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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 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.