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Math g4 m2 End of Module Assesment

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0% found this document useful (0 votes)
66 views8 pages

Math g4 m2 End of Module Assesment

Uploaded by

Michael Dietrich
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task Lesson

4•2
2•3

Name Date

1. Complete the conversion charts.

Length Mass Capacity


2.
3 km m 3 kg g 4L mL

9 km m 20 kg 300 g g 48 L 808 mL mL

6 km 435 m m 1 kg 74 g g 2 L 20 mL mL

12 km 12 m m 403 kg 4 g g 639 L 6 mL mL

A student completed the problem below. Check his work. Explain how you know if each solution is correct or
incorrect.

3. Find the sum or difference.

a. 493 km 43 m + 17 km 57 m

b. 25 kg 32 g – 23 kg 83 g

c. 100 L 99 mL + 2,999 mL

Module 2: Unit Conversions and Problem Solving with Metric Measurement


Date: 2/13/23 2.S.1
This work is licensed under a
© 2014 Common Core, Inc. Some rights reserved. commoncore.org Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task Lesson
4•2
2•3

Module 2: Unit Conversions and Problem Solving with Metric Measurement


Date: 2/13/23 2.S.2
This work is licensed under a
© 2014 Common Core, Inc. Some rights reserved. commoncore.org Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task Lesson
4•2
2•3

4. Billy is training for a half marathon. For the problems below, use tape diagrams, numbers, and words to
explain each answer.

a. Each day, Billy runs on the treadmill for 5 kilometers and runs on the outdoor track for 6,000 meters.
In all, how many meters does Billy run each day?

b. Since Billy has started training, he has also been drinking more water. On Saturday, he drank 2 liters
755 milliliters of water. On Sunday, he drank some more. If Billy drank a total of 4 liters 255
milliliters of water on Saturday and Sunday, how many milliliters of water did Billy drink on Sunday?

c. Since he began exercising so much for his half marathon, Billy has been losing weight. In his first
week of training, he lost 2 kilograms 530 grams. In the following two weeks of training, he lost 1
kilogram 855 grams each week. Billy now weighs 61 kilograms 760 grams. What was Billy’s weight, in
grams, before he started training? Explain your thinking.

Module 2: Unit Conversions and Problem Solving with Metric Measurement


Date: 2/13/23 2.S.3
This work is licensed under a
© 2014 Common Core, Inc. Some rights reserved. commoncore.org Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task Lesson
4•2
2•3

End-of-Module Assessment Task Topics A–B


Standards Addressed
Solve problems involving measurement and conversion of measurements from a larger unit to a
smaller unit.
4.MD.11 Know relative sizes of measurement units within one system of units including km, m,
cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express
measurements in a larger unit in terms of a smaller unit. Record measurement
equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1
in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and
inches listing the number pairs (1, 12), (2, 24), (3, 36), …
4.MD.22 Use the four operations to solve word problems involving distances, intervals of time,
liquid volumes, masses of objects, and money, including problems involving simple
fractions or decimals, and problems that require expressing measurements given in a
larger unit in terms of a smaller unit. Represent measurement quantities using
diagrams such as number line diagrams that feature a measurement scale.

Evaluating Student Learning Outcomes


A Progression Toward Mastery 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.

1
Pounds, ounces, and time are assessed in Module 7.
2
Time, money, and numbers as fractions or decimals are assessed in Module 7.

Module 2: Unit Conversions and Problem Solving with Metric Measurement


Date: 2/13/23 2.S.4
This work is licensed under a
© 2014 Common Core, Inc. Some rights reserved. commoncore.org Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task Lesson
4•2
2•3

A Progression Toward Mastery

Assessment STEP 1 STEP 2 STEP 3 STEP 4


Task Item Little evidence of Evidence of some Evidence of some Evidence of solid
reasoning without reasoning without reasoning with a reasoning with a
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 correctly The student correctly The student correctly The student correctly
completes fewer than identifies six to nine of identifies ten or eleven completes the
4.MD.1 six of the twelve the twelve of the twelve conversion chart:
conversions. conversions. conversions.  3,000, 9,000,
6,435, 12,012
 3,000, 20,300,
1,074, 403,004
 4,000, 48,808,
2,020, 639,006

2 The student correctly The student correctly The student correctly The student correctly
identifies fewer than identifies two of the identifies that Parts (a) reasons that Parts (a)
4.MD.1 two conversions with conversions with little and (b) are correct and and (b) are correct
no evidence of evidence of reasoning. Part (c) is incorrect, because 1,000 m
reasoning. but does not provide equals 1 km and 1,000
clear reasoning. mL equals 1 L, and Part
(c) is incorrect because
1,000 g equals 1 kg, so
38 kg should equal
38,000 g.

3 The student correctly The student correctly The student correctly The student correctly
answers fewer than answers one of the answers two of the answers:
4.MD.1 two parts, with three parts and makes three parts. a. 511 km or 51,100 m
4.MD.2 multiple computation fewer than two
b. 1 kg 949 g or 1,949
or conversion errors. computational and/or
g
conversion errors on
the other parts. c. 103 L 98 mL or
103,098 mL

Module 2: Unit Conversions and Problem Solving with Metric Measurement


Date: 2/13/23 2.S.5
This work is licensed under a
© 2014 Common Core, Inc. Some rights reserved. commoncore.org Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task Lesson
4•2
2•3

4 The student correctly The student correctly The student answers The student correctly
answers fewer than answers two of the three parts correctly, answers all three parts:
4.MD.1 two of the three parts. three parts, but shows but does not show a. 11,000 meters
4.MD.2 little evidence of solid reasoning of
b. 1,500 milliliters
reasoning in Part (c). understanding metric
conversions in Part (c). c. 68,000 grams;
Explains or shows
computation of all
measurements and
the conversion to
grams.

Module 2: Unit Conversions and Problem Solving with Metric Measurement


Date: 2/13/23 2.S.6
This work is licensed under a
© 2014 Common Core, Inc. Some rights reserved. commoncore.org Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task Lesson
4•2
2•3

Module 2: Unit Conversions and Problem Solving with Metric Measurement


Date: 2/13/23 2.S.7
This work is licensed under a
© 2014 Common Core, Inc. Some rights reserved. commoncore.org Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task Lesson
4•2
2•3

Module 2: Unit Conversions and Problem Solving with Metric Measurement


Date: 2/13/23 2.S.8
This work is licensed under a
© 2014 Common Core, Inc. Some rights reserved. commoncore.org Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

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