Name __________________________________________________

______________________________
4.NBT.1
Consider Jake and Rileys numbers:

Jakes
number

Circle the letter(s) of the true statement(s).

45,932

Date

Rileys
number

24,395

A. The 3 in Jakes number has 10 times the value of the 3 in Rileys

number.
B. The 9 in Jakes number has 10 times the value of the 9 in Rileys
number.
C. The 4 in Jakes number has 10 times the value of the 4 in Rileys
number.
Choose one of the true statements and use numbers, pictures, and
words to show how you know it is true.

Name __________________________________________________
______________________________
4.NBT.1
Consider Jake and Rileys numbers:

Jakes
number

Circle the letter(s) of the true statement(s).

45,932

Date

Rileys
number

24,395

A. The 3 in Jakes number has 10 times the value of the 3 in Rileys

number.
B. The 9 in Jakes number has 10 times the value of the 9 in Rileys
number.

C. The 4 in Jakes number has 10 times the value of the 4 in Rileys

number.
Elementary Mathematics Office Howard County Public School System 2013-2014

Choose one of the true statements and use numbers, pictures, and
words to show how you know it is true.
Teacher notes:
Students may do calculations on the paper, either to solve or to check
their work. You may also choose to give students extra paper on which they
can do their work.
Part of this task requires students to identify more than one possible answer
among a set of presented choices. Students should be aware that the phrasing
Circle the letter(s) indicates that there may be more than one correct answer
to select and that they should identify all the correct answer.

The target concept of this task is described in 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.
For this first part of this task, students should identify that B and C are
both true.
For the second part, the student should identify one of the two true
statements and then show work that demonstrates an understanding
(either) that the 9 in Jakes number is worth 900 and the 9 in Rileys number
is worth 90, and 900 is ten times the size of 90 or that the 4 in Jakes
number is worth 40,000 and that Rileys 4 is worth 4,000, and 40,000 is
worth ten times as much as 4,000.
When scoring this task, you may choose to use the level of student work to
distinguish between a 3 and a 2 or a 2 and a 1. If you decide to account for
the students work when grading, it is important to make sure the students
know in advance of working that the task will be graded based on the
correct answers and their work.

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.

Student could work to

full accomplishment
with minimal feedback
from teacher. Errors
are minor. Teacher is
confident that
understanding is

Not yet: Student shows evidence of

misunderstanding, incorrect concept or
procedure.
0 Unsatisfactory:
1 Marginal:
Little
Partial
Accomplishment
Accomplishment
Part of the task is
accomplished, but
there is lack of
evidence of
understanding or
evidence of not
understanding. Further

2 Proficient:
Substantial
Accomplishment

Elementary Mathematics Office Howard County Public School System 2013-2014

3 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

Further teaching is
required.

teaching is required.

adequate to
accomplish the
objective with minimal
assistance.

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