# Summative Assessment Task: Grade 4

## Sharing Muffins

### Task

Nine friends are going to equally share some muffins. Each muffin is the same size. Each friend gets one and one-third muffins. How many muffins did the nine friends equally share? Show all your mathematical thinking.

### Adding and Subtracting Fractions Unit

The Adding and Subtracting Fractions Unit involves using a variety of methods to join or separate fractional parts referring to the same whole. Methods may include replacing mixed numbers with equivalent fractions; using properties of operations and the relationship between addition and subtraction; and using visual models of fractions. Questions to answer may include:

- Why must we use the same whole when adding or subtracting fractional parts?
- How can a number line be used to represent adding or subtracting fractions
- How can benchmark fractions help to determine whether a sum or difference makes sense?

### Math Concepts and Skills Covered

The student solves problems by developing and using strategies for addition and subtraction. The student:

- Finds the sum of a multiple of 10 and a one-digit number (up to 99) in problem situations.
- Develops, applies and explains strategies used to add and subtract within 20, such as making 10 and decomposing a number leading to a 10.
- Creates problem situations when given a number sentence involving addition or subtraction of numbers within 20; solves the problems created.
- Represents word problems involving addition and subtraction of numbers up to 20.
- Applies properties of operations to add and subtract two or three numbers– if 4 + 3 = 7 is known, then 3 + 4 = 7 is also known.

### Exemplars Task-Specific Evidence

This task requires students to solve addition and subtraction problems with mixed numbers involving like denominators.

### Underlying Mathematical Concepts

- Fraction notation
- Equivalent fractions
- Addition/Subtraction of mixed numbers with like denominators

### Possible Problem-Solving Strategies

- Model (manipulatives)
- Diagram/Key
- Area models
- Table
- Number line

### Possible Mathematical Vocabulary/Symbolic Representation

- Model
- Diagram/Key
- Table
- Area model
- Number line
- Mixed number
- Numerator/Denominator
- Whole
- Equivalent/Equal to
- Sum/Total
- Pattern
- Dozen
- Per1 1/3, 4/3 ...
- Greater than (>)/Less than (<)

### Possible Solutions

The nine friends shared 12 muffins equally.

### Scoring Rationales and Corresponding Anchor Papers

#### Practitioner

### Possible Connections

Below are some examples of mathematical connections. Your students may discover some that are not on this list.

- 12 muffins is a dozen.
- Half a muffin would be a bigger portion than 1/3, but you would need to buy more muffins to share.
- The patterns are friend +1, muffins +1 1/3.
- Show all the improper fractions.
- Solve more than one way to verify the answer.
- Continue the pattern for more friends.
- Relate to a similar task and state a math link.