Zearn Math–Teacher Edition: Mission Assessments Answer Key, G4 : simplebooklet.com

Mid Mission Standards G4M1 Mid Mission Assessment Standards Addressed in Topics A C Problem Number Standard Generalize place value understanding for multi digit whole numbers 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 1 4 NBT 2 Read and write multi digit whole numbers using base ten numerals number names and expanded form Compare two multi digit numbers based on meanings of the digits in each place using and symbols to record the results of comparisons 2 3 4 5 4 NBT 3 Use place value understanding to round multi digit whole numbers to any place 6 6 ZEARN MATH Teacher Edition

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G4M1 Mid Mission Rubric Mid Mission Assessment A Progression Towards Understanding A Progression Towards Understanding is provided to describe steps that illuminate the gradually increasing learnings that students develop on their way to full understanding In this chart this progress is presented from left to right The learning goal for students is to achieve full understanding as described on the right A student s score is the sum of points earned on all problems out of 100 possible points If a response doesn t fall on the rubric or there is a lack of response the score for that problem is zero points INITIATING UNDERSTANDING Missing or incorrect answer and little evidence of reasoning or application of mathematics to solve the problem PROBLEM 1 4 NBT 1 DEVELOPING UNDERSTANDING Missing or incorrect answer but evidence of some reasoning or application of mathematics to solve the problem INITIATING UNDERSTANDING NEARING UNDERSTANDING A correct answer with some evidence of reasoning or application of mathematics to solve the problem OR an incorrect answer with substantial evidence of solid reasoning or application of mathematics to solve the problem DEVELOPING UNDERSTANDING The student is unable to provide an accurate comparison of the values of each 7 in the number 771 548 but produces work that serves as evidence that she is initiating understanding of place value for multi digit whole numbers The student is unable to provide an accurate comparison of the values of each 7 in the number 771 548 but produces work that serves as evidence that she is developing understanding of place value for multi digit whole numbers For example the student correctly shows the number on a place value chart For example the student correctly shows the number on a place value chart but thinks the 7 in the hundred thousands place has a value that is 100 times the value of the 7 in the ten thousands place 7 points ZEARN MATH Teacher Edition 8 points NEARING UNDERSTANDING The student provides an accurate comparison of the values of each 7 in the number 771 548 but provides an incomplete and or insufficient explanation to support her answer OR The student shows sufficient evidence of understanding that one 7 has a value ten times larger than the next but makes a simple error when naming each place value FULL UNDERSTANDING A correct answer supported by substantial evidence of solid reasoning or application of mathematics to solve the problem FULL UNDERSTANDING The student provides an accurate comparison of the values of each 7 in the number 771 548 and provides a sufficient explanation to support her answer For example the student states that 70 000 is ten times as large as 7 000 9 points 10 points 7

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Mid Mission Rubric PROBLEM 2a 2b 2c 4 NBT 2 G4M1 INITIATING UNDERSTANDING DEVELOPING UNDERSTANDING NEARING UNDERSTANDING FULL UNDERSTANDING The student is unable to correctly write the numbers in standard form but produces work that serves as evidence that she is initiating understanding of reading and writing multidigit whole numbers using base ten numerals and number names The student correctly writes 1 of the 3 numbers in standard form including the appropriate use of commas where needed The student correctly writes 2 of the 3 numbers in standard form including the appropriate use of commas where needed The student correctly writes all 3 numbers in standard form including the appropriate use of commas where needed 5 points 6 points 7 points 8 points The student is unable to correctly write the number in standard and expanded forms but produces work that serves as evidence that she is initiating understanding of reading and writing multi digit whole numbers using base ten numerals number names and expanded form The student is unable to correctly write the number in both standard and expanded forms but produces work that serves as evidence that she is developing understanding of reading and writing multi digit whole numbers using base ten numerals number names and expanded form The student shows sufficient evidence of understanding how to read and write multidigit whole numbers using base ten numerals number names and expanded form but makes a simple error leading her to correctly write the number in standard form or expanded form but not both The student correctly writes the number in standard and expanded forms including the appropriate use of commas where needed 5 points 6 points 7 points 8 points The student is unable to correctly write the number in word and expanded forms but produces work that serves as evidence that she is initiating understanding of reading and writing multi digit whole numbers using base ten numerals number names and expanded form The student is unable to correctly write the number in both word and expanded forms but produces work that serves as evidence that she is developing understanding of reading and writing multi digit whole numbers using base ten numerals number names and expanded form The student shows sufficient evidence of understanding how to read and write multidigit whole numbers using base ten numerals number names and expanded form but makes a simple error leading her to correctly write the number in word form or expanded form but not both The student correctly writes the number in word and expanded forms including the appropriate use of commas where needed 6 points 7 points 8 points For example the student thinks commas come on the left side of the thousands place instead of the right leading her to write 2 8339 and 90 1407 3a 4 NBT 2 For example the student mistakenly writes the number in standard form as 45 87 3b 4 NBT 2 For example the student mistakenly writes the number in expanded form as 7 000 80 2 5 points 8 ZEARN MATH Teacher Edition

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G4M1 PROBLEM 3c 4 NBT 2 Mid Mission Rubric INITIATING UNDERSTANDING DEVELOPING UNDERSTANDING NEARING UNDERSTANDING FULL UNDERSTANDING The student is unable to correctly write the number in standard and word forms but produces work that serves as evidence that she is initiating understanding of reading and writing multi digit whole numbers using base ten numerals number names and expanded form The student is unable to correctly write the number in both standard and word forms but produces work that serves as evidence that she is developing understanding of reading and writing multi digit whole numbers using base ten numerals number names and expanded form The student shows sufficient evidence of understanding how to read and write multidigit whole numbers using base ten numerals number names and expanded form but makes a simple error leading her to correctly write the number in standard form or word form but not both The student correctly writes the number in standard and word forms including the appropriate use of commas where needed 5 points 6 points 7 points 8 points The student is unable to correctly write the number in word and expanded forms but produces work that serves as evidence that she is initiating understanding of reading and writing multi digit whole numbers using base ten numerals number names and expanded form The student is unable to correctly write the number in both word and expanded forms but produces work that serves as evidence that she is developing understanding of reading and writing multi digit whole numbers using base ten numerals number names and expanded form The student shows sufficient evidence of understanding how to read and write multidigit whole numbers using base ten numerals number names and expanded form but makes a simple error leading her to correctly write the number in word form or expanded form but not both The student correctly writes the number in word and expanded forms including the appropriate use of commas where needed For example the student mistakenly represents six hundred twenty thousand in expanded form as 620 1 000 For example the student mistakenly writes the number in word form as sixty two thousand thirtytwo leading her to think the number in expanded form is 60 000 2 000 30 2 5 points 6 points 7 points 8 points For example the student mistakenly writes the number in word form as fifty thousand plus nine hundred plus seventy plus five 3d 4 NBT 2 ZEARN MATH Teacher Edition 9

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Mid Mission Rubric PROBLEM 4 4 NBT 2 5a 5b 5c 4 NBT 2 G4M1 INITIATING UNDERSTANDING DEVELOPING UNDERSTANDING NEARING UNDERSTANDING FULL UNDERSTANDING The student is unable to accurately complete the problem but produces work that serves as evidence that she is initiating understanding of place value for multi digit whole numbers The student is unable to accurately complete the problem but produces work that serves as evidence that she is developing understanding of place value for multi digit whole numbers The student correctly models each number with disks and provides the correct answer of but makes an error when labeling the units on the place value chart The student correctly labels the units on the place value chart correctly models each number with disks and provides the correct answer of For example the student correctly labels the units on the place value chart but is unable to use her chart to complete the problem For example the student misrepresents one of the numbers on the place value chart leading her to think the correct answer is

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G4M1 PROBLEM 6b 4 NBT 3 Mid Mission Rubric INITIATING UNDERSTANDING DEVELOPING UNDERSTANDING NEARING UNDERSTANDING FULL UNDERSTANDING The student is unable to accurately round to the nearest ten thousand but produces work that serves as evidence that she is initiating understanding of rounding multi digit whole numbers The student is unable to accurately round to the nearest ten thousand but produces work that serves as evidence that she is developing understanding of rounding multi digit whole numbers The student provides the correct answer of 930 000 and provides sufficient evidence of using the number line to support her answer For example the student accurately models the number on the number line showing its position relative to 900 000 and 950 000 For example the student rounds to the nearest hundred thousand leading to an answer of 900 000 The student provides the correct answer but provides insufficient and or incomplete evidence of using the number line to support her answer OR The student shows sufficient evidence of understanding how to make use of the number line to round to the nearest ten thousand but makes a simple error leading to an answer other than 930 000 10 points 11 points 12 points 13 points Total Score the sum of points earned out of 100 possible points ZEARN MATH Teacher Edition 11

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G4M1 Mid Mission Assessment Answer Key ZEARN MID MISSION ANSWER KEY Dana Name G4 M1 Date 1 Compare the values of each 7 in the number 771 548 Use a picture numbers or words to explain ed The 7 in the hundred thousands place is ten times the value of the 7 in the ten thousands place r s s ds nd and ten nds and e u r h us d sa ous ns o un ou h h te h th t t 7 7 7 0 7 1 0 0 1 10 70 000 700 000 5 0 0 0 5 4 0 0 0 0 4 es on 8 0 0 0 0 0 8 2 In the spaces provided write the following units in standard form Be sure to place commas where appropriate a 7 thousands 5 hundreds 6 ones 7 506 b 2 ten thousands 8 thousands 3 hundreds 3 tens 9 ones 28 339 c 9 hundred thousands 1 thousand 4 hundreds 7 ones 901 407 ZEARN MATH Teacher Edition 13

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End of Mission Standards G4M1 End of Mission Assessment Standards Addressed in Topics D F Problem Number Standard Use the four operations with whole numbers to solve problems 4 OA 3 Solve multi step 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 2 Generalize place value understanding for multi digit whole numbers 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 4 NBT 2 Read and write multi digit whole numbers using base ten numerals number names and expanded form Compare two multi digit numbers based on meanings of the digits in each place using and symbols to record the results of comparisons 2 4 NBT 3 Use place value understanding to round multi digit whole numbers to any place 2 Use place value understanding and properties of operations to perform multi digit arithmetic 4 NBT 4 20 Fluently add and subtract multi digit whole numbers using the standard algorithm 1 ZEARN MATH Teacher Edition

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G4M1 End of Mission Rubric End of Mission Assessment A Progression Towards Understanding A Progression Towards Understanding is provided to describe steps that illuminate the gradually increasing learnings that students develop on their way to full understanding In this chart this progress is presented from left to right The learning goal for students is to achieve full understanding as described on the right A student s score is the sum of points earned on all problems out of 100 possible points If a response doesn t fall on the rubric or there is a lack of response the score for that problem is zero points INITIATING UNDERSTANDING Missing or incorrect answer and little evidence of reasoning or application of mathematics to solve the problem PROBLEM 1a 4 NBT 4 1b 4 NBT 4 DEVELOPING UNDERSTANDING Missing or incorrect answer but evidence of some reasoning or application of mathematics to solve the problem NEARING UNDERSTANDING A correct answer with some evidence of reasoning or application of mathematics to solve the problem OR an incorrect answer with substantial evidence of solid reasoning or application of mathematics to solve the problem INITIATING UNDERSTANDING DEVELOPING UNDERSTANDING The student is unable to accurately calculate the sum but produces work that serves as evidence that she is initiating understanding of adding multi digit whole numbers The student is unable to accurately calculate the sum but produces work that serves as evidence that she is developing understanding of adding multi digit whole numbers For example the student correctly sets up the addition problem to be solved using the standard algorithm but is unable to accurately complete the addition For example the student makes multiple arithmetic errors when calculating the sum leading to an answer other than 190 180 9 points NEARING UNDERSTANDING FULL UNDERSTANDING A correct answer supported by substantial evidence of solid reasoning or application of mathematics to solve the problem FULL UNDERSTANDING The student provides the correct answer but provides insufficient and or incomplete evidence of using the standard algorithm for addition to support her answer OR The student shows sufficient evidence of using the standard algorithm for addition to support her answer but makes a simple calculation error leading to an answer other than 190 180 The student provides the correct answer of 190 180 and provides sufficient evidence of using the standard algorithm for addition to support her answer 10 points 11 points 12 points The student is unable to accurately calculate the sum but produces work that serves as evidence that she is initiating understanding of adding multi digit whole numbers The student is unable to accurately calculate the sum but produces work that serves as evidence that she is developing understanding of adding multi digit whole numbers The student provides the correct answer of 1 020 015 and provides sufficient evidence of using the standard algorithm for addition to support her answer For example the student correctly sets up the addition problem to be solved using the standard algorithm but is unable to complete the addition For example the student makes multiple arithmetic errors when calculating the sum leading to an answer other than 1 020 015 The student provides the correct answer but provides insufficient and or incomplete evidence of using the standard algorithm for addition to support her answer OR The student shows sufficient evidence of using the standard algorithm for addition to support her answer but makes a simple calculation error leading to an answer other than 1 020 015 9 points 10 points 11 points 12 points ZEARN MATH Teacher Edition 21

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End of Mission Rubric PROBLEM 1c 4 NBT 4 1d 4 NBT 4 INITIATING UNDERSTANDING 4 OA 3 22 DEVELOPING UNDERSTANDING NEARING UNDERSTANDING FULL UNDERSTANDING The student provides the correct answer but provides insufficient and or incomplete evidence of using the standard algorithm for subtraction to support her answer OR The student shows sufficient evidence of using the standard algorithm for subtraction to support her answer but makes a simple calculation error leading to an answer other than 81 474 The student provides the correct answer of 81 474 and provides sufficient evidence of using the standard algorithm for subtraction to support her answer The student is unable to accurately calculate the difference but produces work that serves as evidence that she is initiating understanding of subtracting multi digit whole numbers The student is unable to accurately calculate the difference but produces work that serves as evidence that she is developing understanding of subtracting multi digit whole numbers For example the student correctly sets up the subtraction problem to be solved using the standard algorithm but is unable to complete the subtraction For example the student makes multiple arithmetic errors when calculating the difference leading to an answer other than 81 474 9 points 10 points 11 points 12 points The student is unable to accurately calculate the difference but produces work that serves as evidence that she is initiating understanding of subtracting multi digit whole numbers The student is unable to accurately calculate the difference but produces work that serves as evidence that she is developing understanding of subtracting multi digit whole numbers The student provides the correct answer but provides insufficient and or incomplete evidence of using the standard algorithm for subtraction to support her answer OR The student shows sufficient evidence of using the standard algorithm for subtraction to support her answer but makes a simple calculation error leading to an answer other than 90 099 The student provides the correct answer of 90 099 and provides sufficient evidence of using the standard algorithm for subtraction to support her answer For example the student correctly sets up the subtraction problem to be solved using the standard algorithm but is unable to complete the subtraction 2a G4M1 For example the student makes multiple arithmetic errors when calculating the difference leading to an answer other than 90 099 9 points 10 points 11 points 12 points The student is unable to correctly determine the total population but produces work that serves as evidence that she is initiating understanding of how to solve multi step word problems posed with whole numbers The student is unable to correctly determine the total population but produces work that serves as evidence that she is developing understanding of how to solve multi step word problems posed with whole numbers The student accurately models the problem using a tape diagram provides the correct answer of 984 810 people and provides sufficient work to support her answer For example the student finds the sum of all three numbers provided in the prompt For example the student accurately models the problem using a tape diagram but makes multiple arithmetic mistakes when solving the problem The student accurately models the problem using a tape diagram and provides the correct answer of 984 810 people but provides insufficient and or incomplete work to support her answer OR The student accurately models the problem using a tape diagram but makes a simple calculation error leading to an answer other than 984 810 people 12 points 14 points 16 points 18 points ZEARN MATH Teacher Edition

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G4M1 PROBLEM 2b 4 OA 3 4 NBT 3 End of Mission Rubric INITIATING UNDERSTANDING DEVELOPING UNDERSTANDING NEARING UNDERSTANDING FULL UNDERSTANDING The student is unable to correctly determine the total population but produces work that serves as evidence that she is initiating understanding of how to assess the reasonableness of answers using rounding The student is unable to correctly determine the total population but produces work that serves as evidence that she is developing understanding of how to assess the reasonableness of answers using rounding The student rounds to the nearest hundred thousand but makes a simple calculation error leading her to think her answer in part a is not reasonable OR The student accurately uses rounding to check the reasonableness of her answer for the population of Charleston SC but rounds to a place other than the hundred thousands place The student accurately uses rounding to the nearest hundred thousand to check the reasonableness of her answer for the population of Charleston SC For example the student accurately rounds to the nearest hundred thousand all three numbers provided in the prompt For example the student finds the population of Baltimore MD by adding 250 000 and 375 000 then subtracting 500 000 leading her to think her answer of 120 000 is reasonable 2c 4 NBT 2 2d 4 NBT 2 4 points 6 points 8 points 10 points The student accurately writes the population in numbers for all 3 cities and accurately writes the population in either word or expanded form not both for all 3 cities The student accurately writes the population in numbers words and expanded form for 1 of the 3 cities The student accurately writes the population in numbers words and expanded form for 2 of the 3 cities The student accurately writes the population in numbers words and expanded form for all 3 cities 5 points 6 points 7 points 8 points The student is unable to accurately complete the inequality statements but produces work that serves as evidence that she is initiating understanding of comparing multi digit whole numbers The student is unable to accurately complete the inequality statements but produces work that serves as evidence that she is developing understanding of comparing multi digit whole numbers The student provides an accurate statement of comparison comparing the population of Norfolk and Charleston but neglects to use an inequality symbol The student provides an accurate statement of comparison using an inequality symbol comparing the population of Norfolk and Charleston For example the student simply states in words that Norfolk s population is larger than Charleston s population Note a student can receive full credit for a correct statement of inequality even if she uses an incorrect population for Charleston calculated in part a 7 points 8 points For example the student provides an accurate statement of comparison using an inequality symbol comparing any two of the three numbers provided in the prompt 5 points ZEARN MATH Teacher Edition 6 points Note a student can receive full credit for accurately expressing the populations in all three forms even if she uses an incorrect population for Charleston and or Baltimore calculated in part a 23

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End of Mission Rubric PROBLEM 2e 4 NBT 1 G4M1 INITIATING UNDERSTANDING DEVELOPING UNDERSTANDING NEARING UNDERSTANDING FULL UNDERSTANDING The student is unable to appropriately explain how Norfolk s population is about 10 times as large as Fredericksburg s population but produces work that serves as evidence that she is initiating understanding of place value for multi digit whole numbers The student is unable to appropriately explain how Norfolk s population is about 10 times as large as Fredericksburg s population but produces work that serves as evidence that she is developing understanding of place value for multi digit whole numbers The student provides an accurate but incomplete explanation of how Norfolk s population is about 10 times as large as Fredericksburg s population The student provides an appropriate explanation of how Norfolk s population is about 10 times as large as Fredericksburg s population 6 points 7 points 8 points For example the student accurately models 24 286 on the place value chart 5 points Total Score the sum of points earned out of 100 possible points 24 ZEARN MATH Teacher Edition

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G4M1 End of Mission Assessment Answer Key 2 Norfolk VA has a population of 242 628 people Baltimore MD has 376 865 more people than Norfolk Charleston SC has 496 804 less people than Baltimore a What is the total population of all three cities Draw a tape diagram to model the word problem Then solve the problem Norfolk 376 865 242 628 Baltimore Charleston 496 804 re o ltim Ba 242 628 376 865 1 1 1 619 493 a Ch 619 493 496 804 242 628 619 493 122 689 122 689 984 810 ton 5 11 8 14 8 13 s rle 1 1 22 The total population of all three cities is 984 810 b Round to the nearest hundred thousand to check the reasonableness of your answer for the population of Charleston SC Baltimore s population rounded to the nearest hundred thousand is 600 000 Charleston s population is about 500 000 less than Baltimore s population 600 000 500 000 100 000 The answer of 122 689 for the population of Charleston is reasonable because 122 689 rounded to the nearest hundred thousand is 100 000 ZEARN MATH Teacher Edition 27

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End of Mission Assessment Answer Key G4M1 c Record each city s population in numbers in words and in expanded form Baltimore 619 493 Six hundred nineteen thousand four hundred ninety three 600 000 10 000 9 000 400 90 3 Norfolk 242 628 Two hundred forty two thousand six hundred twenty eight 200 000 40 000 2 000 600 20 8 Charleston 122 689 One hundred twenty two thousand six hundred eighty nine 100 000 20 000 2 000 600 80 9 d Compare the population of Norfolk and Charleston using 122 689 e Eddie lives in Fredericksburg VA which has a population of 24 286 He says that Norfolk s population is about 10 times as large as Fredericksburg s population Explain Eddie s thinking Eddie s thinking is correct because Norfolk s population is 242 628 which can be rounded to 240 000 Fredericksburg s population can be rounded to 24 000 240 thousands is ten times as large as 24 thousands H Th T Th 2 28 Th H T 0 2 4 0 0 0 4 0 0 0 0 ZEARN MATH Teacher Edition

Zearn Math–Teacher Edition: Mission Assessments Answer Key, G4

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