NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task Lesson

4•3
52•
3

Name Date

1. What is the greatest multiple of 7 that is less than 60?

2. Identify each number as prime or composite. Then, list all of its factors.

a. 3 ______________________ _______________________________________

b. 6 ______________________ _______________________________________

c. 15 ______________________ _______________________________________

d. 24 ______________________ _______________________________________

e. 29 ______________________ _______________________________________

3. Use any place value strategy to divide.

a. 3,600 ÷ 9

b. 96 pencils come in a box. If 4 teachers share 3 boxes equally, how many pencils does each teacher
receive?

Module 3: Multi-Digit Multiplication and Division

Date: 11/11/14 3.S.12
This work is licensed under a
© 2014 Common Core, Inc. Some rights reserved. commoncore.org Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task Lesson
4•3
52•
3

4. 427 ÷ 3
a. Solve by drawing place value disks. b. Solve numerically.

5. Use any place value strategy to multiply or divide.

a. 5,316 ÷ 3 b. 3,809 ÷ 5

c. 29 × 56 d. 17 × 43

Module 3: Multi-Digit Multiplication and Division

Date: 11/11/14 3.S.13
This work is licensed under a
© 2014 Common Core, Inc. Some rights reserved. commoncore.org Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task Lesson
4•3
52•
3

Solve using a model or equation. Show your work, and write your answer as a statement.

6. A new grocery store is opening next week.

a. The store’s rectangular floor is 42 meters long and 39 meters wide. How many square meters of
flooring do they need? Use estimation to assess the reasonableness of your answer.

b. The store ordered small posters and large posters to promote their opening. 12 times as many small
posters were ordered as large posters. If there were 48 large posters, how many more small posters
were ordered than large posters?

Module 3: Multi-Digit Multiplication and Division

Date: 11/11/14 3.S.14
This work is licensed under a
© 2014 Common Core, Inc. Some rights reserved. commoncore.org Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task Lesson
New York State Common Core

c. Uniforms are sold in packages of 8. The store’s 127 employees will each be given 3 uniforms. How
many packages will the store need to order?

d. There are three numbers for the combination to the store’s safe. The first number is 17. The other
two numbers can be multiplied together to give a product of 28. What are all of the possibilities for
the other two numbers? Write your answers as multiplication equations, and then write all of the
possible combinations to the safe.

Module 3: Multi-Digit Multiplication and Division

Date: 11/11/14 3.S.15
This work is licensed under a
© 2014 Common Core, Inc. Some rights reserved. commoncore.org Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task Lesson
New York State Common Core

End-of-Module Assessment Task Topics A–H

Standards Addressed
Use the four operations with whole numbers to solve problems.
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.
4.OA.2 Multiply or divide to solve word problems involving multiplicative comparison, e.g., by
using drawings and equations with a symbol for the unknown number to represent the
problem, distinguishing multiplicative comparison from additive comparison.
4.OA.3 Solve multistep word problems posed with whole numbers and having whole-number
answers using the four operations, including problems in which remainders must be
interpreted. Represent these problems using equations with a letter standing for the
unknown quantity. Assess the reasonableness of answers using mental computation and
estimation strategies including rounding.
Gain familiarity with factors and multiples.
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.
Use place value understanding and properties of operations to perform multi-digit arithmetic.
4.NBT.5 Multiply a whole number of up to four digits by a one-digit whole number, and multiply
two 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.
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.
Solve problems involving measurement and conversion of measurements from a larger unit to a smaller
unit.
4.MD.3 Apply the area and perimeter formulas for rectangles in real world and mathematical
problems. For example, find the width of a rectangular room given the area of the flooring
and the length, by viewing the area formula as a multiplication equation with an unknown
factor.

Module 3: Multi-Digit Multiplication and Division

Date: 11/11/14 3.S.16
This work is licensed under a
© 2014 Common Core, Inc. Some rights reserved. commoncore.org Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task Lesson
4•3
52•
3

Evaluating Student Learning Outcomes

A Progression Toward Mastery is provided to describe steps that illuminate the gradually increasing
understandings that students develop on their way to proficiency. In this chart, this progress is presented
from left (Step 1) to right (Step 4). The learning goal for each student is to achieve Step 4 mastery. These
steps are meant to help teachers and students identify and celebrate what the student CAN do now and what
they need to work on next.

A Progression Toward Mastery

Assessment STEP 1 STEP 2 STEP 3 STEP 4

Task Item Little evidence of Evidence of some Evidence of some Evidence of solid
reasoning without reasoning without reasoning with a reasoning with a
a correct answer. a correct answer. correct answer or correct answer.
evidence of solid
reasoning with an
incorrect answer.
(1 Point) (2 Points) (3 Points) (4 Points)
1 The student answers The student answers The student answers The student correctly
incorrectly with a incorrectly with a with a multiple of 7 answers: The greatest
4.OA.4 number that is not a number that is a that is less than 60 but multiple of 7 that is less
multiple of 7. multiple of 7 but not 56. than 60 is 56.
greater than 60.

2 The student is unable The student correctly The student correctly The student correctly
to complete the answers prime or answers prime or answers:
4.OA.4 majority of Parts (a–e). composite for three composite for four of a. Prime;
parts and misses more the five parts and
1, 3
than a total of three misses three or fewer
factors. factors. b. Composite; 1, 2, 3,
6
c. Composite; 1, 3, 5,
15
d. Composite;
1, 2, 3, 4, 6, 8, 12,
24
e. Prime;
1, 29

Module 3: Multi-Digit Multiplication and Division

Date: 11/11/14 3.S.17
This work is licensed under a
© 2014 Common Core, Inc. Some rights reserved. commoncore.org Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task Lesson
New York State Common Core

A Progression Toward Mastery

3 The student incorrectly The student correctly The student answers The student correctly
answers both parts and answers one part and one part correctly but answers using any
4.OA.3 shows no reasoning. shows little reasoning. shows solid reasoning place value strategy:
4.NBT.5 in both problems, or a. 400
4.NBT.6 the student shows
b. Each teacher
some reasoning with
received 72
correct answers for
pencils.
both parts.

4 The student incorrectly The student incorrectly The student The student correctly
represents division solves the numeric decomposes incorrectly decomposes and
4.NBT.6 using place value disks equation but shows in one place value or divides using the place
and incorrectly solves some understanding of does not include the value disks and
numerically. the place value chart remainder. provides a numerical
and use of the answer of 142 with a
algorithm. remainder of 1.

5 The student answers The student correctly The student correctly The student solves all
fewer than two parts solves two parts, solves three parts with parts correctly using
4.NBT.6 correctly, showing little showing little evidence understanding of place any place value
to no evidence of place of place value value strategies, or the strategy:
value strategies. strategies. student correctly solves a. 1,772
all four parts but does
b. 761 with a
not show solid
remainder of 4
evidence of place value
understanding. c. 1,624
d. 731

6 The student incorrectly The student correctly The student answers all The student correctly
answers two or more of answers two of four four parts correctly but answers all four parts
4.MD.3 the four parts, showing parts, showing some shows little reasoning showing solid evidence
4.OA.1 little to no reasoning. reasoning. in Part (a), or the of place value
4.OA.2 student answers three understanding:
of four parts correctly a. 1,638 square
4.OA.3
showing solid reasoning meters of flooring
4.NBT.5
and understanding (estimate 40 × 40
4.NBT.6 mathematically. = 1,600 square m).
It is a reasonable
because the
answer and
estimate have a
difference of only
38 square meters.
b. 528 more small
posters than large
posters.

Module 3: Multi-Digit Multiplication and Division

Date: 11/11/14 3.S.18
This work is licensed under a
© 2014 Common Core, Inc. Some rights reserved. commoncore.org Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task Lesson
New York State Common Core

A Progression Toward Mastery

c. 48 packages.
d. Equations of
1 × 28 = 28
28 × 1 = 28
2 × 14 = 28
14 × 2 = 28
4 × 7 = 28
7 × 4 = 28
Combinations of
17, 1, 28
17, 28, 1
17, 2, 14
17, 14, 2
17, 4, 7
17, 7, 4

Module 3: Multi-Digit Multiplication and Division

Date: 11/11/14 3.S.19
This work is licensed under a
© 2014 Common Core, Inc. Some rights reserved. commoncore.org Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task Lesson
4•3
52•
3

Module 3: Multi-Digit Multiplication and Division

Date: 11/11/14 3.S.20
This work is licensed under a
© 2014 Common Core, Inc. Some rights reserved. commoncore.org Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task Lesson
New York State Common Core

Module 3: Multi-Digit Multiplication and Division

Date: 11/11/14 3.S.21
This work is licensed under a
© 2014 Common Core, Inc. Some rights reserved. commoncore.org Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task Lesson
New York State Common Core

Module 3: Multi-Digit Multiplication and Division

Date: 11/11/14 3.S.22
This work is licensed under a
© 2014 Common Core, Inc. Some rights reserved. commoncore.org Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task Lesson
New York State Common Core

Module 3: Multi-Digit Multiplication and Division

Date: 11/11/14 3.S.23
This work is licensed under a
© 2014 Common Core, Inc. Some rights reserved. commoncore.org Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.