Grade 4 Extended Constructed Response Questions Marking Period

Grade 4 Extended Constructed Response Questions Marking Period 1

1. ECR #1 Teacher Model A pair of elephants weighed 5, 201 kg together. The female weighed 2, 038 kg. • How much more did the male weigh than the female. • Explain how you solved the answer. • How did you choose your operation symbol? 4. NBT. 4 Fluently add and subtract multi-digit whole numbers using the standard algorithm.

1. ECR #2 Student Practice The animals at the zoo were weighed. Their weights are listed in the chart above. • Which animal pairs have a difference in weight that is greater than 2, 000 pounds. • Find as many pairs as you can and state by how many pounds the weight is different for each animal. 4. NBT. 4 Fluently add and subtract multi-digit whole numbers using the standard algorithm.

2. ECR #3 Teacher Model The chart below tells the lengths of six different rivers from around the world. Use the lengths to complete the activities below the chart. Fill in the blanks so each statement is true. • The value of the 7 in the Danube’s length is ten times the value of the 7 in the ____________’s length. • The value of the 5 in the _____________’s length is ten times the value of the 5 in the Volga’s length. • The value of the _____ in the Amazon’s length is ten times the value of the same digit in the Danube’s length. 4. NBT. 1 Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 ÷ 70 = 10 by applying concepts of place value and division.

2. ECR #4 Student Practice Part A. Brianna and Dylan were given the six digit cards shown to the right. They each had to create a different number using all of the digits. Below are the numbers that Brianna and Dylan have started to create. Which of the digits in Brianna’s number has a value that is 10 times the value of the same digit in Dylan’s number? Place a check mark next to all that apply. _____ 4 _____ 5 _____ 8 Part B. Explain how you decided which of Brianna’s digits had a value that was ten times the value of the same digit in Dylan’s number. 4. NBT. 1 Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 ÷ 70 = 10 by applying concepts of place value and division.

3. ECR #5 Teacher Model Garrett and Erin were playing a game on a numbered game board. A section of their game board is shown to the right. In the game, players have to cover numbers that are multiples of both 2 and 3. Part A. List all the numbers on this section of the game board that are multiples of both 2 and 3. Part B. The game board that Garrett and Erin are using is actually numbered from 1 -100. Identify all the other numbers on the game board that are also multiples of both 2 and 3. Part C. Explain how you know that each of the numbers your wrote down for Parts A and B are multiples of 2 and 3. 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. Determine whether a given whole number in the range 1– 100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1– 100 is prime or composite.

3. ECR #6 Student Practice Jason and Laura were at the soccer game. Jason told Laura that his two daughters, Penny and Lily, were celebrating birthdays that week. He didn’t tell Laura how old they were. Instead, he gave Laura these clues about their ages: • Each of their ages is a factor of 24 • 36 is a multiple of both Penny’s age and Lily’s age. • 30 is a multiple of Lily’s age, but not Penny’s age. • The sum of their ages is 14. Use Jason’s clues, the chart, to help figure what Penny and Lily’s ages are. Identify Penny and Lily’s ages and explain how you figured out how old the girls are. 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. Determine whether a given whole number in the range 1– 100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1– 100 is prime or composite.