Name:_______________________________________________ Date: __________________________

4.NBT.1

Tom wrote the number 45,378. Bill wrote the number 36,721

How many times greater is the 7 in Bill’s

number than the 7 in Tom’s number? _________________________

Use pictures, numbers, or words to demonstrate your reasoning.

Name:_______________________________________________ Date: __________________________

4.NBT.1

Tom wrote the number 45,378. Bill wrote the number 36,721

How many times greater is the 7 in Bill’s

number than the 7 in Tom’s number? _________________________

Use pictures, numbers, or words to demonstrate your reasoning.

 Elementary Mathematics Office • Howard County Public School System • 2013-2014

Teacher notes:
Student learning targets for this task may include:

 I can explain the value of each digit as ten times the value to the right (connection to
bundles of 10).

• For this task, students should identify that the 7 in Bill’s number is 10 times the size of
the 7 in Tom’s number. Their work should show an understanding that the 7 in Bills’
number is worth 700 and the 7 in Tom’s number is worth 70, and 700 is ten times the size
of 70.

Not yet: Student shows evidence of Got It: Student essentially understands the
misunderstanding, incorrect concept or target concept.
procedure.
Unsatisfactory: Marginal: Proficient: Excellent:
Little Accomplishment Partial Substantial Full Accomplishment
Accomplishment Accomplishment
The task is attempted Strategy and execution
and some Part of the task is Student could work to meet the content,
mathematical effort is accomplished, but full accomplishment process, and
made. There may be there is lack of with minimal feedback qualitative demands of
fragments of evidence of from teacher. Errors the task or concept.
accomplishment but understanding or are minor. Teacher is Student can
little or no success. evidence of not confident that communicate ideas.
Further teaching is understanding. Further understanding is May have minor errors
required. teaching is required. adequate to that do not impact the
accomplish the mathematics.
objective with minimal
assistance.
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