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Cars on a Ramp

Sabrina and Joel are measuring how far their cars roll

down a ramp. Sabrinas car rolls forty-eight inches. Joels

car rolls seventy-two inches. Sabrina says her car rolls four

times as far as one foot. Joel says his car rolls two times as

far as one yard. Who is correct, Sabrina or Joel? Show all

your mathematical thinking.

2013

exemplars.com

Cars on a Ramp

Mathematical Practices: 1, 2, 3, 4, 5, 6, 7

Grade 4 Content Standards:

4.OA.A.2

Task

Sabrina and Joel are measuring how far their cars roll down a ramp. Sabrinas car rolls fortyeight inches. Joels car rolls seventy-two inches. Sabrina says her car rolls four times as far as

one foot. Joel says his car rolls two times as far as one yard. Who is correct, Sabrina or Joel?

Show all your mathematical thinking.

4.OA Operations and Algebraic Thinking

Use the four operations with whole numbers to solve problems.

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.

Exemplars Task-Specific Evidence

This task requires students to use multiplication in comparison situations. The students also

need to know that one foot is 12 inches and one yard is 36 inches.

Multiplicative comparison

Linear measurement: 12 = 1, 36 = 1 yard

Number sense to 72

Model (manipulatives)

Diagram/Key

Chart

Number line

Model

Diagram/Key

Chart

Number line

Inch, in.,

Foot, ft.,

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Yard, yd.

Total/Sum

Amount

Greater than (>)/Less than (<)

Most/Least

Distance

Per

Angle

Degrees

Possible Solutions

Friend

Car Rolls

in Inches

Car Rolls

in Feet

Sabrina

48

Joel

72

6 feet = 2 yards

4 x " = 48"

4 x 1' = 4'

x 36" = 72"

2 x 36" = 72"

12

4

48

- 40

10

8

- 8

12

Possible Connections

Below are some examples of mathematical connections. Your students may discover some

that are not on this list.

Joels car travels the most, 2 more feet than Sabrinas car.

Sabrinas car travels 1 1/3 yards or 1 yard and 12 inches.

Relate to a similar task and state a math link.

Solve more than one way to verify the answer.

Using the same ramp makes the distance traveled per car fair as the slope

is the same.

If you raise the ramp, the cars could go faster.

Angle/ramp/degrees are discussed.

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Criteria and

Performance Level

Assessment Rationales

Problem Solving

Novice

task. The students answer, I think they are both correct,

does not match the calculations that show 96 for Sabrina and

288 for Joel.

Reasoning Proof

Novice

appears that the student uses the numbers 48 and 72 from

the task and multiplies them by the two and four mentioned

in the task. This reasoning would not lead to a correct

answer.

Communication

Novice

notation.

Connections

Novice

connection. The statement, I see Joel goes fast, is not

linked to any numbers in the problem: One has to assume

the student means Joels car goes fast.

Representation

Novice

in her/his solution.

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Novice

N

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Criteria and

Performance Level

Assessment Rationales

Problem Solving

Practitioner

The students strategy of using a chart and division to determine that Sabrinas car does roll four times as far as one foot

and Joels car does roll two times as far as one yard works to

solve the task. The students answer, Joel is correct, and,

Sabrina is correct, is correct.

Reasoning Proof

Practitioner

concepts of the task. The student correctly uses division to

differentiate multiplicative comparison from additive comparison.

Communication

Apprentice

(inch) from the task. The student does not include any other

mathematical terms in her/his solution.

Connections

Apprentice

deciding to determine the sum of the inches traveled by the

two cars. The student makes a computational error that leads

to an incorrect connection of 110 in. how much they roll

together.

Representation

Practitioner

accurate. Each column is labeled correctly and all entered

data is correct.

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Apprentice

P

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Criteria and

Performance Level

Assessment Rationales

Problem Solving

Practitioner

division to determine that Sabrinas car does roll four times

as far as one foot and Joels car does roll two times as far as

one yard works to solve the task. The students answer, Both

are right, is correct.

Reasoning Proof

Practitioner

concepts of the task. The student correctly uses division and

multiplication to differentiate multiplicative comparison from

additive comparison.

Communication

Practitioner

foot, yard from the task. The student also correctly uses

terms diagram, more than.

Connections

Practitioner

determining that Joels car went 24 inches more than

Sabrina, and includes the computation 72 48 = 24.

Representation

Practitioner

accurate. The cars are correctly labeled and the inch notation

is correct.

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Practitioner, Student 1

P

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10

Criteria and

Performance Level

Assessment Rationales

Problem Solving

Practitioner

division to determine that Sabrinas car does roll four times

as far as one foot and Joels car does roll two times as far as

one yard works to solve the task. The students answer, They

are both right, is correct.

Reasoning Proof

Practitioner

concepts of the task. The student correctly uses division and

multiplication to differentiate multiplicative comparison from

additive comparison.

Communication

Practitioner

foot, yard from the task. The student also correctly uses the

terms chart, total, dozen.

Connections

Practitioner

72 = 120 inches the 2 cars went in total, 72 in. is 6 dozen

inches, and, 48 in. is 4 dozen inches.

Representation

Practitioner

accurate. The three columns are correctly labeled and all

entered data is accurate.

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Practitioner, Student 2

P

11

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12

Criteria and

Performance Level

Assessment Rationales

Problem Solving

Practitioner

The students strategy of using a number line and multiplication to determine that Sabrinas car does roll four times as far

as one foot and Joels car does roll two times as far as one

yard works to solve the task. The students answer, Joel and

Sabrina are both right, is correct.

Reasoning Proof

Practitioner

concepts of the task. The student correctly uses multiplication to differentiate multiplicative comparison from additive

comparison.

Communication

Practitioner

yds (yards) from the task. The student also correctly uses

terms number line, distance, even number. The student

correctly uses the mathematical notation and .

Connections

Practitioner

notist both cars roll an even number of inches.

Representation

Practitioner

task and accurate. All necessary labels are provided and the

entered data is accurate.

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Practitioner, Student 3

P

13

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14

Criteria and

Performance Level

Assessment Rationales

Problem Solving

Expert

The students strategy of using number lines and multiplication to determine that Sabrinas car does roll four times as far

as one foot and Joels car does roll two times as far as one

yard works to solve the task. The students answer, Both

Joel and Sabrina are correct exactley, is correct. The student also uses an alternate strategy of a chart and division.

The student also brings prior knowledge of mixed fractions

to the task.

Reasoning Proof

Expert

concepts of the task. The student correctly uses multiplication to differentiate multiplicative comparison from additive

comparison. The student justifies her/his answer by using

an alternate strategy of a chart and division to arrive at the

same answer.

Communication

Expert

foot, yard from the task. The student also correctly uses

terms number line, distance, key, tabe, (table), division,

even. The student correctly uses the mathematical notation

, , 3 1/3, 3 12/36.

Connections

Expert

was only 24 inches away from Joels car roll, or 2 feet

away from Joels car roll, and, all numbers are even.

The student uses arrows to point to the even numbers 48,

4, 72, 6. The student makes the Expert connection of

verifying that her/his answer is correct by using division and

a chart. The student states, I get 4 and 2 again for times

so it is correct. The student also determines that ten feet is

equivalent to 3 1/3 yards and 120 inches is equivalent to 3

and 1/3 yards.

Representation

Expert

task and accurate. Each number line is titled and correctly

labeled. 72 and 48 inches are correctly indicated. The

students chart is also appropriate to the task and accurate.

All labels are indicated and the entered data is correct. The

student uses her/his chart to verify that the data on the

number lines and her/his answer is correct.

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Expert

E

15

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Expert (cont.)

16

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