Download 4.OA.1 Task 2 - 3-5 Formative Instructional and Assessment Tasks

Formative Instructional and Assessment Tasks
Three Times as Much
4.OA.1-Task 2
Domain
Cluster
Standard(s)
Materials
Task
Operations and Algebraic Thinking
Use the four operations with whole numbers to solve problems.
4.OA.1. Interpret a multiplication equation as a comparison and represent verbal
statements of multiplicative comparisons as multiplication equations.
Paper and pencil
Task 1:
24 = 8 x 3
24 = 3 x 8
24 is three times as many as 8. Draw a model to show what this means.
24 is eight times as many as 3. Draw a model to show what this means.
Label your models with words or numbers.
Task 2:
Explain the relationship between the models. How is 3 x 8= 24 related to 8 x 3= 24?
Task 3:
Describe a real life situation that this model could represent. Explain how multiplication is
used in this situation to compare the amounts.
OR
Think of a situation in real life where one amount is three times as much as another. What
kind of situation might this describe?
Rubric
Level I
Level II
Level III
Limited Performance
Not Yet Proficient
Proficient in Performance
 Tasks 1 & 2:
 Tasks 1 & 2: The student can create
 Tasks 1 & 2: With
This student may or may
appropriate models for 3 x 8 = 24 and
consistency and accuracy,
not be able to draw
8 x 3 = 24 (i.e., array model), and label
the student is able to create
appropriate models for 3 x
them correctly. The student’s models
models, label them, and
8 = 24 and 8 x 3 = 24 (i.e.,
show that 3 groups of 8 make 24 and
explain their relationship.
array model), and label
that 8 groups of 3 make 24. The
 Task 3: The student
them correctly.
student understands that 24 is being
explains a real life situation
grouped in different ways. We say 24
 Task 3:
in which a multiplicative
is 8 times as much as 3 because it
The task is not attempted or
comparison exists, naming
takes 8 threes to make 24. We say 24
the student’s response
the numbers and how they
is 3 times as much as 8 because it
shows that they cannot
are related multiplicatively.
takes
3
eights
to
make
24.
generate a real life example
of a multiplicative
 Task 3: The student is unable to
comparison.
generate a real life example of a
multiplicative comparison and/or
explain how the numbers are related
using multiplication.
NC DEPARTMENT OF PUBLIC INSTRUCTION
FOURTH GRADE
Formative Instructional and Assessment Tasks
1.
2.
3.
4.
5.
6.
7.
8.
Standards for Mathematical Practice
Makes sense and perseveres in solving problems.
Reasons abstractly and quantitatively.
Constructs viable arguments and critiques the reasoning of others.
Models with mathematics.
Uses appropriate tools strategically.
Attends to precision.
Looks for and makes use of structure.
Looks for and expresses regularity in repeated reasoning.
NC DEPARTMENT OF PUBLIC INSTRUCTION
FOURTH GRADE
Formative Instructional and Assessment Tasks
Three Times As Much
Task 1:
24 = 8 x 3
24 = 3 x 8
24 is three times as many as 8. Draw a model to show what this means.
24 is eight times as many as 3. Draw a model to show what this means.
Label your models with words or numbers.
Task 2:
Explain the relationship between the models. How is 3 x 8= 24 related to 8 x 3= 24?
Task 3:
Describe a real life situation that this model could represent. Explain how
multiplication is used in this situation to compare the amounts.
OR
Think of a situation in real life where one amount is three times as much as another.
What kind of situation might this describe?
NC DEPARTMENT OF PUBLIC INSTRUCTION
FOURTH GRADE