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Reading Challenge
Resource ID#: 58628
Primary Type: Formative Assessment
This document was generated on CPALMS - www.cpalms.org
Students are asked to multiply a four-digit number by a one-digit number using a strategy based on
place value.
Subject(s): Mathematics
Grade Level(s): 4
Intended Audience: Educators
Freely Available: Yes
Keywords: MFAS, multiplication, four-digit, one digit, word problem, context, partial products
Instructional Component Type(s): Formative Assessment
Resource Collection: MFAS Formative Assessments
ATTACHMENTS
MFAS_ReadingChallenge_Worksheet.docx
FORMATIVE ASSESSMENT TASK
Instructions for Implementing the Task
Note: This task may be implemented individually or in small groups.
1. The teacher provides the student with the Reading Challenge worksheet, reads the first word
problem aloud, and asks the student to complete the problem by using a place value strategy.
Each fourth grade class at Destin Elementary was challenged to read 1,375 pages in one
month. If four classes met the goal exactly, how many total pages did the four classes read?
2. If the student uses a partial products strategy, rectangular array, or another strategy based on
place value end the task.
3. If the student uses the standard algorithm or another strategy that is not based on place value,
the teacher should say, "Another student started this problem by multiplying 1,000 by four.
Can you do that? What should you do next to find the answer?"
4. If the student successfully uses a partial products strategy or area model after the prompting,
the teacher may end the task. However, if the teacher sees fit, there is an additional problem
with the same context and different pages (listed below). The teacher reads this problem to
the student and says, "Can you use the same strategy from the previous problem to solve this
problem?"
Each fourth grade class at Destin Elementary was challenged to read 2,358 pages in one
month. If four classes met the goal exactly, how many total pages did the four classes read?
TASK RUBRIC
Getting Started
Misconception/Error
The student is unable to multiply using a place value strategy.
Examples of Student Work at this Level
The student attempts to use a place value strategy and may do some portions correctly; however, even with pr
The student attempts to apply an algorithm but does so incorrectly. The student multiplies according to place
The student uses the standard algorithm to multiply the numbers in the first problem. When prompted to expla
complete the second problem even with teacher prompting.
The student adds 1,375 + 1,375 and then adds 2,750 + 2,750. However, when prompted to multiply using a pl
Questions Eliciting Thinking
How could we use the expanded form of the number to multiply by place value?
Could you draw an area model to help you solve the problem?
Instructional Implications
Model for the student how to use an area or array model to show the decomposition of the numbers being mu
use the same approach to multiply two, two-digits numbers (See image below).
Model for the student how to use the expanded forms of the factors to multiply, i.e., multiply the value of eac
products, guide the student to see how finding and summing partial products is related to the standard algorith
Consider using the MFAS task, Multiplying Using An Array or Area Model (4.NBT.2.5) to assess the student
Making Progress
Misconception/Error
The student makes minor computational errors.
Examples of Student Work at this Level
The student multiplies using a strategy that shows an understanding of place value. However, he or she makes
Questions Eliciting Thinking
Good Mathematicians always check their work. Can you check your work to see if you multiplied correctly?
What is "70 x 4?" If the student struggles with knowing the product of 70 x 4, then ask, "What is 7 x 4? If you
Instructional Implications
Encourage the student to check his or her work. If the student is unable to identify the error, provide feedback
Encourage the student to be careful when multiplying larger numbers.
Provide opportunities for the student to review multiplication facts and apply them to multiplying by multiple
Got It
Misconception/Error
The student provides complete and correct responses to all components of the task.
Examples of Student Work at this Level
The student uses a partial products strategy, draws a rectangular array, or uses an area model and clearly expl
Questions Eliciting Thinking
Why did you break the number apart in this way?
How is this strategy like the standard algorithm?
What does the standard algorithm do differently?
Instructional Implications
Consider using the MFAS task Multiplying Using an Array or Area Model (4.NBT.2.5).
Encourage the student to use a partial products strategy to multiply a two-digit times a two-digit number.
Consider using the MFAS Task The Produce Shop (4.NBT.2.5).
ACCOMMODATIONS & RECOMMENDATIONS
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Special Materials Needed:
o
Reading Challenge worksheet
SOURCE AND ACCESS INFORMATION
Contributed by: MFAS FCRSTEM
Name of Author/Source: MFAS FCRSTEM
District/Organization of Contributor(s): Okaloosa
Is this Resource freely Available? Yes
License: CPALMS License - no distribution - non commercial
Related Standards
Name
MAFS.4.NBT.2.5:
Description
Multiply a whole number of up to four digits by a one-digit whole
number, and multiply two two-digit numbers, using strategies based
on place value and the properties of operations. Illustrate and
explain the calculation by using equations, rectangular arrays,
and/or area models.
Remarks/Examples:
Examples of Opportunities for In-Depth Focus
When students work toward meeting this standard, they
combine prior understanding of multiplication with deepening
understanding of the base-ten system of units to express the
product of two multi-digit numbers as another multi-digit
number. This work will continue in grade 5 and culminate in
fluency with the standard algorithms in grade 6.