Name:___________________________________________
4.OA.4
Garrett and Erin were playing a game on a
numbered game board. A section of their game
board is shown to the right.
In the game, players have to cover numbers that
are multiples of both 2 and 3.
Circle all the numbers on this section of the game
board that are multiples of both 2 and 3.
The game board Garrett and Erin are using has
all the numbers from 1 to 100. Identify three other
numbers on the game board besides the ones you
circled above that are also multiples of both 2 and 3.
Name:___________________________________________
4.OA.4
Garrett and Erin were playing a game on a
numbered game board. A section of their game
board is shown to the right.
In the game, players have to cover numbers that
are multiples of both 2 and 3.
Circle all the numbers on this section of the game
board that are multiples of both 2 and 3.
The game board Garrett and Erin are using has
all the numbers from 1 to 100. Identify three other
numbers on the game board besides the ones you
circled above that are also multiples of both 2 and 3.
 Elementary Mathematics Office • Howard County Public School System • 2013-2014
Date: ______________________
5 6 7 8
15 16 17 18
25 26 27 28
8
35 36 37 38
8
________
________
________
Date: ______________________
5 6 7 8
15 16 17 18
25 26 27 28
35 36 37 38
8
________
________
________
Teacher notes:
Student learning targets for this task may include


I can define factors and multiples and list the factor pairs of any number between 1 and 100.
I can define prime and composition numbers and determine if a number is prime or composite.
• For the first part of this task, students are directed to find numbers on the board that are
multiples of both 2 and 3. They are 6, 18, and 36. For the second part of this task,
students are asked to name other numbers in the range of 1-100 that are multiples of both
2 and 3. There are many possible answers that the students can choose from.
• A common error for this task would be for students to circle the multiples of 2 and the
multiples of 3 separately. While incorrect, this would show some level of understanding of
the concept of multiples and would simply indicate that the students need more practice
with finding multiples of single numbers as well as shared multiples.
• When reviewing the completed task with the students, you may use this task as an
opportunity to explore patterns among shared multiplied of 2 and 3. The students may
realize that the three numbers they circles are all multiples of 6. The class could
brainstorming other shared multiples to see if this is true of other multiples of 2 and 3, and
then discusses why this would be true.
Not yet: Student shows evidence of
misunderstanding, incorrect concept or
procedure.
Unsatisfactory:
Marginal:
Little
Partial
Accomplishment
Accomplishment
Got It: Student essentially understands the
target concept.
The task is attempted
and some
mathematical effort is
made. There may be
fragments of
accomplishment but
little or no success.
Further teaching is
required.
Student could work to
full accomplishment
with minimal feedback
from teacher. Errors
are minor. Teacher is
confident that
understanding is
adequate to
accomplish the
objective with minimal
assistance.
Part of the task is
accomplished, but
there is lack of
evidence of
understanding or
evidence of not
understanding. Further
teaching is required.
Proficient:
Substantial
Accomplishment
Excellent:
Full Accomplishment
Strategy and execution
meet the content,
process, and
qualitative demands of
the task or concept.
Student can
communicate ideas.
May have minor errors
that do not impact the
mathematics.
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