Assessment Task 4 - Grade 4 Common Core Math

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Name __________________________________________________
4.NBT.1
Date ______________________________
Brianna and Dylan were given the six digit cards
shown to the right. They each had to create a
different number using all of the digits. Below
are the numbers that Brianna and Dylan have
started to create.
Brianna’s number
5 4
______ ______ ______
8 ______
, ______ ______
4
3
5
6
8
2
Dylan’s number
5 4
______ ______ ______
Which of the digits in Brianna’s number has a
value that is 10 times the value of the same digit
in Dylan’s number? Place a  next to all that apply.
8 ______ ______
, ______
_____ 4
_____ 5
_____ 8
Explain how you decided which of Brianna’s digits had a value that was ten times the
value of the same digit in Dylan’s number.
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Dylan and Brianna each placed a 6 in their numbers. Once the 6 was placed in each
number, Dylan’s 6 was worth ten times as much as the 6 in Brianna’s number. Show
where Dylan and Brianna might have placed the 6 in their numbers.
Brianna’s number
5 4
______ ______ ______
8 ______
, ______ ______
Dylan’s number
5 4
______ ______ ______
 Elementary Mathematics Office • Howard County Public School System • 2013-2014
8 ______ ______
, ______
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.
• Part of this task requires students to identify more than one possible answer among a set of
choices. Students should be aware that the phrasing “…all that apply” indicates that there may be
more than one correct answer to select and that they should identify all the correct answers.
• The target concept of this task is described in 4.NBT.1: Recognize that in a multi-digit whole
number, a digit in one place represents ten times what it represents in the place to its right. For
example, recognize that 700 ÷ 70 = 10 by applying concepts of place value and division.
• For this first part of this task, students place a check next to 4 and 5 but not 8.
• For the second part, the student should give an explanation that shows an understanding that
the 5 in Brianna’s number is worth 500,000 and the 9 in Dyaln’s number is worth 50,000, and
500,000 is ten times the size of 50,000 or that the 4 in Brianna’s number is worth 40,000 and that
Dylan’s 4 is worth 4,000, and 40,000 is worth ten times as much as 4,000 or that the 8 in Briann’s
number is worth 80 and Dylan’s 8 is worth 800 and that 80 is not ten times the size of 800. The
explanation does not have to address all of those digits and values, but should simply show an
understanding of place value relationships. The level of specifics in the answer may help
distinguish between a 3 and a 2.
• For the last part, there is only one place for the 6 to be placed. It must be placed in the ones
place in Brianna’s number and the tens place in Dylan’s numbers.
• When scoring this task, you may choose to use the level of student work to distinguish between a
3 and a 2 or a 2 and a 1. 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.
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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