Name __________________________________________________

______________________________
4.NBT.1
Brianna and Dylan were given the six digit cards
shown to the right. They each had to create a
different number using all of the digits. Below
are the numbers that Brianna and Dylan have
started to create.
Briannas number

5 4

______ ______ ______

Date

Dylans number

8 ______ ______
4 , ______
, ______8____________
____________5______

Which of the digits in Briannas number has a

value that is 10 times the value of the same digit
in Dylans number? Place a next to all that apply.
_____ 5
_____ 8

_____ 4

Explain how you decided which of Briannas digits had a value that was
ten times the value of the same digit in Dylans number.
_________________________________________________________________________
_________________________
_________________________________________________________________________
_________________________
_________________________________________________________________________
_________________________
_________________________________________________________________________
_________________________

Dylan and Brianna each placed a 6 in their numbers. Once the 6 was
placed in each number, Dylans 6 was worth ten times as much as the 6
in Briannas number. Show where Dylan and Brianna might have placed
the 6 in their numbers.
Elementary Mathematics Office Howard County Public School System 2013-2014

Briannas number

5 4

______ ______ ______

Dylans number

8 ______ ______
4 , ______
, ______8____________
____________5______

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 choices. Students should be aware that the phrasing all that
apply indicates that there may be more than one correct answer to select and
that they should identify all the correct answers.
The target concept of this task is described in 4.NBT.1: Recognize that in a multidigit 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 place a check next to 4 and 5 but not 8.
For the second part, the student should give an explanation that shows an
understanding that the 5 in Briannas number is worth 500,000 and the 9 in
Dyalns number is worth 50,000, and 500,000 is ten times the size of 50,000 or
that the 4 in Briannas number is worth 40,000 and that Dylans 4 is worth 4,000,
and 40,000 is worth ten times as much as 4,000 or that the 8 in Brianns number
is worth 80 and Dylans 8 is worth 800 and that 80 is not ten times the size of 800.
The explanation does not have to address all of those digits and values, but should
simply show an understanding of place value relationships. The level of specifics
in the answer may help distinguish between a 3 and a 2.
For the last part, there is only one place for the 6 to be placed. It must be
placed in the ones place in Briannas number and the tens place in Dylans
numbers.
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.

Not yet: Student shows evidence of

misunderstanding, incorrect concept or
procedure.

Got It: Student essentially understands the

target concept.

Elementary Mathematics Office Howard County Public School System 2013-2014

0 Unsatisfactory:
Little
Accomplishment

1 Marginal:
Partial
Accomplishment

2 Proficient:
Substantial
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.

Part of the task is

accomplished, but
there is lack of
evidence of
understanding or
evidence of not
understanding. 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.

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
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