Grade 4 Extended Constructed Response Questions Marking Period

Grade 4 Extended Constructed Response Questions Marking Period 2

4. ECR (to be used with Unit 4 in EDM) #1 Teacher Model Jose says 0. 17 is greater than 0. 4. Alexa says that Jose is wrong. Who is right? Justify your answer with written explanation and a visual model. Use the symbols <, > or = to record your answer. 4. NF. 7 Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e. g. , by using a visual model.

4. ECR (to be used with Unit 4 in EDM) #2 Student Practice While making punch for a party the following ingredients are needed: 1. 2 liters of Ginger Ale 1. 02 liters of Sprite 1. 23 liters of Fruit Juice • For each ingredient, complete a visual model and write a comparison statement using >, <, or =. • Do you need more Ginger Ale or Sprite? Explain your reasoning. • Do you need more Ginger Ale or Fruit Juice? Explain your reasoning. • Do you need more Sprite or Fruit Juice? Explain your reasoning. For a different recipe, frozen yogurt can be added. The amount of frozen yogurt is between the amount of Ginger Ale and Fruit Juice. How much frozen yogurt could be needed? Explain how you found your answer. 4. NF. 7 Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e. g. , by using a visual model.

5. ECR (to be used with Unit 5 in EDM) #3 Teacher Model Pablo solved a multiplication problem using two different methods. He made a mistake in either Method P or Method Q. Identify the method where Pablo made a mistake and explain what he could have done to fix it. 4. NBT. 5 – Multiply a whole number of up to four digits by a one-digit whole number, and multiply 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.

5. ECR (to be used with Unit 5 in EDM) #4 Student Practice Luis sells 25 packs of baseball cards per day at the Sporting Goods Store. How many packs will he sell in 14 days? • Write an equation for the above problem. • Solve the equation using one of the following methods: Partial Products Lattice, Traditional Area Model, Rectangular Arrays • Explain how you know your answer is correct. 4. NBT. 5 – Multiply a whole number of up to four digits by a one-digit whole number, and multiply 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.

6. ECR (to be used with Unit 6 in EDM) #5 Teacher Model Four teachers share 3 boxes of pencils equally. Each box contains 96 pencils. How many pencils does each teacher receive? Illustrate your calculation by using one of the following methods: an equation, rectangular arrays or area model. 4. NBT. 6 – Find whole-number quotients and 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.

6. ECR (to be used with Unit 6 in EDM) #6 Student Practice If it takes 8 inches of ribbon to make a bow, how many bows can be made from 115 feet of ribbon? Will any ribbon be left over? If so, how much? Illustrate your calculation by using one of the following methods: an equation, rectangular arrays or area model. 4. NBT. 6 – Find whole-number quotients and 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.