9-22-14
Name of Teacher:
School:
HCPSS Student Learning Objective
Grade 4 Mathematics – Problem Solving
Component
Student Learning
Objective (SLO)
Description
100% of the fourth grade students will demonstrate growth of grade 4
problem solving concepts.
Population
Learning Content
On/below-grade level - 4th graders
Common Core State Standards:
4.OA.2, 4.OA.3, 4.NF.3, 4.MD.2, 4.MD.3
Insert current school year
Pre/post teaching data from assessment tasks (provided or created by teacher)
Instructional Interval
Evidence of Growth
Baseline
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Rationale for Student
Learning Objective
Problem solving is a core application of mathematics. Using the 4 operations to
solve problems is a Major Cluster Emphasis as identified by PARCC
Frameworks.
Target
The chart shows growth targets for all students.
Analyze problem solving from grade 3 (if available).
Analyze pretest of problem solving assessment tasks.
Attach class roster to share students’ scores of pre-teaching data.
Students scoring this value on the
pre-assessment:
0-30%
31-45%
46-55%
56-69%
70-79%
80-89%
Will increase to this score on the
post-assessment.
50%
65%
70%
75%
80%
90%
*Please note: Students identified by IEP teams as having significant cognitive
disabilities will have individual targets.
Criteria for Effectiveness
Full Attainment of
Target
More than 90% of
students meet agreed
upon learning targets.
Partial Attainment of
Target
Between 75% and 90%
of students meet agreed
upon learning targets.
Insufficient Attainment
of Target
Less than 75% of students
meet agreed upon
learning targets.
This SLO is a sample. Targets need to be adjusted based on your students’ data. Student growth should be
achieved for all students.
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Strategies
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Be purposeful when planning lessons to include challenging
mathematical tasks that elicit the Mathematics Practices in their
students.
Focus on representations for solving problems.
Work with all addition/subtraction/multiplication/division problemsolving structures.
Focus on problem solving strategies and avoid key word approach
Monitor problem solving instructional progress.
Apply problem solving to other concepts including measurement,
fractions, and area/perimeter.
Differentiate instruction and utilize small group instruction.
Use multiple means of assessment including observation and
paper/pencil assessment.
Note: The included assessment can be used to support this SLO. It is optional. Another
assessment can be created using assessment tasks aligned to the standards identified in the
Learning Content row on the previous page.
This SLO is a sample. Targets need to be adjusted based on your students’ data. Student growth should be
achieved for all students.
Name ______________________________________________ Date _____________________
Grade 4 SLO Problem Solving Assessment
1. Two rectangles each have an area of 48 square inches. Each of them have a different
perimeter. Draw a model of each rectangle and give the perimeter of each.
2. A supermarket received a delivery of milk and bread on October 1st. They will then receive a
milk delivery every 4 days and a bread delivery every 5 days. On what day of October will the
supermarket again have a milk and bread delivery on the same day? Show how you found your
answer.
The table shows the distances of different trails in a park.
3. Randy hikes two different trails in a weekend.
What is the total he might have hiked?
Use picutres, numbers, and/or words to explain how you
found your answer.
Trail
Distance
(miles)
Loop
7
8
Daybreak
7
12
Owl
3
8
Ridge
5
8
Peak
5
12
4. Matt and Manny both have an Xbox. Matt has 6 games for his Xbox and Manny has 42
games. How many times more games does Manny have than Matthew?
Use numbers, pictures, or words to explain your answer.
The table shows the distances of different trails in a park.
Trail
Distance
(miles)
5. Maria hiked Owl trail 6 times during the summer. How many
miles did she hike these 6 times?
Loop
7
8
Daybreak
7
12
Owl
3
8
Ridge
5
8
Peak
5
12
Use picutres, numbers, and/or words to explain how you
found your answer.
1
6. On Monday, Amy ran 2 kilometers before she needed to take a break. Brittany ran 8 laps
2
on the track, and then she needed to rest. If each lap Brittany ran was 300 meters, who ran a
longer distance on Monday: Amy or Brittany?
Explain how you know which person ran a longer distance.
7. Rena multiplied two two-digit factors. They had a product between 1,300 and 1,600. What
might the factors have been?
Explain how you found your solution.
8. Rosa has 18 bags with 6 marbles in each bag. She wants to repackage the marbles with 12
marbles in each bag. How many bags will Rosa need?
Explain how you found your solution.
9. The Boy Scouts were planning a breakfast in the school gym. There were 5 round tables and 4
square tables. 6 people can sit at round tables and 4 people can sit at square tables. How many
people can sit at all of the tables?
Explain how you found your solution.
10. A school was collecting cans for recycling. Fifth grade collected 3,465 cans. Fourth grade
collected 4,297 and third grade collected 5,732. How many cans did these grades collect?
Explain how you found your solution.
11. Deryn needs ¾ of a foot of yarn for a bracelet. How many feet of yarn does she need for 10
bracelets?
Explain how you found your solution.
Total points: 25
Scoring Guide:
This scoring is recommended to balance the rigor of each item respective to the content on the
assessment. It also considers the likelihood of random answers receiving credit.
Item
1
Full Value
3 points
2
3
4
5
6
2 points
2 points
2 points
2 points
3 points
7
8
9
10
2 points
2 points
2 points
3 points
11
2 points
Partial Value
1 point for 2 different rectangles, 1 point for the perimeter
of each rectangle
1 point for incorrect answer with viable strategy
1 point for incorrect answer with viable strategy
1 point for incorrect answer with viable strategy
1 point for incorrect answer with viable strategy
1 point correct conversions, 1 point for correct
comparison, 1 point for explanation
1 point for incorrect answer with viable strategy
1 point for incorrect answer with viable strategy
1 point for incorrect answer with viable strategy
2 point for incorrect answer with viable strategy and
simple miscalculation, 1 point for incorrect answer and
reasonable strategy (with considerable flaw – missing data
point, only added 2 data points, etc)
1 point for incorrect answer with viable strategy