Name: ______Date: ______
4.MD.1
Trisha’s family dog Coco just had puppies, and her
parents brought the puppies to the vet. While they
were at the doctor’s office,the vet gave Trisha a flyer
about caring for newborn puppies.
The flyer had a section about puppy weights, witha
chart listing the number of ounces in a certain number
of pounds. Complete the chart to tellthe number of
ounces that are equal to each number ofpounds.
At the vet’s office,Trisha placed the puppy carrier on the scale. The carrier weighed between 10 and 11 pounds. What could the carrier’s weight have been in ounces? Identify three possible weights for the carrier.
______ounces ______ounces ______ounces
Name: ______Date: ______
4.MD.1
Trisha’s family dog Coco just had puppies, and her
parents brought the puppies to the vet. While they
were at the doctor’s office, the vet gave Trisha a flyer
about caring for newborn puppies.
The flyer had a section about puppy weights, with a
chart listing the number of ounces in a certain number
of pounds. Complete the chart to tell the number of
ounces that are equal to each number of pounds.
At the vet’s office, Trisha placed the puppy carrier on the scale. The carrier weighed between 10 and 11 pounds. What could the carrier’s weight have been in ounces? Identify three possible weights for the carrier.
______ounces ______ounces ______ounces
• Students may need to do calculations on paper, either to solve or to check their work. Encourage the students to use any space on the paper to show their thinking. Some students may require more space than the paper provides or may need the lines of notebook paper to structure their work. You may choose to give those students, or all students, extra paper on which they can do their calculations.
• Students should correctly identify the number of ounces equivalent to each number of pounds named in the chart. For the follow-up question, students may name any number of ounces greater than 160 but less than 176.
• If a student uses an incorrect conversion scale for the task (i.e., multiplying 3 lbs by 8 or 12 instead of 16), the student should be scored no higher than 1 (partial accomplishment). If it is clear from the student’s work, however, that a given error is due to a mislearned fact or a caculation mistake (such as incorrectly regrouping when multiplying 16 x 4), but the student’s overall work shows that he or she understands the relationship between the units, he or she can still be rated as having “got” the target concept.
• As indicated in the rubric, students may make minor errors that do not relate to the target concept (i.e., not labeling numbers), but if the work shows a complete understanding of the relationship between units, they can still be rated as showing “full accomplishment”.
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
Elementary Mathematics Office • Howard County Public School System • 2013-2014