Hazel Green (Week12)

Skill:Dividing Whole Numbers with 3 Digits or Less by single digit divisors
with or without remainders

MathGrade 4

This test section contains EIGHT multiple-choice and ONE open-response (short-answer) questions. Pleasemark your answers for the multiple-choice questions in the spaces provided on your Student Response Booklet. Mark only one answer for each question. If you do not know the answer, make your best guess. DO NOT WRITE ANY ANSWERS IN THIS TEST BOOKLET. WHEN YOU FINISH, DO NOT WORK ON ANY OTHER TEST SECTION.
1. / Find the quotient.
450 ÷5=?
O / A. / 85
O / B. / 80
O / C. / 90
O / D. / 95
2. / What division problem is shown?

O / A. / 35 ÷ 2= 17 r 1
O / B. / 34 ÷ 2= 17 r1
O / C. / 35 ÷ 1 = 17 r1
O / D. / 35 ÷ 17= 17 r1
3. / What is the most reasonable estimate of the quotient?
4,178 ÷5
O / A. / 250
O / B. / 600
O / C. / 800
O / D. / 700

PLEASE GO ON TO THE NEXT PAGE 

4. / Divide.

O / A. / 64 r5
O / B. / 64 r3
O / C. / 64 r1
O / D. / 64
5. / When Music Central had their CD’s on sale for $7.00 each, Amy spent $147.00.
How many CD’s did Amy buy?
O / A. / 17
O / B. / 21
O / C. / 12
O / D. / 47
6. / Find the check step for the division problem.
62 ÷7= 8 r6
O / A. / (8 X 6) + 7= 62
O / B. / (6 X 7) +8= 62
O / C. / (6 X 8) +7= 62
O / D. / (7 X 8) + 6= 62

PLEASE GO ON TO THE NEXT PAGE 

7. / Find the value of n.
32,000 ÷ n= 4,000
O / A. / n=6
O / B. / n=7
O / C. / n=8
O / D. / n=9
8. / To find her math grade, Brandi adds up all 7 of her test scores and then divides that sum by 7. What is Brandi’s average grade?
Test / 1 / 2 / 3 / 4 / 5 / 6 / 7
Score / 95 / 82 / 71 / 98 / 76 / 82 / 88
O / A. / 87
O / B. / 85
O / C. / 92
O / D. / 88

PLEASE GO ON TO THE NEXT PAGE 

OPEN-RESPONSE QUESTION
Read all parts of the open-response question before you begin. Write your answers to the open-response question in the space provided on your Student Response Booklet. DO NOT WRITE ANY ANSWERS IN THIS TEST BOOKLET.
Wicked Weather
9. / London was hit with a huge snowstorm that left an average of 4 inches of snow each hour. The storm left a total of 4 feet of snow.
  1. How many hours did the storm last?
  2. Describe the computational procedures or steps you took to solve part A.

Do not write on this page. Please write your
answer to this open-response question in
the test answer booklet

STOP!

Student Name______

Scoring Guide

SCORE / DESCRIPTION
4 / Student must correctly solves for parts A and B and demonstrate clear understanding through explanations.
3 / Student must correctly solves for parts A and B, but lack clear understanding through explanations.
2 / Student correctly solves for either part A or B, with limited explanations.
1 / Student correctly solves for either part A or B, with no explanations.
0 / Student’s response is totally incorrect or irrelevant.
Blank / No student response.

Annotated Rubric/ Performance Expectations for ORQ

Academic Expectation:

Core Content:

MA-04-1.3.1

Students will analyze real-world situations to identify the appropriate mathematical operations, and will apply operations to solve real-world problems with the following constraints: Add and subtract whole numbers with four digits or less; Multiply whole numbers with two digits or less; Divide whole numbers with three digits or less by single-digit divisors (with or without remainders); Add and subtract fractions with like denominators less than 10; and add and subtract decimals through hundredths.

Ceiling DOK Level: 2Question DOK Level: 2

Question Type (circle): Scaffold, Single Dimension/Component, Two or More Relatively Independent Components, Student Choice, Respond to Provided Information

An appropriate student response should provide evidence of the student understanding mathematical problems involving multiplication as well as dividing whole numbers by single-digit divisors.

For example, an appropriate response to this question would show that the student can

A.Students recognize that multiplication and division are the computation procedures used to solve for the length of the storm.

1)How many inches are in 4 feet? If12 inches=1 foot; Then

2)If a total of 48 inches of snow fell- with an average of 4 inches of snow falling per hour- how long was the storm? 48 ÷ 4= 12 hours

B. Explanations would show student work as indicated above. Students may use if/then statements, or they may list answers in step by step format.

  1. Convert 4 feet to inches.
  2. Divide the total amount (48 inches) by the hourly average (4 inches) to solve for length of storm.

Essential Vocabulary: Divide, Multiply, Divisor

Resources/Technology:

Harcourt math: Assessment Guide Grade 4: Chapter 5

Grade 4 -- Math
Question / First
A.E. / First CC / Second A.E. / Second CC / DOK
Level of MC Question / Answer
Key / Rational/Annotation for MC Questions
1 / 2.8 / MA-04-1.3.1
Students will analyze real-world situations to identify the appropriate mathematical operations, and will apply operations to solve real-world problems with the following constraints: Add and subtract whole numbers with four digits or less; Multiply whole numbers with two digits or less; Divide whole numbers with three digits or less by single-digit divisors (with or without remainders); Add and subtract fractions with like denominators less than 10; and add and subtract decimals through hundredths.
Ceiling DOK 2 / DOK Ceiling Level / 1 / C / Students understand and apply computational procedures for dividing whole numbers.
2 / 2.8 / MA-04-1.3.1
Ceiling DOK 2 / DOK Ceiling Level / 2 / A / Students use a basic application of a skill or concept to solve for the division problem shown.
3 / 2.8 / MA-04-1.3.1
Ceiling DOK 2 / DOK Ceiling Level / 2 / C / Students estimate computational results.
4 / 2.8 / MA-04-1.3.1
Ceiling DOK 2 / DOK Ceiling Level / 1 / C / Students understand and apply computational procedures for dividing whole numbers.
5 / 2.8 / MA-04-1.3.1
Ceiling DOK 2 / DOK Ceiling Level / 2 / B / Students solve real world problems using appropriate mathematical operations. Students recognize that division is the computation procedureused to solve for the quotient.
6 / 2.8 / MA-04-1.3.1
Ceiling DOK 2 / DOK Ceiling Level / 2 / D / Students make decisions on how to approach the problem. Students utilize the division computational procedures to solve for the check step.
7 / 2.8 / MA-04-1.3.1
Ceiling DOK 2 / DOK Ceiling Level / 1 / C / Students understand and apply computational procedures for dividing whole numbers.
8 / 2.8 / MA-04-1.3.1
Ceiling DOK 2 / DOK Ceiling Level / 2 / B / Students solve real world problems using appropriate mathematical operations. Students recognize that division is the computation procedureused to solve for the quotient.

Multiple Choice Item Information: