Assessment Fourth Grade Day 11 Standard(s): 4.NBT.

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.

1. How is the 3 in the number 753 similar to and different from the 3 in the number 735?

2. Use the number 333 to explain the relationship between the ones, the tens, and the hundreds
places. Support your answer using a drawing.

Note: These are sample assessment items aligned with the WCPSS pacing and CCSS. Please use as
appropriate for your classroom needs.
WCPSS, Page 1
Assessment Fourth Grade Day 11 Standard(s): 4.NBT.2

4.NBT.2: Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form.
Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and <
symbols to record the results of comparisons.

1. Jackson wrote 15 thousands + 32 tens as 1,532. Is he correct? Explain your answer.

2. Write the number 475 at least 3 different ways using only tens and ones.

3. Write the number 328,416 in expanded form and word form. Explain the role of the comma in
this number.

4. Which is greater: 15 thousands or 3 ten thousands? How do you know?

5. Compare 3,547,829 and 3,573,942 using >, <, or =. Justify your thinking.

4.NBT.2: Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form.

Note: These are sample assessment items aligned with the WCPSS pacing and CCSS. Please use as
appropriate for your classroom needs.
WCPSS, Page 2
Assessment Fourth Grade Day 11 Standard(s): 4.NBT.2

Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and <
symbols to record the results of comparisons.

6. Use a Hundred Board for the following question.

Sashas teacher asked her to find a mystery number. Her clues were:
The mystery number is an odd number.
The mystery number is between 40 and 70.
The mystery number does not contain a 3.
The sum of the digits are greater than 10.

What are the possible numbers that Sasha might choose as the mystery number? Why?

Note: These are sample assessment items aligned with the WCPSS pacing and CCSS. Please use as
appropriate for your classroom needs.
WCPSS, Page 3
Assessment Fourth Grade Day 11 Standard(s): 4.NBT.2

Hundred Board

1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50
51 52 53 54 55 56 57 58 59 60
61 62 63 64 65 66 67 68 69 70
71 72 73 74 75 76 77 78 79 80
81 82 83 84 85 86 87 88 89 90
91 92 93 94 95 96 97 98 99 100

Note: These are sample assessment items aligned with the WCPSS pacing and CCSS. Please use as
appropriate for your classroom needs.
WCPSS, Page 4
Assessment Fourth Grade Day 11 Standard(s): 4.NBT.3

4.NBT.3: Use place value understanding to round multi-digit whole numbers to any place.

1. Is 9,040 closer to 9,000, or 9,100? How do you know? Prove your answer using a number line.

2. Solve the following problem and write an explanation of your thinking in words. Support your
answer using a number line.

The fourth grade is collecting cupcakes for the Fall Festival. The goal is to collect 500 cupcakes.
On the first day Jose brings 4 half dozen packages. On the second day, Hayley brings 6 packages
of 8 cupcakes. About how many more cupcakes are still needed for the Fall Festival.

3. Is 645 in the range of numbers from 655 to 665? How do you know?

4. Round the number 89 to the nearest ten. Support your answer using a hundred board.

5. Round the number 43,987 to the nearest thousand. Support your answer using a number line.

Note: These are sample assessment items aligned with the WCPSS pacing and CCSS. Please use as
appropriate for your classroom needs.
WCPSS, Page 5
Assessment Answer Key Fourth Grade Day 11 Standard(s): 4.NBT.3

Grade 4
Assessment 1 Answer Key
Standards 4.NBT.1, 4.NBT.2, and 4.NBT.3
4.NBT.1
1. How is the 3 in the number 753 similar to and different from the 3 in the number 735?

753 has 3 ones and has a value of 3.

735 has 3 tens and has a value of 30, which is 10 times greater than the 3 in the ones place from the
number 753.
Rubric:
Level 1: Not Proficient Student is not able to explain the place value relationship or similarity or
difference in the digits.
Level 2: Approaching Proficiency Student is able to give some explanation of the place value
relationship, similarity or difference.
Level 3: Proficient Student is able to give a clear explanation of the place value relationship, similarity
and difference.

2. Use the number 333 to explain the relationship between the ones, the tens, and the hundreds places.
Support your answer using a drawing.
Explanation: As you move to the left, each place value is 10 times greater than the place to the right of
it.
Model drawing should include: 3 hundreds, 3 tens, and 3 ones using base-10 pieces
Rubric:
Level 1: Not Proficient Student is not able to explain the place value relationship between the digits.
Student is unable to draw a picture to represent the number.
Level 2: Approaching Proficiency Student is able to give some explanation of the place value
relationship between the digits. Student is not able to draw a completely accurate drawing to represent
the number.
Level 3: Proficient Student is able to give a clear explanation of the place value relationship between
the digits. Student is able to draw an accurate drawing to represent the number.

4.NBT.2
1. Jackson wrote 15 thousands + 32 tens as 1,532. Is he correct? Explain your answer.
No Jackson is not correct, because the correct amount is 15,320.
Jackson said that:
15 thousands =1,500
32 tens= 32
1,500 + 32 = 1,532

The correct solution is 15,320:

15 thousands=15,000 because of 15 x 1,000
32 tens=320 because of 32 x 10
Note: These are sample assessment items aligned with the WCPSS pacing and CCSS. Please use as
appropriate for your classroom needs.
WCPSS, Page 6
Assessment Answer Key Fourth Grade Day 11 Standard(s): 4.NBT.3

15,000 + 320 = 15,320

Rubric:
Level 1: Not Proficient Student is not able to determine whether Jackson is correct. Student is unable
to explain why or why not.
Level 2: Approaching Proficiency Student is able to determine whether Jackson is correct. Student is
not able to provide an explanation of why or why not.
Level 3: Proficient Student is able to determine whether Jackson is correct. Student is able to clearly
explain why or why not.

2. Write the number 475 at least 3 different ways using only tens and ones.
Answers may vary, some answers include:
1. 47 tens and 5 ones because 47 x 10=470 and 5 x 1 =5, 470 + 5 = 475.
2. 46 tens and 15 ones because 46 x 10 = 460 and 15 x 1 = 15, 460 + 15 = 475.
3. 37 tens and 105 ones because 37 x 10 = 370 and 105 x 1 = 105, 370 + 105 = 475

Rubric:
Level 1: Not Proficient Student is able to write the number in only one way or none.
Level 2: Approaching Proficiency Student is able to write the number in two ways.
Level 3: Proficient Student is able to write the number correctly in three or more ways.

3. Write the number 328,416 in expanded form and word form. Explain the role of the comma in this
number.
328,416:
Expanded: 300,000 + 20,000 + 8,000 + 400 + 10 + 6
Word: three hundred twenty-eight thousand, four hundred sixteen

The role of a comma: Each sequence of three digits made by commas is read as hundreds, tens, and
ones, followed by the name of the appropriate base-thousand unit (thousand, million, billion, trillion,
etc.) (from the Unpacking Document)
Rubric:
Level 1: Not Proficient Student is able to write the number correctly in one form. Student is not able
to explain role of the comma.
Level 2: Approaching Proficiency Student is able to write the number correctly in one form and give a
clear explanation of the role of the comma. OR Student is able to write both number forms correctly,
but provides an unclear explanation of the comma.
Level 3: Proficient Student is able to write the number in both forms correctly and provides a clear
explanation of the role of the comma.

Note: These are sample assessment items aligned with the WCPSS pacing and CCSS. Please use as
appropriate for your classroom needs.
WCPSS, Page 7
Assessment Answer Key Fourth Grade Day 11 Standard(s): 4.NBT.3

4. Which is greater: 15 thousands or 3 ten thousands? How do you know?

3 ten thousands is greater because:
15 thousands = 15 x 1,000 = 15,000
3 ten thousands= 3 x 10,000 = 30,000

I know 3 ten thousands is greater because 3 ten thousands would be 30,000. If I had 15 thousands,
that would be 15,000. 3 ten thousands is double 15 thousands. Therefore, 3 ten thousands is greater
than 15 thousands.
Rubric:
Level 1: Not Proficient Student is unable to determine the greater number. Student is unable to
explain their reasoning.
Level 2: Approaching Proficiency Student is able to determine which number is greater. Student is
unable to clearly explain their reasoning.
Level 3: Proficient Student is able to determine which number is greater and give a clear explanation
of their reasoning.

5. Compare 3,547,829 and 3,573,942 using >, <, or =. Justify your thinking.
3,547,829 < 3,573,942
Both numbers have 3 millions and 5 hundred thousands. The number 3,547,829 has 4 ten thousands
and the number 3,573,942 has 7 ten thousands. 7 ten thousands is greater than 4 ten thousands,
therefore 3,573,942 is the larger number.
Rubric:
Level 1: Not Proficient Student is unable to use the correct symbol. Student is unable to explain their
reasoning.
Level 2: Approaching Proficiency Student is able to use the correct symbol. Student is unable to
clearly explain their reasoning.
Level 3: Proficient Student is able to use the correct symbol and give a clear explanation of their
reasoning.

6. Use a Hundred Board for the following question.

Sashas teacher asked her to find a mystery number. Her clues were
The mystery number is an odd number.
The mystery number is between 40 and 70.
The mystery number does not contain a 3.
The sum of the digits are greater than 10.
What are the possible numbers that Sasha might choose as the mystery number? Why?

Possibilities for Sashas Number: 47, 49, 57, 59, 65, 67, 69
These are all odd numbers between 40 and 70, do not contain a 3, and the sum of the digits are all
greater than 10.

Note: These are sample assessment items aligned with the WCPSS pacing and CCSS. Please use as
appropriate for your classroom needs.
WCPSS, Page 8
Assessment Answer Key Fourth Grade Day 11 Standard(s): 4.NBT.3

Rubric:
Level 1: Not Proficient Student is able to determine at least 1-2 numbers from the hundreds board
meeting the criteria. Student is not able to explain why.
Level 2: Approaching Proficiency Student is able to determine 3-4 of the 8 mystery numbers, but is not
able to explain their reasoning.
Level 3: Proficient Student is able to determine 7-8 of the mystery numbers and is able to give a clear
explanation of their reasoning.

4.NBT.3
1. Is 9,040 closer to 9,000, or 9,100? How do you know? Prove your answer using a number line.
9,040 is closer to 9,000 because:
9,040 40 = 9,000
9,040 + 60 = 9,100
Moving back 40 is closer to 9,000 rather than counting on 60 to get to 9,100.
Rubric:
Level 1: Not Proficient Student is unable to determine the closer number. Student is unable to explain
their reasoning. Student is able to draw a number line, but it does not clearly explain their reasoning.
Level 2: Approaching Proficiency Student is able to determine the closer number. Student is able to
give some explanation, but the number line is not completely correct.
Level 3: Proficient Student is able to determine the closer number. Student is able to clearly explain
their reasoning. Student is able to use the number line correctly to prove their answer.

2. Solve the following problem and write an explanation of your thinking in words. Support your answer
using a number line.
The fourth grade is collecting cupcakes for the Fall Festival. The goal is to collect 500 cupcakes.
On the first day Jose brings 4 half dozen packages. On the second day, Hayley brings 6 packages
of 8 cupcakes. About how many more cupcakes are still needed for the Fall Festival.

First Step:
First Day: 4 packages x 6 cupcakes = 24 cupcakes
Second Day: 6 packages x 8 cupcakes = 48 cupcakes
24 is about 25 (or 20). 48 is about 50. So you have about 75 because 50 + 25 = 75. (If student rounded
24 down to 20, then they would have about 70 cupcakes.)

Second Step:
500 cupcakes needed 75 cupcakes brought = about 425 more cupcakes needed. (If student rounded
24 to 20, then they would have 500-70 = about 430 more cupcakes needed.)

--OR
First Step:
First Day: 4 packages x 5 cupcakes (6 is about 5; 5 is a convenient number) = about 20 cupcakes
Second Day: 6 packages x 10 cupcakes (8 is about 10) = about 60 cupcakes
Note: These are sample assessment items aligned with the WCPSS pacing and CCSS. Please use as
appropriate for your classroom needs.
WCPSS, Page 9
Assessment Answer Key Fourth Grade Day 11 Standard(s): 4.NBT.3

20 + 60 = about 80 cupcakes

Second Step:
500 cupcakes needed 80 cupcakes brought = about 420 more cupcakes needed
Rubric:
Level 1: Not Proficient Student is unable to provide a correct answer. Student is unable to explain
their reasoning. Student draws number line, but it is not accurate and does not support their thinking.
Level 2: Approaching Proficiency Student is able to provide a correct answer. Student is unable to
clearly explain their reasoning or student is unable to us a number line to support their thinking.
Level 3: Proficient Student is able to provide a correct answer. Student is able to clearly explain their
reasoning. Student is able to use a number line to support their thinking.

3. Is 645 in the range of numbers from 655 to 665? How do you know?
645 is not in the range of number s 655 to 665 because 645 is 10 less than 655, so it cannot be in the
range of the given numbers.
Rubric:
Level 1: Not Proficient Student is unable to determine whether the number is in the range. Student is
unable to explain their reasoning.
Level 2: Approaching Proficiency Student is able to determine whether the number is in the range.
Student is unable to clearly explain their reasoning.
Level 3: Proficient Student is able to determine whether the number is in the range and give a clear
explanation of their reasoning.

4. Round the number 89 to the nearest ten. Support your answer using a hundred board.
89 is closest to 90 because one more than 89 is 90. (Show on a hundred board)
Rubric:
Level 1: Not Proficient Student is unable to round the number. Student is unable to use the hundred
board to explain their reasoning.
Level 2: Approaching Proficiency Student is able to round the number. Student is unable to use the
hundred board to clearly explain their reasoning.
Level 3: Proficient Student is able to round the number and use the hundred board to give a clear
explanation of their reasoning.

5. Round the number 43,987 to the nearest thousand. Support your answer using a number line.
Note: These are sample assessment items aligned with the WCPSS pacing and CCSS. Please use as
appropriate for your classroom needs.
WCPSS, Page 10
Assessment Answer Key Fourth Grade Day 11 Standard(s): 4.NBT.3

43,987 rounded to the nearest thousand is 44,000 because it is closer to 44,000 not 43,000. This can
be seen on the number line because 43,987 would be positioned closer to the right which is about
44,000. 43,987 is 13 less than 44,000 but 987 more than 43,000. (Show on a number line)

43,000 43,500 43,987 44,000

Rubric:
Level 1: Not Proficient Student is unable to round the number correctly. Student is unable to use a
number line to support their answer.
Level 2: Approaching Proficiency Student is able to round the number correctly. Student is unable to
use the number line to support their answer.
Level 3: Proficient Student gives a correct answer. Student is able to use the number line to support
their answer.

Note: These are sample assessment items aligned with the WCPSS pacing and CCSS. Please use as
appropriate for your classroom needs.
WCPSS, Page 11