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. 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. 4.NBT.3 Use place value understanding to round multi-digit whole numbers to any place. Evaluating Student Learning Outcomes A Progression Toward Mastery chart 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 and Little evidence of Evidence of some Evidence of some Evidence of solid Standards reasoning without reasoning without reasoning with a reasoning with a Assessed 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 arranged The student arranged The student arranged The student correctly: two numbers and two numbers in order three or four numbers Arranged the 4.NBT.1 provided no clear or arranged the least correctly but was numbers in the explanation for Part (b). and greatest numbers unable to articulate the following order: correctly. The student relationship of the two 4,450, 44,500, provided some smallest numbers using 504,054, 505,045. explanation of “ten the words “ten times.” Used the words “ten times.” times” to describe the relationship between 4,450 and 44,500.
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. 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. 4.NBT.3 Use place value understanding to round multi-digit whole numbers to any place. Evaluating Student Learning Outcomes A Progression Toward Mastery chart 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 Task Item and Standards Assessed STEP 1 Little evidence of reasoning without a correct answer. (1 Point) STEP 2 Evidence of some reasoning without a correct answer. (2 Points) STEP 3 Evidence of some reasoning with a correct answer or evidence of solid reasoning with an incorrect answer. (3 Points) STEP 4 Evidence of solid reasoning with a correct answer. (4 Points) 1 4.NBT.1 The student arranged two numbers and provided no clear explanation for Part (b). The student arranged two numbers in order or arranged the least and greatest numbers correctly. The student provided some explanation of “ten times.” The student arranged three or four numbers correctly but was unable to articulate the relationship of the two smallest numbers using the words “ten times.” The student correctly: Arranged the numbers in the following order: 4,450, 44,500, 504,054, 505,045. Used the words “ten times” to describe the relationship between 4,450 and 44,500.