# 4.NF.C.5 Use Concrete Referents to Solve Problems

## 4. NF.C.5 Use Concrete Referents to Solve Problems

**Evidence Statement 4.C.4-5 Base arithmetic explanations/reasoning on concrete referents such as diagrams (whether provided in the prompt or constructed by the student in her response), connecting the diagrams to a written (symbolic) method. Content Scope: Knowledge and skills articulated in 4.NF.C**

### Mrs Miller's Students

Mrs. Miller asked 100 fourth graders to name their favorite subject in school. She found that 3/10 of students named Mathematics, 55/100 named Science, and the rest named other subjects.

## Part A

Write a fraction with a denominator of 100 that is equivalent to 3/10ths. Explain how the model can be used to show both fractions are equivalent.

*Model available in attached student copy document *

Enter your answer and your explanation in the space provided.

## Part B

What part of the students named Math or Science as their favorite subject? Find the sum of the fractions. Explain how you could use the model to solve.

*Model available in attached student copy document *

Enter your answer and your explanation in the space provided.

## Student Copy

## Part A & B Rubric's

Score |
Description |

2 |
Student response includes the following 2 elements · Computation Component = 1 point The student provides the equivalent fraction, · Reasoning Component = 1 point The student explains how the model can be used to show both fractions are equivalent. Note: The explanation should contain a comparison of the model in tenths to the model in hundredths |

1 |
Student response includes 1 of the 2 elements. |

0 |
Student response is incorrect or irrelevant. |

Score |
Description |

2 |
Student response includes the following 2 elements · Computation Component = 1 point The student provides the correct sum, · Reasoning Component = 1 point The student explains how to use the models to add fractions. Note: Accept valid equations or explanations. |

1 |
Student response includes 1 of the 2 elements. |

0 |
Student response is incorrect or irrelevant. |