Grade 4 Core Standard II Assessment Multiplication & Division Name: Date: 4.2.1 Apply with fluency multiplication facts to 10 times 10 and related division facts. (_____/4) 1. Solve: 8 9 × 4 × 7 3) 27 5) 45 €
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10 18 24 28 3. Write a problem with a quotient of 5 and solve the problem. 4. Fill in the blank spaces to complete the fact families. 8 × 2 = 16 16 ÷ _____ = 2 2 × _____ = 16 _____ ÷ _____ = 2 Name ________________________________ Date: __________________ 4.2.2 Apply understanding of models for multiplication (e.g., equal-­‐sized groups, arrays, area models, equal intervals on the number line), place value, and properties of operations (commutative, associative, and distributive). (_____/4) 5. Using the associative property, create another equation that is equal to the one given. Use the remaing space to prove that both sides are equal. 4 X (8 X 6) = 6. What product is shown? 7. Name the two factors shown on the number line. 8. Write an equation that matches the array given. NCSD Math Renewal: Grade 4 Core Standard 2: Number and Operations & Algebra Assessment revised 06/14/2013 Name ________________________________ Date: __________________ 4.2.3 Select and use appropriate estimation strategies for multiplication (e.g., use benchmarks, overestimate, underestimate, round) to calculate mentally based on the problem situation when computing with whole numbers.(_____/4) 9. Eighteen people are going to the beach. How many cars will be needed if each car holds five people? A. 3 C. 5 B. 4 D. 6 10. Jack offered to buy soda pop for a party. There are 32 people attending. Soda pop is sold in packs of 6 cans. How many packs will he need to buy if each person gets one can of soda pop? Should Jack underestimate or overestimate when he buys the packs of soda? Why? 11. The product of 7 × 6 is ≈ _____? A. 13 B. 40 C. 50 D. 76 12. The product of 12 and 8 is between __________ and __________. Describe how you determined your two estimates. NCSD Math Renewal: Grade 4 Core Standard 2: Number and Operations & Algebra Assessment revised 06/14/2013 Name ________________________________ Date: __________________ 4.2.4 Develop and use accurate, efficient, and generalizable methods to multiply multi-­‐digit whole numbers. 13. A roller coaster makes 23 trips each day. It carries 18 passengers on each trip. What is the total number of passengers the roller coaster carries each day? Show your work. 14. Solve. 97 × 86 A. 8,342 B. 7,242 C. 1,358 D. 183 NCSD Math Renewal: Grade 4 Core Standard 2: Number and Operations & Algebra Assessment revised 06/14/2013 Name ________________________________ Date: __________________ 15. Caitlin makes bracelets using beads. She uses 40 beads for each bracelet. How many beads does she need to make 24 bracelets? Show your work. 16. Solve (without the use of a calculator). 26 × 8 404 × 6 57 × 12 687 ×35 NCSD Math Renewal: Grade 4 Core Standard 2: Number and Operations & Algebra Assessment revised 06/14/2013 Name ________________________________ Date: __________________ 4.2.5 Develop fluency with efficient procedures for multiplying multi-­‐digit whole numbers and justify why the procedures work on the basis of place value and number properties. 17. Which is the same as 26 × 10? A. (2 × 0) + (6 × 1) B. (2 × 10) + (6 × 0) C. (20 × 10) + (6 × 10) D. (2 × 10) + (6 × 10) 18. Place the number in the square that completes the multiplication problem. Explain your thinking. 34 × £8 272 + 340 612 19. What did the student do wrong when solving the problem below? 54 × 62 108 + 324 432 NCSD Math Renewal: Grade 4 Core Standard 2: Number and Operations & Algebra Assessment revised 06/14/2013 Name ________________________________ Date: __________________ 4.NBT.6 Find whole-­‐number quotients and remainders with up to four-­‐digit dividends and one-­‐digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 20. Use the model to fill in the blanks. 32 ÷ 6 There are _____ groups of ______ counters and there are ______ counter(s) not in a group. 21. Write a division equation to match this model. ________ ÷ ________ = ________ 22. Mark which of the following shows 100 ÷ 10. (100) – 10 – 10 – 10 – 10 – 10 – 10 – 10 – 10 – 10 – 10 Yes No Yes No Yes No ? 100 0 NCSD Math Renewal: Grade 4 Core Standard 2: Number and Operations & Algebra Assessment revised 06/14/2013