Primary Type: Formative Assessment
Status: Published
This is a resource from CPALMS (www.cpalms.org) where all educators go for bright ideas!
Resource ID#: 54922
Writing an Equation to Match a Word Problem
Students write an equation to match a given word problem.
Subject(s): Mathematics
Grade Level(s): 4
Intended Audience: Educators
Freely Available: Yes
Keywords: MFAS, compare, multiplication, times, word problem
Resource Collection: MFAS Formative Assessments
ATTACHMENTS
MFAS_WritingAnEquationToMatchAWordProblem_Worksheet.docx
FORMATIVE ASSESSMENT TASK
Instructions for Implementing the Task
Note: This task may be implemented individually, in small groups, or in a whole-group setting. If the task is given in a whole-group setting, the teacher should ask each
student to explain his or her thinking and strategy.
1. The teacher provides the student with the attached Writing An Equation To Match A Word Problem worksheet and reads the problem to the student.
Aiden built a tower that is 18 inches tall and that is 3 times as tall as Anna’s tower. Anna’s tower is 6 inches tall. Can you write an equation to match this word problem?
2. The teacher then asks the student, “Why did you write that equation?” The teacher may ask the student further questions if his or her response is not clear.
TASK RUBRIC
Getting Started
Misconception/Error
The student is unable to write an equation to match the word problem.
Examples of Student Work at this Level
The student attempts to write an equation and may include the numbers 6, 3, and 18 but is unable to write a correct equation even with prompting.
The student might write: 18 + 6 + 3 = 27, 18 x 3 = 6; 18 x 3 = 54; or 18 x 6 = 3
page 1 of 4 Questions Eliciting Thinking
Why did you choose addition? What about the problem made you think to add?
Can you retell the word problem? What happened in the word problem?
What does the word "times" mean in this problem?
Instructional Implications
Expose the student to a variety of multiplication word problems including situations that include equal groups, and area (or array). Encourage the student to retell each
word problem and to think about what is happening in each problem. The student should write an equation to match each problem. After the student becomes proficient
with writing equations for equal groups and area problems, have the student attempt compare problems and practice writing equations to match the action in these
problems.
Moving Forward
Misconception/Error
The student’s equation does not match the word problem, or he or she needs significant prompting to write a correct equation.
Examples of Student Work at this Level
The student initially writes an equation that is incorrect and then needs much prompting from the teacher to write a matching equation and is unable to explain in his or her
own words why that equation matches.
The student might write: 18 + 6 + 3 = 27, 18 x 3 = 6; 18 x 3 = 54; and 18 x 6 = 3.
The student writes an equation that shows repeated addition (6 + 6 + 6 = 18).
Questions Eliciting Thinking
Why did you choose multiplication? What in the word problem suggested that this is a multiplication situation?
Who had the taller tower, Aiden or Anna? How do you know that?
How much taller was Aiden’s than Anna’s? How can we show that with symbols?
What does the word "times" mean in this problem?
Instructional Implications
Expose the student to a variety of multiplication word problems that involve compare situations. Encourage the student to retell each word problem and to think about
what is happening in each problem. The student should write an equation to match each problem.
Consider using the MFAS task Animal Photographs (4.OA.1.1).
Guide the student to see how repeated addition relates to multiplication as a comparison.
Almost There
Misconception/Error
The student struggles to explain why the equation matches the word problem.
Examples of Student Work at this Level
The student writes 6 x 3 = 18 or 18 ÷ 3 = 6, yet even with prompting the student is unable to explain why his or her equation matches the word problem. The student
says, “Those are the numbers in the problem and I put them in an equation.”
The student writes the correct numbers and operation, yet does not write them as an equation.
page 2 of 4 Questions Eliciting Thinking
Why did you choose to write 6 x 3 = 18? What does the six represent? The three?
Where in your equation does it show that Aiden’s tower is three times taller than Anna’s?
Instructional Implications
Encourage the student to share his or her thinking with other classmates that are “Almost There” or “Got It”. This will allow the student to work on articulating how
equations match word problems.
Consider using the MFAS task Animal Photographs (4.OA.1.1).
Got It
Misconception/Error
The student provides complete and correct responses to all components of the task.
Examples of Student Work at this Level
The student writes one of the following equations, 18 = 3 x 6, 3 x 6 = 18, 18 ÷ 3 = 6, or 6 = 18 ÷ 3. The student then also explains how each part of the equation
relates to the word problem.
Questions Eliciting Thinking
Is there another equation that would correctly show the action in this word problem? Why or why not?
Instructional Implications
Challenge the student to write an additional equation that matches the word problem. Note that explaining how the situation shows division can be challenging for
students.
ACCOMMODATIONS & RECOMMENDATIONS
Special Materials Needed:
Writing An Equation To Match A Word Problem worksheet
SOURCE AND ACCESS INFORMATION
Contributed by: MFAS FCRSTEM
Name of Author/Source: MFAS FCRSTEM
District/Organization of Contributor(s): Okaloosa
Is this Resource freely Available? Yes
page 3 of 4 Access Privileges: Public
License: CPALMS License - no distribution - non commercial
Related Standards
Name
MAFS.4.OA.1.1:
Description
Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as
many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication
equations.
page 4 of 4