Name: ___________________________________________________ Date: _____________________ Candace and Julia are fourth graders at different schools. Candace attends East Elementary School and Julia is a student at West Elementary School. East Elementary has 5 fourth grade classes with 21 students in each class. West Elementary has 3 fourth grade classes with 31 students in each class. Candace wants to figure out how many more fourth grade students are at East Elementary than West Elementary. Figure out the difference between the number of 4th grade students at the two schools. Fill in the blank with your answer. Use the space to show your thinking. East Elementary has _______ more 4th graders than West Elementary. Name: ___________________________________________________ Date: _____________________ Candace and Julia are fourth graders at different schools. Candace attends East Elementary School and Julia is a student at West Elementary School. East Elementary has 5 fourth grade classes with 21 students in each class. West Elementary has 3 fourth grade classes with 31 students in each class. Candace wants to figure out how many more fourth grade students are at East Elementary than West Elementary. Figure out the difference between the number of 4th grade students at the two schools. Fill in the blank with your answer. Use the space to show your thinking. East Elementary has _______ more 4th graders than West Elementary. Elementary Mathematics Office • Howard County Public School System • 2013-2014 Teacher notes: • Students may do calculations on the paper, either to solve or to check their work. You may also choose to give students extra paper on which they can do their work. Encourage your students to show all of their thinking as they work since they can earn partial credit if their answer is incorrect but their work shows that they were on the right track. • The target concept of this task is described in 4.OA.4: Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. • answer: There are 12 more 4th graders at East Elementary than West Elementary. • Due to the fact that this task requires multiple steps, you may choose to use the level of student work to distinguish between a 3 and a 2 or a 2 and a 1 when scoring. If you decide to account for the student’s work when grading, it is important to make sure the students know in advance of working that the task will be graded based on the correct answers and their work. • Since the target concept is problem solving, not fluent computation (which is covered by the standards 4.NBT.4 and 4.NBT.5), then if the student’s answer is incorrect, it is important to consider how he or she arrived at an incorrect answer. If the work shows an understanding of the logic of the problem (i.e., that the number of students can be found by multiplication or repeated addition and the difference between the numbers can be found by subtracting or counting up), but he or she has an incorrect answer because of a minor computation error, you may consider that the student “got” the target concept but needs feedback in the form of computational practice. On the other hand, a student will have shown that he or she did not “get” the concept by using an incorrect operation, ignoring a key step of the process, etc. Not yet: Student shows evidence of misunderstanding, incorrect concept or procedure. 0 Unsatisfactory: 1 Marginal: Little Partial Accomplishment Accomplishment Got It: Student essentially understands the target concept. The task is attempted and some mathematical effort is made. There may be fragments of accomplishment but little or no success. Further teaching is required. Student could work to full accomplishment with minimal feedback from teacher. Errors are minor. Teacher is confident that understanding is adequate to accomplish the objective with minimal assistance. Part of the task is accomplished, but there is lack of evidence of understanding or evidence of not understanding. Further teaching is required. 2 Proficient: Substantial Accomplishment 3 Excellent: Full Accomplishment Strategy and execution meet the content, process, and qualitative demands of the task or concept. Student can communicate ideas. May have minor errors that do not impact the mathematics. Adapted from Van de Walle, J. (2004) Elementary and Middle School Mathematics: Teaching Developmentally. Boston: Pearson Education, 65 Elementary Mathematics Office • Howard County Public School System • 2013-2014

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# Assessment Task 1 - Grade 4 Common Core Math