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Transcript
```Grade 4 Performance Task
Module Overview
Content Area
Title
Problem Type
Standards for
Mathematical
Practices
Common Core
State
Standards
SBAC
Assessment
Claims
Overview
Module
Components
Mathematics
Birthday Plans
Mathematical Practice 2 (MP2): Reason abstractly and quantitatively.
Mathematically proficient students:
 Make sense of quantities and their relationships in problem situations.
 Bring two complementary abilities to bear on problems involving
quantitative relationships:
o Decontextualize—to abstract a given situation and represent it
symbolically; and manipulate the representing symbols as if they have a
life of their own, without necessarily attending to their referents) and
o Contextualize— to pause as needed during the manipulation process in
order to probe into the referents for the symbols involved).
 Use quantitative reasoning that entails creating a coherent representation of
the problem at hand, considering the units involved, attending to the
meaning of quantities (not just how to compute them) and knowing and
flexibly using different properties of operations and objects.
4.OA.2 Multiply or divide to solve word problems involving multiplicative
comparison, e.g.; by using drawings and equations with a symbol for the
unknown number to represent the problem.
4.OA.3 Solve multi-step word problems posed with whole numbers and having
whole number answers using the four operations, including problems in
which remainders must be interpreted. Represent these problems using
equations with a letter standing for the unknown quantity. Assess the
reasonableness of answers using mental computation and estimation
strategies including rounding.
4.OA.4 Find all factor pairs for a whole number in the range 1-100. Recognize
that a whole number is a multiple of each of its factors.
4.NOBT.6 Find whole-number quotients and remainders with up to four-digit
remainders with up to four-digit dividends and one-digit divisors, using
strategies based on place value, the properties of operations, and/or the
relationship between multiplication and division. Illustrate and explain the
calculation by using equations, rectangular arrays, and/or area models.
Claim 2: Problem Solving—Target A-Question 1, Target C- Question 2
Claim 3: Communicating Reasoning—Target F-Question 4
Claim 4: Modeling and Data Analysis—Target A-Question 4
In this task students will solve problems about planning a birthday party and justify
1) Scoring Guide
4
3
2
1
10-11 points
8-9 points
6-7 points
5 or fewer points
Total Points Scoring Rubric
Birthday Plans Scoring Guide
Description
Credit for specific aspects of performance should be given as follows:
1. Student gives correct answer: Yes
Student shows that 28 students will cost \$224. Students can show a
diagram or equation.
Written explanation: Should include that the cost is less than the
\$300 budget.
2. Student gives correct answer: \$124
Points
Total
Points
1
1
3
1
1
Student shows work. (This may include a diagram or equations:
22 x 8 = \$176 and \$300 – 176 = \$124
3. Student gives correct answer: 22 stickers, 66 mini erasers, 44
sidewalk chalks
Student has a diagram, equations, or drawings that match the answer:
2
1
1
4
3
22 X 1 =22, 22 X 3 = 66, 22 X 2 = 44
STICKERS
MINI ERASERS
SIDEWALK
CHALK
4. Student gives correct answer: 6 parents
Student has a correct diagram or equation: 23/4 = 5 r 3 or 5 cars of 4
kids and 1 car of 3 kids
1
2
1
TOTAL POINTS:
(possible points = 11 points)
11
```
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