Download Assessment Task 5 - Howard County Public School System

Name: _____________________________________________________
4. NF. 4
Date: _____________________
3
1
3
Mike told his mom that 8 is the same as
8 . Do you think Mike’s mom agrees
or disagrees with Mike? Draw a model to prove your answer. Explain your thinking
with an explanation and number sentence?

Visual Display

Explanation
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 Elementary Mathematics Office • Howard County Public School System • 2013-2014
Teacher notes:
Student Learning Targets for this task may include:
 I can explain why a/b = a x 1/b using models. For example, 3/4 = 1/4 + 1/4 + 1/4 = 3 x 1/4.
 I can decompose a fraction into multiple unit fractions. 5 x 7/8 = 5 x (7 x 1/8) = (5 x 7) x 1/8
= 35 x 1/8 -or- 35/8.
 I can solve word problems that involve a whole number and a fraction.
Not yet: Student shows evidence of
misunderstanding, incorrect concept or
procedure
Got It: Student essentially understands the
target concept.
Unsatisfactory:
Little
Accomplishment
Marginal:
Partial
Accomplishment
Proficient:
Substantial
Accomplishment
Excellent:
Full
Accomplishment
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.
Part of the task is
accomplished, but
there is lack of
evidence of
understanding or
evidence of not
understanding.
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.
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