4oa1_assessmenttask_1

Name: ___________________________________________ Date: ____________________4.OA.1

Write a multiplication equation to match each comparison statement.

comparison statement multiplication equation

21 days is 3 times longer than 7 days.

8 pounds is 4 times as heavy as 2 pounds.

72 inches is 12 times the length of 6 inches.

30 fish is 5 times as many as 6 fish.

Write a comparison statement to match the multiplication equation.


36 = 9 x 4

Name: ___________________________________________ Date: ____________________4.OA.1

Write a multiplication equation to match each comparison statement.


21 days is 3 times longer than 7 days.

8 pounds is 4 times as heavy as 2 pounds.

72 inches is 12 times the length of 6 inches.

30 fish is 5 times as many as 6 fish.

Write a comparison statement to match the multiplication equation.


36 = 9 x 4

Elementary Mathematics Office • Howard County Public School System • 2013-2014

Teacher notes:

• The target concept of this task is described in 4.OA.1: Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations.• The students are expected to write a multiplication equation to match each statement. As indicated in the wording of the standards, the order of the factors does not matter and an equation should be considered as matching a statement regardless of the order of the factors or the order of the equation itself. For example, for “21 days is 3 times longer than 7 days”, students may write 3 x 7 = 21, 7 x 3 = 21, 21 = 3 x 7 or 21 = 7 x 3.• The student should write multiplication equations, not division equations. However, if the students write a correct division equation, that will indicate some level of understanding of number relationships.• If students write an expression instead of equation (i.e., 3 x 7 instead of 3 x 7= 21), that should be considered as evidence that the student “got” the relationship between comparative statements and multiplication. In this case, the students will simply need instruction in, or clarification of, the difference between “expressions” and “equations”.• For the second part of the task, students should write a stament that matches the give multiplication equation. The statements does not have to have a specific context or labeled numbers, but can simply read “36 is 9 times as much as 4” or “36 is 4 times as much as 9.”Not yet: Student shows evidence of misunderstanding, incorrect concept or procedure.

Got It: Student essentially understands the target concept.

0 Unsatisfactory: Little 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.

1 Marginal: Partial Accomplishment

Part of the task is accomplished, but there is lack of evidence of understanding or evidence of not understanding. Further teaching is required.

2 Proficient: Substantial Accomplishment

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.

3 Excellent: Full Accomplishment

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



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