relationships:
CCSS.MATH.CONTENT.7.RP.A.2.A - Decide whether two quantities are in a proportional
relationship, e.g., by testing for equivalent ratios in a table or graphing on a coordinate
plane and observing whether the graph is a straight line through the origin. (NGACBP &
CCSSO, 2010)
,Standard 3 - Ratios & Proportional Relationships:
CCSS.MATH.CONTENT.7.RP.A.3 - Use proportional relationships to solve multistep ratio
and percent problems. Examples: simple interest, tax, markups and markdowns,
gratuities and commissions, fees, percent increase and decrease, percent error.
(NGACBP & CCSSO, 2010)
Standard 4 - Expressions & Equations:
CCSS.MATH.CONTENT.7.EE.B.4.A - Solve word problems leading to equations of the
form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve
equations of these forms fluently. Compare an algebraic solution to an arithmetic
solution, identifying the sequence of the operations used in each approach. For example,
the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? (NGACBP &
CCSSO, 2010)
Standard 5 - Statistics & Probability:
CCSS.MATH.CONTENT.7.SP.C.8.A - Understand that, just as with simple events, the
probability of a compound event is the fraction of outcomes in the sample space for
which the compound event occurs. (NGACBP & CCSSO, 2010)
Standard 6 - Statistics & Probability:
CCSS.MATH.CONTENT.7.SP.C.8.B - Represent sample spaces for compound events
using methods such as organized lists, tables and tree diagrams. For an event
described in everyday language (e.g., "rolling double sixes"), identify the outcomes in the
sample space which compose the event. (NGACBP & CCSSO, 2010)
[MODEL RESPONSE] Rationale for Standard Selection:
, The six selected standards represent a coherent learning progression within 7th-grade
mathematics, strategically chosen to demonstrate vertical alignment within and across
domains while maintaining grade-level appropriateness per WGU rubric expectations.
Coherence & Progression Rationale:
Standards 1–3 form a logical instructional sequence within the Ratios & Proportional
Relationships domain (7.RP). Standard 7.RP.A.1 establishes foundational unit rate
computation skills, which serve as prerequisite knowledge for Standard 7.RP.A.2.A's
conceptual understanding of proportional relationships. Standard 7.RP.A.3 represents
the application apex of this progression, requiring students to synthesize unit rate and
proportional reasoning skills to solve authentic, multistep real-world problems
(Marzano, 2010). This progression mirrors the concrete-representational-abstract (CRA)
instructional model recommended for middle-grade mathematics (Witzel et al., 2003).
Cross-Domain Connections:
Standard 4 (7.EE.B.4.A) was selected to demonstrate mathematical modeling
integration. Proportional relationships (Standards 1–3) frequently generate linear
equations of the form px + q = r; thus, this standard creates explicit connections
between ratio reasoning and algebraic thinking. This selection reflects the Common
Core's emphasis on coherent mathematical connections rather than isolated skill
instruction (Schmidt & Houang, 2012).
Cognitive Demand Balance:
Standards 5–6 (7.SP.C.8.A–B) introduce probabilistic reasoning with compound events,
providing cognitive diversity through geometric probability models while maintaining
mathematical coherence via fractional representations that connect to ratio concepts in
Standards 1–3. These standards require similar sample space analysis skills as the
measurement approaches in proportional reasoning.
Grade-Level Appropriateness Justification:
COMPLETE SOLUTION 2026/2027 | Rubric-Aligned Model
Response | GRADED A | Pass Guaranteed
Context & Content Area Selection
Grade Level: 7th Grade Mathematics
Content Domain: Ratios & Proportional Relationships, Expressions & Equations,
Statistics & Probability
Standards Source: Common Core State Standards for Mathematics (CCSS-M)
Section A: Standards Selection
Selected Standards (6 complete standards):
Standard 1 - Ratios & Proportional Relationships:
CCSS.MATH.CONTENT.7.RP.A.1 - Compute unit rates associated with ratios of fractions,
including ratios of lengths, areas and other quantities measured in like or different units.
For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the
complex fraction ½/¼ miles per hour, equivalently 2 miles per hour. (National Governors
Association Center for Best Practices & Council of Chief State School Officers, 2010)
Standard 2 - Ratios & Proportional Relationships:
CCSS.MATH.CONTENT.7.RP.A.2.A - Decide whether two quantities are in a proportional
relationship, e.g., by testing for equivalent ratios in a table or graphing on a coordinate
plane and observing whether the graph is a straight line through the origin. (NGACBP &
CCSSO, 2010)
,Standard 3 - Ratios & Proportional Relationships:
CCSS.MATH.CONTENT.7.RP.A.3 - Use proportional relationships to solve multistep ratio
and percent problems. Examples: simple interest, tax, markups and markdowns,
gratuities and commissions, fees, percent increase and decrease, percent error.
(NGACBP & CCSSO, 2010)
Standard 4 - Expressions & Equations:
CCSS.MATH.CONTENT.7.EE.B.4.A - Solve word problems leading to equations of the
form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve
equations of these forms fluently. Compare an algebraic solution to an arithmetic
solution, identifying the sequence of the operations used in each approach. For example,
the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? (NGACBP &
CCSSO, 2010)
Standard 5 - Statistics & Probability:
CCSS.MATH.CONTENT.7.SP.C.8.A - Understand that, just as with simple events, the
probability of a compound event is the fraction of outcomes in the sample space for
which the compound event occurs. (NGACBP & CCSSO, 2010)
Standard 6 - Statistics & Probability:
CCSS.MATH.CONTENT.7.SP.C.8.B - Represent sample spaces for compound events
using methods such as organized lists, tables and tree diagrams. For an event
described in everyday language (e.g., "rolling double sixes"), identify the outcomes in the
sample space which compose the event. (NGACBP & CCSSO, 2010)
[MODEL RESPONSE] Rationale for Standard Selection:
, The six selected standards represent a coherent learning progression within 7th-grade
mathematics, strategically chosen to demonstrate vertical alignment within and across
domains while maintaining grade-level appropriateness per WGU rubric expectations.
Coherence & Progression Rationale:
Standards 1–3 form a logical instructional sequence within the Ratios & Proportional
Relationships domain (7.RP). Standard 7.RP.A.1 establishes foundational unit rate
computation skills, which serve as prerequisite knowledge for Standard 7.RP.A.2.A's
conceptual understanding of proportional relationships. Standard 7.RP.A.3 represents
the application apex of this progression, requiring students to synthesize unit rate and
proportional reasoning skills to solve authentic, multistep real-world problems
(Marzano, 2010). This progression mirrors the concrete-representational-abstract (CRA)
instructional model recommended for middle-grade mathematics (Witzel et al., 2003).
Cross-Domain Connections:
Standard 4 (7.EE.B.4.A) was selected to demonstrate mathematical modeling
integration. Proportional relationships (Standards 1–3) frequently generate linear
equations of the form px + q = r; thus, this standard creates explicit connections
between ratio reasoning and algebraic thinking. This selection reflects the Common
Core's emphasis on coherent mathematical connections rather than isolated skill
instruction (Schmidt & Houang, 2012).
Cognitive Demand Balance:
Standards 5–6 (7.SP.C.8.A–B) introduce probabilistic reasoning with compound events,
providing cognitive diversity through geometric probability models while maintaining
mathematical coherence via fractional representations that connect to ratio concepts in
Standards 1–3. These standards require similar sample space analysis skills as the
measurement approaches in proportional reasoning.
Grade-Level Appropriateness Justification:
