Name: ___________________________________________

Date: ____________________
4.OA.1
Write a multiplication equation to match each comparison statement.
comparison statement

multiplication
equation

21 days is 3 times longer than 7 days.

8 pounds is 4 times as heavy as 2 pounds.
72 inches is 12 times the length of 6 inches.
30 fish is 5 times as many as 6 fish.
Write a comparison statement to match the multiplication equation.
comparison statement

multiplication
equation
36 = 9 x 4

Name: ___________________________________________
Date: ____________________
4.OA.1
Write a multiplication equation to match each comparison statement.
comparison statement

multiplication
equation

21 days is 3 times longer than 7 days.

8 pounds is 4 times as heavy as 2 pounds.
72 inches is 12 times the length of 6 inches.
30 fish is 5 times as many as 6 fish.
Write a comparison statement to match the multiplication equation.
comparison statement

Elementary Mathematics Office Howard County Public School System 2013-2014

multiplication

equation
36 = 9 x 4

Teacher notes:
The learning targets for this task may include:
Icanexplainhowamultipleequationcanbeinterpretedasacomparison,suchasJasonis4
timesasoldasBen.
Icanwriteanequationforasituationinvolvingmultiplicativecomparison.

The student should write multiplication equations, not division equations.

However, if the students write a correct division equation, that will indicate
some level of understanding of number relationships.
If students write an expression instead of equation (i.e., 3 x 7 instead of 3
x 7= 21), that should be considered as evidence that the student got the
relationship between comparative statements and multiplication. In this
case, the students will simply need instruction in, or clarification of, the
difference between expressions and equations.
For the second part of the task, students should write a stament that
matches the give multiplication equation. The statements does not have to
have a specific context or labeled numbers, but can simply read 36 is 9
times as much as 4 or 36 is 4 times as much as 9.

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.
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.

Not yet: Student shows evidence of

misunderstanding, incorrect concept or
procedure.
Unsatisfactory:
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
teaching is required.

Proficient:
Substantial
Accomplishment

Elementary Mathematics Office Howard County Public School System 2013-2014

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