9-22-14
Name of Teacher:
School:
HCPSS Student Learning Objective
Grade 4 Mathematics – Multi-digit Multiplication and Division
Component
Student Learning
Objective (SLO)
Description
100% of the fourth grade students will demonstrate growth of grade 4
computation concepts.
Population
Learning Content
On/below-grade level - 4th graders
Common Core State Standards:
4.NBT.5, 4.NBT.6
Insert current school year
Pre/post teaching data from computation assessment tasks (provided or
created by teacher)
Instructional Interval
Evidence of Growth
Baseline
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Rationale for Student
Learning Objective
Performing multi-digit computation is a Major Cluster for instruction as
identified by the PARCC Frameworks. Fluently adding/subtracting multi-digit
numbers is a culminating standard for grade 4.
Target
The chart shows growth targets for all students.
Review computation data from grade 3, if available.
Analyze pretest of computation 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
Insufficient Attainment
Target
of Target
Between 75% and 90% Less than 75% of students
of students meet agreed meet agreed upon learning
upon learning targets.
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 efficient strategies for computation including alternative
algorithms, standard algorithm, and mental math.
Focus on reasoning strategies for computation including estimation and
reasonableness of answers.
Monitor computation instructional progress.
Differentiate computation instruction and utilize small group
instruction.
Develop routines for revisiting computation concepts throughout the
year.
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 Multi-Digit Multiplication/Division SLO Assessment
1. The teacher challenged her students to make the largest product using the following digits:
7
4
2
Terry claimed that he made the largest product by arranging the digits this way: 72 x 4
Kayla thought she created the largest product by arranging the digits this way: 42 x 7
Which student actually found the largest product? ___________________________
Explain your thinking and show your work to prove your answer.
2. Write a multiplication problem with one 3-digit factor and one 1-digit factor with a resulting
product that falls between 4,000 and 6,000.
3. Jackson used an area model to show how he multiplied 37 x 16.
Use the rectangle below to draw lines and write numbers to show how he might
have found the product of 37 and 16.
Explain how your model shows 37 x 16.
4. Multiply 63 x 24 using partial products or an area model.
5. 352 x 3 =
A. 956
C. 1155
B. 1056
D. 1156
6. 27 x 8 =
A. 166
C. 216
B. 206
D. 1,656
7. Find the quotient of 312 ÷ 5 = __________________
Show your thinking using equations, partial quotients, a rectangular array, and/or
an area model. Fill in the blank with your answer.
8. Divide 184 ÷ 8
A.
23
C.
33
B.
30
D.
20
9. There are 168 lunches to be shared equally among 3 fourth-grade classes.
How many lunches will go to each class?
10. Multiply or divide.
27 x 14 =
42 x 25
193 ÷ 8 =
206 ÷ 5 =
Total points: 20
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
7
2 points
2 points
2 points
1 point
1 point
2 points
8
9
10
1 point
2 points
4 points
Partial Value
1 point for correct answer, 2 points for writing
with clear explanation, 1 point for writing with
slightly flawed explanation
1 point for incorrect answer with viable strategy
1 point for model, 1 point for clear explanation
1 point for incorrect answer due to miscalculation
1 point for incorrect answer with accurate
model/strategy
1 point for incorrect answer with viable strategy
1 point for each item