CARE
Curriculum Assessment Remediation Enrichment
Grade 4
Mathematics CARE Package Test 3
Domain (s)
Operations and Algebraic Thinking
Number and Operations in Base Ten
Cluster (s)
Use the four operations with whole
numbers to solve problems.
Use place value understanding and properties of
operations to perform multi-digit arithmetic.
Standards
MAFS.4.NBT.2.4
Fluently add and subtract multi-digit whole numbers using the standard algorithm.
MAFS.4.NBT.2.5
Multiply a whole number of up to four digits by a one-digit whole number, and multiply two
two-digit numbers, using strategies based on place value and the properties of operations.
Illustrate and explain the calculation by using equations, rectangular arrays, and/or area
models.
MAFS.4.OA.1.2
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.
CURRICULUM
David plays basketball and hopes to play professionally for the NBA one day. He
decides he needs to practice and learn more about the sport. He researches and figures out what he must do to
practice and prepare himself. The table below shows his findings.
Skills
Needed
Free Throws
3-Point Shots
Lay-ups
Jumpers
Amount in
each set
12
4
6
10
A. On Monday, David wants to work on his lay-ups and does 219 sets during practice. What is the total amount
of lay-ups that he completes?
219 x 6 = 1,314 lay-ups
B. On Tuesday, David completes 21 sets of each skill during practice. What is the total amount he completes
for each skill?
Free Throws: 21 x 12 = 252
Lay-ups: 21 x 6 = 126
3-Point Shots: 21 x 4 = 84
Jumpers: 21 x 10 = 210
C. On Thursday, David completes 146 sets of 3-pointers and 78 sets of free throws during practice. Which skill
did he complete more of? How do you know?
He completed:
3-point shots: 146 x 4 = 584
Free throws: 78 x 12 = 936
I know that David completed more free throws than 3-point shots because when I multiplied the number of sets for
each by the amount in each set, free throws has a greater number. 936 > 584.
D. David’s research told him to complete 938 sets of lay-ups. He did a total of total of 5,488 lay-ups. Did he
do the correct amount of lay-ups? Justify your answer.
938 x 6 = 5,628
David’s research told him to do 938 sets of lay-ups. He did 6 in each set. When you multiply 938
by 6 you get 5,628 total lay-ups. If he only did 5,488 he did not do the right amount of lay-ups.
He needed to do 140 more lay-ups to do the right amount according to his research.
E. On Friday, David is not pleased with his results. He decides to do extra sets of each skill during practice. He
does 41 sets of free throws, 555 sets of 3-Point Shots, 3,356 sets of Lay-ups, 98 sets of Jumpers. What is the
total number of skills that David completes? Explain how you solved this problem.
Free throws: 41 x 12 = 492
Lay-ups: 3,356 x 6 = 20,136
3-pointers: 555 x 4 = 2,220
Jumpers: 98 x 10 = 980
Total number of skills: 23,828
First, I start by multiplying the number of sets with the amount completed per set for each skill. Then I added the
total number for each of the 4 skills to get the total number of skills David completed while practicing Friday.
Optional Sample Rubric: Can be used for parts or all of tasks.
Not yet: Student shows evidence of
misunderstanding, incorrect concept or
procedure.
1 Unsatisfactory: 2 Marginal:
Little
Partial
Accomplishment
Accomplishment
Got It: Student essentially understands the
target concept.
3 Proficient:
Substantial
Accomplishment
4 Excellent:
Full
Accomplishment
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.
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.
Part of the task is
accomplished, but
there is lack of
evidence of
understanding or
evidence of not
understanding.
Further teaching is
required.
Adapted from Van de Walle, J. (2004) Elementary and Middle School Mathematics: Teaching Developmentally. Boston: Pearson
Education, 65
ASSESSMENT
The Mini-MAF includes standards MAFS.4.OA.1.2, MAFS.4.NBT.2.4, MAFS.4.NBT.2.5. Use the following table
to assist in remediation efforts.
Question
1, 5, 9, 12
Standard
MAFS.4.OA.1.2
MAFS.4.NBT.2.4
2, 4, 8, 10
MAFS.4.NBT.2.5
3, 6, 7, 11
GO Math Lesson
Lesson 2.2 Algebra: Comparison Problems
Lessons 1.6 Add Whole Numbers; 1.7 Subtract Whole
Numbers; 1.8 Problem Solving: Comparison Problems with
Addition and subtraction
Lessons 2.3 Multiply Tens, Hundreds and Thousands; 2.5
Investigate: Multiply Using the Distributive Property; 2.6
Multiply Using Expanded Form; 2.7 Multiply Using Partial
Products; 2.10 Multiply 2-digit Numbers with Regrouping;
2.11 Multiply 3-digit and 4-digit Numbers with Regrouping;
3.1 Multiply by Tens; 3.3 Investigate Area Models and
Partial Products; 3.4 Multiply Using Partial Products; 3.5
Multiply with Regrouping; 3.6 Choose a Multiplication
Method
REMEDIATION / RETEACH
Key Vocabulary:
Embed vocabulary into text, discuss authentically, precise; by modeling, using visual representations, interactive
word walls, flip books, etc. (ESOL: D7-Multiple Meanings, D9-Vocabulary/ESE: Pre-teach Vocabulary,
Model/demonstrate/simulate concepts, Provide visual aids/graphics/pre and post organizers)


Addend, Addition, Subtraction, Factor, Multiply, Number Line, Place Value, Product, Estimate,
Round, Regroup
Partial Products, Expanded Form, Distributive Property, Associative Property of Multiplication
Activity 1
1. Have students write the following problems on white boards
 40 x 6 = 240
 7 x 500 = 3,500
 2,000 x 9 = 18,000
2. Have students draw a circle around the basic facts and underline the zeros in the factors and the products.
*Teachers should explain that there should not be a digit both underlined and circled.
3. In math journals, have students create a model for each of the 3 problems. Then have them explain how each
model represents the multiplication sentence next to it.
( ESOL: F6 Self-Monitor, G6 Modeling, G13 Identifying Key Concepts/ ESE: Provide visual
aids/graphics/pre & post organizers, provide examples of final products)
Activity 2
*Students may have trouble lining up place values when adding partial products. Provide students with 1-inch grid
paper (Go Math Teacher Resource Book page TR 134) to assist them with lining up the place values. You may
consider starting by using different colored highlighters to color each column so they can visually see placement of
each number. Once students are comfortable with this, take the highlighting away and ensure students are still able
to line up their numbers.
Provide students with a 3-digit by 1-digit multiplication problem. e.g., 3 x 418
Have students write the 3-digit number in expanded form. 400 + 10 + 8
Have students use the Distributive Property to multiply. (3 x 400) + (3 x 10) + (3 x 8)
Then ask students to find each partial product. 1,200 + 30 + 24
Have students write each partial product on grid paper, lining up place values.
Then have students add the partial products. 1,254
Repeat with similar problems.
(ESOL: F6 Self-Monitor, G6 Modeling, G13 Identifying Key Concepts/ ESE: Highlight distinctive features/key
concepts, model/demonstrate/simulate concepts)
Activity 3
Use base-ten to model subtraction with regrouping.
Provide students with the following:
There were 104 people at the soccer game on Thursday.
There were 341 people at the soccer game on Saturday.
How many more people were at the soccer game on Saturday?
Read the problem and model how to solve it, showing how to regroup “4 tens and 1 one” as “3 tens and 11 ones”.
Read the problem again. Have students use base-ten blocks to solve the problem. Then have students say and write
the answer.
Have the student draw a model in their math journals and explain each step that they took to solve this problem.
Repeat with similar word problems. (ESOL: B2 Clear directions, G6 Modeling, G8 Think Aloud/ ESE: Ensure oral
directions are understood, Segment long presentations, model/demonstrate/simulate concepts, Allow extra time to
complete tasks without penalty)
Additional Resources:
MAFS.4.OA.1.2
 https://learnzillion.com/lessons/2746-solve-multiplicative-comparison-word-problems-by-using-amultiplication-sentence
MAFS.4.NBT.2.4
 https://learnzillion.com/lessons/2746-solve-multiplicative-comparison-word-problems-by-using-amultiplication-sentence
 http://superteacherworksheets.com/subtraction.html
MAFS.4.NBT.2.5
 http://www.cpalms.org/Public/PreviewStandard/Preview/5390#/
 https://learnzillion.com/lessons/1878-use-place-value-understanding-to-multiply-three-and-four-digitnumbers
 http://superteacherworksheets.com/multiplication2.html
ENRICHMENT
Extra for Experts 1
Have students work in partners to find three numbers with a sum of 250,000.
 One student tosses 5 number generators and arranges them to create a 5-digit number.
 The partner then tosses the 5 number generators and also arranges them to create another 5-digit number.
 The partners put the 2 numbers together and will try to find a third number to add to the other two 5-digit
numbers they created to give them the sum of 250,000.
*Students should add together the two 5-digit numbers and subtract that sum from the 250,000 to get the third
number.
Extra for Experts 2
Have students make up a problem similar to the following:
 The product of my number and twice my number is 200. What is half my number? 5
*Students should make sure that both factors (their number and twice their number) are 2-digit numbers
Have student’s trade problems with a partner and solve. Ensure that students can explain their thinking.
Additional Resources:
 http://www.mathworksheets4kids.com/multiplication.html
 http://www.mathscore.com/math/grade-4/
See below for student pages
Name: _______________________________
Performance Task
Page 1
David plays basketball and hopes to play professionally for the NBA one day. He
decides he need to practice and learn more about the sport. He researches and figures out what he must do to
practice and prepare himself. The table below shows his findings.
Skills
Needed
Free Throws
3-Point Shots
Lay-ups
Jumpers
Amount in
each set
12
4
6
10
A. On Monday, David wants to work on his lay-ups and does 219 sets during practice. What is the total
amount of lay-ups that he completes?
B. On Tuesday, David completes 21 sets of each skill during practice. What is the total amount he
completes for each skill?
Free Throws: ___________________
Lay-ups: ___________________
3-Point Shots: ___________________
Jumpers: ___________________
C. On Thursday, David completes 146 sets of 3-pointers and 78 sets of free throws during practice. Which
skill did he complete more of? How do you know?
Performance Task
Page 2
D. David’s research told him to complete 938 sets of lay-ups. He did a total of total of 5,488 lay-ups. Did
he do the correct amount of lay-ups? Justify your answer.
E. On Friday, David is not pleased with his results. He decides to do extra sets of each skill during practice.
He does 41 sets of free throws, 555 sets of 3-Point Shots, 3,356 sets of Lay-ups, 98 sets of Jumpers.
What is the total number of skills that David completes? Explain how you solved this problem.
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