2017 TEXAS STAAR TEST GRADE 4 MATH

Transcription

1 2017 TEXAS STAAR TEST GRADE 4 MATH Total Possible Score: 34 Needed Correct to Pass: 25 Needed Correct to Master: 29 Time Limit: 4 Hours This file contains the State of Texas Assessments of Academic Readiness (STAAR) administered in Spring, 2017, along with the answer key, learning objectives, and, for writing tests, the scoring guide. This document is available to the public under Texas state law. This file was created from information released by the Texas Education Agency, which is the state agency that develops and administers the tests. All of this information appears on the Texas Education Agency web site, but has been compiled here into one package for each grade and subject, rather than having to download pieces from various web pages. The number of correct answers required to "pass" this test is shown above. Because of where the "passing" score is set, it may be possible to pass the test without learning some important areas of study. Because of this, I believe that making the passing grade should not be considered "good enough." A student's goal should be to master each of the objectives covered by the test. The "Needed Correct to Master" score is a good goal for mastery of all the objectives. The test in this file may differ somewhat in appearance from the printed version, due to formatting limitations. Since STAAR questions are changed each year, some proposed questions for future tests are included in each year's exams in order to evaluate the questions. Questions being evaluated for future tests do not count toward a student's score. Those questions are also not included in the version of the test made available to the public until after they used as part of the official test. The test materials in this file are copyright 2017, Texas Education Agency. All rights reserved. Reproduction of all or portions of this work is prohibited without express written permission from the Texas Education Agency. Residents of the state of Texas may reproduce and use copies of the materials and related materials for individual personal use only without obtaining written permission of the Texas Education Agency. For full copyright information, see: Questions and comments about the tests should be directed to: Texas Education Agency Student Assessment Division 1701 N. Congress Ave, Room 3-122A Austin, Texas phone: Student.Assessment@tea.state.tx.us Hard copies of the released tests may be ordered online through ETS at: When printing questions for math, make sure the print menu is set to print the pages at 100% to ensure that the art reflects the intended measurements. For comments and questions about this file or the web site, you can me at scott@scotthochberg.com. Please direct any questions about the content of the test to the Texas Education Agency at the address above. Provided as a public service by Former State Representative Scott Hochberg. No tax dollars were used for this web site.

2 STAAR State of Texas Assessments of Academic Readiness GRADE 4! Mathematics! Administered May 2017! RELEASED! Copyright 2017, Texas Education Agency. All rights reserved. Reproduction of all or portions of this work is prohibited without express written permission from the Texas Education Agency.

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4 STAAR GRADE 4 MATHEMATICS REFERENCE MATERIALS PERIMETER Square Rectangle AREA Square Rectangle STAAR State of Texas Assessments of Academic Readiness P = 4s P = l + w + l + w or P = 2l + 2w A = s s A = l w Inches

5 Centimeters STAAR GRADE 4 MATHEMATICS REFERENCE MATERIALS LENGTH Customary Metric 1 mile (mi) = 1,760 yards (yd) 1 kilometer (km) = 1,000 meters (m) 1 yard (yd) = 3 feet (ft) 1 meter (m) = 100 centimeters (cm) 1 foot (ft) = 12 inches (in.) 1 centimeter (cm) = 10 millimeters (mm) VOLUME AND CAPACITY Customary Metric 1 gallon (gal) = 4 quarts (qt) 1 liter (L) = 1,000 milliliters (ml) 1 quart (qt) = 2 pints (pt) 1 pint (pt) = 2 cups (c) 1 cup (c) = 8 fluid ounces (fl oz) WEIGHT AND MASS Customary Metric 1 ton (T) = 2,000 pounds (lb) 1 kilogram (kg) = 1,000 grams (g) 1 pound (lb) = 16 ounces (oz) 1 gram (g) = 1,000 milligrams (mg) TIME 1 year = 12 months 1 year = 52 weeks 1 week = 7 days 1 day = 24 hours 1 hour = 60 minutes 1 minute = 60 seconds

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8 Mathematics Page 7 MATHEMATICS

9 DIRECTIONS Read each question carefully. For a multiple-choice question, determine the best answer to the question from the four answer choices provided. For a griddable question, determine the best answer to the question. Then fill in the answer on your answer document. 6 1 Larry has written of his book report. Which decimal represents the part of the 10 book report he has written? A 6.1 B 6.01 C 0.6 D 0.06 Mathematics Page 8

10 2! The stem and leaf plot shows the scores given to the dogs at a dog show. Possible scores were between 0.1 and 5.0. Dog Show Scores Stem Leaf means a score of 1.5. What is the difference between the highest score and the lowest score shown in the stem and leaf plot? F 4.3 G 3.7 H 0.25 J Quinlyn described a number using these clues. The value of the digit 7 is (7 10). The value of the digit 3 is (3 1,000). The value of the digit 1 is (1 100). Which number could fit Quinlyn s description? A 3, B 93, C 3, D 9, Mathematics Page 9

11 4! There are 27 teams in a hockey league. There are 16 players on each team. How many players are in the hockey league? F 162 G 189 H 432 J Not here 5 Ruth sorted polygons into groups. The polygons shown belong in the same group. Which description best represents this group? A Polygons with perpendicular and parallel lines B Polygons with perpendicular lines only C Polygons with acute and obtuse angles D Polygons with obtuse angles only Mathematics Page 10

12 7 6 On Monday, Pete and Ted completed a total of of their group project. Pete 10 3 completed of the project. 10 What fraction of the group project did Ted complete on Monday? F G H J ! Scott traveled 557 miles to visit his cousin. What is this number rounded to the nearest ten? Record your answer and fill in the bubbles on your answer document. Be sure to use the correct place value. Mathematics Page 11

13 8 Bonnie has a rectangular picture of her dog. Use the ruler provided to measure the length and width of the picture to the nearest inch. Which measurement is closest to the area of the picture in square inches? F 15 square inches G 96 square inches H 24 square inches J 16 square inches Mathematics Page 12

14 9 The rule +38 is used to show the relationship between the position of a number in a pattern and the value of that number. Which table shows this relationship? Position Expression Value A! Position Expression Value B Position Expression Value C Position Expression Value D Mathematics Page 13

15 10 Which angle does NOT appear to have a measure of 23? F! G H J Mathematics Page 14

16 11! It took Ian three years to collect 25,413 aluminum cans to recycle. In the first year he collected 8,917 cans, and in the second year he collected 7,639 cans. Which equation can be used to find x, the number of cans Ian collected in the third year? A x = 25,413 8,917 7,639 B x = 25, , ,639 C x = 8, ,639 D x = 8,917 7, On which number line does point Q best represent a distance of 2.98 units from zero? F Q G Q H Q J Q Mathematics Page 15

17 13! Zoey sold snacks at a neighborhood pool. The cost of preparing the snacks was $ The money she received from the sale of the snacks was $ What was Zoey s profit? A $32.04 B $21.75 C $11.46 D $ ! Trevor jogged the following fractions of a mile last week. 3 Monday: mile 4 Tuesday: Friday: mile mile Which comparison of these fractions of a mile is true? F G H J 4 5 < < < < 4 5 Mathematics Page 16

18 15! Mr. Yates walks around the perimeter of a square playground every day for exercise. Each side of the playground is 29 yards long. What is the perimeter of the playground in yards? Record your answer and fill in the bubbles on your answer document. Be sure to use the correct place value. 16! The coaches at Xavier Elementary School bought cases of sports drinks for a field day. They bought 76 cases of drinks. Each case contained 24 drinks. All the drinks were given out to students. Each student received 3 sports drinks. How many students received sports drinks? F 5,472 G 300 H 1,824 J 608 Mathematics Page 17

19 17 Lana drew these figures. Figure L Figure M Figure N Figure P Which of these figures appear to have both a horizontal line of symmetry and a vertical line of symmetry? A Figure M only B Figure L and Figure N C Figure M and Figure P only D Figure L, Figure M, and Figure P 18 Mrs. Owen ordered two foot-long sandwiches for her three children to share. The picture shows the two sandwiches cut in half. Each child ate half a sandwich. Which fraction represents the number of sandwiches the children ate? F G H J Mathematics Page 18

20 19! Students pushed toy cars to see how far they would roll. The table shows the number of cars that rolled different distances. Toy Cars 1 Distance (feet) Number of Cars Which dot plot represents the data in the table? Toy Cars Toy Cars A C Distance (feet) Distance (feet) Toy Cars Toy Cars B D Distance (feet) Distance (feet) Mathematics Page 19

21 20 Landry drew a flag with exactly one pair of perpendicular sides. Which of these could be the shape of the flag? F Right triangle G Acute triangle H Rectangle J Square Mathematics Page 20

22 21! Kristine has a $10 bill to spend at a book fair. She buys one book for $4.95, two bookmarks for $0.65 each, and a key chain for $1.85. How much change should Kristine receive from her $10 bill? A $2.55 B $2.10 C $3.45 D $ ! A dictionary has a mass of about 2.5 kg. Which object has a mass closest to the mass of a dictionary? F Bicycle G Pair of boots H Refrigerator J Bag of chips Mathematics Page 21

23 23 The models are shaded to represent two fractions. Which statement correctly compares these two fractions? A B C 5 6 > = < 6 12 D None of these Mathematics Page 22

24 24! The table shows the number of cartons of milk the school cafeteria sold each day last week. Milk Day Number of Cartons Sold Monday 352 Tuesday 426 Wednesday 449 Thursday 373 Friday 402 Which of these is the best estimate of the number of cartons of milk the cafeteria sold last week? F 400 G 1,800 H 2,000 J 2,500 Mathematics Page 23

25 25 Angle Q is shown on this protractor. What is the measure of angle Q to the nearest degree? A 70, because 50 plus 20 equals 70 B 150, because 130 plus 20 equals 150 C 30, because 160 minus 130 equals 30 D 110, because 160 minus 50 equals Mr. Evans will deliver a total of 168 cases of soda to 7 different grocery stores today. He will deliver the same number of cases to each store. How many cases of soda will Mr. Evans deliver to each store? Record your answer and fill in the bubbles on your answer document. Be sure to use the correct place value. Mathematics Page 24

26 27! The number can be expressed as A (4 10) + (7 1) + (6 0.01) B (4 10) + (7 1) + (6 0.1) C (4 1) + (7 1) + (0 1) + (6 1) D! (4 10) + (7 1) + (0 10) + (6 100) 28! Valerie had a jug that contained 128 fl oz of salsa to put into bowls at a restaurant. She filled each bowl with 6 fl oz of salsa until there was not enough salsa left in the jug to completely fill another bowl. How many fluid ounces of salsa were left in the jug? F 22 fl oz G 21 fl oz H 122 fl oz J 2 fl oz Mathematics Page 25

27 29! Lela made a triangle that had one 90 angle and two acute angles. Which term describes Lela s triangle? A Right triangle, because there is one 90 angle B Acute triangle, because there are two acute angles C Obtuse triangle, because the largest angle is obtuse D Right triangle, because all three angles are 90 30! The weights of four hippos at a zoo are listed. Hippo W: 3,894 lb Hippo X: 3,648 lb Hippo Y: lb Hippo Z: lb If the hippos are listed in order from least weight to greatest weight, which hippo would come third in the list? F Hippo W, because 3,806 < 3,648 < 3,894 < 3,699 G Hippo X, because 3,806 < 3,894 < 3,648 < 3,699 H Hippo Y, because 3,894 < 3,648 < 3,699 < 3,806 J Hippo Z, because 3,648 < 3,699 < 3,806 < 3,894 Mathematics Page 26

28 31! The table shows the total numbers of runs different baseball teams scored in one season. Baseball Runs Scored Team Total Number of Runs Scored R 61 S 92 T 100 U 65 V 72 W 64 X 84 Which stem and leaf plot displays these data? A Baseball Runs Scored Stem Leaf Baseball Runs Scored Stem Leaf C means 61 runs. 6 1 means 61 runs. Baseball Runs Scored Baseball Runs Scored Stem Leaf Stem Leaf B means 61 runs. D means 61 runs. Mathematics Page 27

29 32! In science class Douglas measured the mass of a rock in kilograms. The mass of the rock was 0.26 kg. Which fraction is equivalent to this number? F G H J ! In the diagram below, the line segments represent four parts of a walking trail in a park. Use the ruler provided to measure the length of each line segment to the nearest centimeter. Which measurement is closest to the total length in centimeters of the walking trail shown in the diagram? A 9 cm B 26 cm C 22 cm D 18 cm Mathematics Page 28

30 34! Ms. Gonzales packs 45 boxes with limes. Each box holds 100 limes. How many limes can Ms. Gonzales pack into these boxes? F 4,005 G 450 H 145 J 4,500 Mathematics Page 29 BE SURE YOU HAVE RECORDED ALL OF YOUR ANSWERS ON THE ANSWER DOCUMENT. STOP

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33 STAAR! GRADE 4! Mathematics! May 2017!

34 STAAR Grade 4 Mathematics Answer Key Paper 2017 Release Item Number Reporting Category Readiness or Supporting Content Student Expectation 1 1 Readiness 4.2(G) C 2 4 Supporting 4.9(B) G 3 1 Readiness 4.2(B) A 4 2 Supporting 4.4(D) H 5 3 Readiness 4.6(D) D 6 2 Readiness 4.3(E) F 7 1 Supporting 4.2(D) Readiness 4.5(D) F 9 2 Readiness 4.5(B) D 10 3 Readiness 4.7(C) H 11 2 Readiness 4.5(A) A 12 1 Supporting 4.3(G) J 13 4 Supporting 4.10(B) C 14 1 Readiness 4.3(D) J 15 3 Readiness 4.5(D) Readiness 4.4(H) J 17 3 Supporting 4.6(B) C 18 2 Readiness 4.3(E) F 19 4 Readiness 4.9(A) D 20 3 Readiness 4.6(D) F 21 2 Readiness 4.4(A) D 22 3 Supporting 4.8(A) G 23 1 Readiness 4.3(D) A 24 2 Supporting 4.4(G) H 25 3 Readiness 4.7(C) D 26 2 Supporting 4.4(F) Readiness 4.2(B) A 28 2 Readiness 4.4(H) J 29 3 Supporting 4.6(C) A 30 1 Supporting 4.2(C) J 31 4 Readiness 4.9(A) B 32 1 Readiness 4.2(G) F 33 3 Readiness 4.8(C) C 34 2 Supporting 4.4(B) J Correct Answer Copyright 2017, Texas Education Agency (TEA). All rights reserved.

35 2017 STAAR Grade 4 Math Rationales Item # Response A/F Response B/G Response C/H Response D/J 1 A is incorrect because 6/10 = 0.6, not 6.1. B is incorrect because 6/10 = 0.6, not F is incorrect because = 3.7, not A is correct because (3 x 1,000) is 3,000, (1 x 100) is 100, and (7 x 10) is 70. All added together closely describe 3, F is incorrect because 27 x 16 = 432, not A is incorrect because none of the polygons have perpendicular lines. Only the octagon and hexagon have parallel lines but not the pentagon. 6 F is correct because 7/10-3/10 = 4/10. 7 A; The correct answer is 560 because 557 rounded to the nearest ten is 560. G is correct because the highest, 4.5, minus the lowest, 0.8, is equal to 3.7. B is incorrect because (3 x 1,000) is 3,000, (1 x 100) is 100, and (7 x 10) is 70. All added together do not describe 93, G is incorrect because 27 x 16 = 432, not 189. B is incorrect because none of the polygons have perpendicular lines. G is incorrect because 7/10-3/10 = 4/10, not 4/7. B; Students may have rounded to the nearest hundred to get F is correct because the length G is incorrect because the is about 5 and the width is area is closest to 5 x 3 = 15, about 3. The area is closest to not x 3 = A is incorrect because the numbers under the position column should be 1, 2, 3, and 4, not F is incorrect because the angle measures 23. This measurement is true. 11 A is correct because the number of cans collected in the first year, 8,917, and the number of cans collected in the second year, 7,639, should be subtracted from the total number of cans collected in three years, 25,413, to find the number of cans collected in the third year. B is incorrect because the numbers under the position column should be 1, 2, 3, and 4, not 38, and the value column as 39, 40, 41, and 42, not 38. G is incorrect because the angle measures 23. This measurement is true. B is incorrect because the number of cans collected in the first year, 8,917, and the number of cans collected in the second year, 7,639, should be subtracted from the total number of cans collected in three years, 25,413, to find the number of cans collected in the third year. C is correct because 6/10 = 0.6 since 6 is in the tenths place. H is incorrect because = 3.7, not C is incorrect because (3 x 1,000) is 3,000, (1 x 100) is 100, and (7 x 10) is 70. All added together do not describe 3, H is correct because 27 x 16 = 432. C is incorrect because all the polygons have obtuse angles, but none of them have acute angles. H is incorrect because 7/10-3/10 = 4/10, not 7/10. H is incorrect because the area is closest to 5 x 3 = 15, not 24. C is incorrect because while the numbers under the position column are 1, 2, 3, and 4, following the rule, + 38 should generate the numbers under the value column as 39, 40, 41, and 42, not 38. H is correct because the angle measures 28. This measurement is NOT 23. C is incorrect because the number of cans collected in the first year, 8,917, and the number of cans collected in the second year, 7,639, should be subtracted from the total number of cans collected in three years, 25,413, to find the number of cans collected in the third year. D is incorrect because 6 is in the hundredths place, not in the tenths place. J is incorrect because = 3.7, not D is incorrect because (3 x 1,000) is 3,000, (1 x 100) is 100, and (7 x 10) is 70. All added together do not describe 9, J is incorrect because 27 x 16 = 432, which is answer choice C. D is correct because all the polygons have obtuse angles. J is incorrect because 7/10-3/10 = 4/10, not 3/4. J is incorrect because the area is closest to 5 x 3 = 15, not 16. D is correct because the numbers under the position column are 1, 2, 3, and 4. Following the rule, + 38 generates a pattern equal to the numbers under the value column which are 39, 40, 41, and 42. J is incorrect because the angle measures 23. This measurement is true. D is incorrect because the number of cans collected in the first year, 8,917, and the number of cans collected in the second year, 7,639, should be subtracted from the total number of cans collected in three years, 25,413, to find the number of cans collected in the third year. Texas Education Agency Student Assessment Division September 2017

36 2017 STAAR Grade 4 Math Rationales Item # Response A/F Response B/G Response C/H Response D/J 12 F is incorrect because point Q G is incorrect because point Q H is incorrect because point Q J is correct because point Q does not represent a distance of about 2.98 units from 0. does not represent a distance of about 2.98 units from 0. does not represent a distance of about 2.98 units from 0. best represents a distance of about 2.98 units from 0. Point Q represents a distance Point Q represents a distance Point Q represents a distance of about of about 2.5. of about A is incorrect because should be subtracted from 21.75, not added to F is incorrect because 4/5 is greater than 5/10, not less than 5/ A; The correct answer is 116 because the perimeter of the square playground is 4 x 29 = F is incorrect because 76 x 24 = 1,824 should be divided by 3, not multiplied by A is incorrect because it lists only Figure M but not Figure P and both have horizontal and vertical lines of symmetry. 18 F is correct because 1/2 + 1/2 + 1/2 = 3/2. B is incorrect because = 11.46, not 21.75, which is the money Zoey received from the sale of the snacks. G is incorrect because 4/5 is greater than 3/4, not less than 3/4. B; Students may have multiplied 29 x 3 = 87 or 29 x 2 = 58. G is incorrect because 76 x 24 = 1,824, not 300. B is incorrect because it lists Figure L, which has only a vertical line of symmetry, and Figure N, which has only a horizontal line of symmetry. G is incorrect because 1/2 + 1/2 + 1/2 = 3/2, not 2/3. 19 A is incorrect because it shows seven dots on 1 1/2; there should not be any dot on 1 1/2. B is incorrect because it 20 F is correct because a right triangle has exactly one pair of perpendicular sides. 21 A is incorrect because (2 x 0.65) = 8.10, then = 1.90, not shows no dot on 1/2, it shows an extra dot on 1, no dots on 2 1/2, seven extra dots on 3, no dots on 3 1/2, and two extra dots on 4. G is incorrect because an acute triangle has no perpendicular sides. B is incorrect because (2 x 0.65) = 8.10, then = 1.90, not C is correct because = 11.46, which is Zoey's profit. H is incorrect because 3/4 is greater than 5/10, not less than 5/10. D is incorrect because = 11.46, not 10.29, which is the cost of preparing the snacks. J is correct because 3/4 is less than 4/5. H is incorrect because 76 x 24 J is correct because 76 x 24 = = 1,824, then 1,824 3 = 608, 1,824, then 1,824 3 = 608. not 1,824. C is correct because Figure M and Figure P have both a horizontal line of symmetry and a vertical line of symmetry. H is incorrect because 1/2 + 1/2 + 1/2 = 3/2, not 4/2. C is incorrect because it shows a dot on 1/4, instead of 1/2; seven dots on 2 1/4, instead of 2 1/2; and 2 dots on 3 1/4, instead of 3 1/2. H is incorrect because a rectangle has two pairs of perpendicular sides. C is incorrect because (2 x 0.65) = 8.10, then = 1.90, not D is incorrect because it lists Figure L, which has only a vertical line of symmetry. J is incorrect because 1/2 + 1/2 + 1/2 = 3/2, not 3/6. D is correct because it shows all 18 dots in the table correctly placed on the dot plot. J is incorrect because a square has two pairs of perpendicular sides. D is correct because (2 x 0.65) = 8.10, then = F is incorrect because the mass of a dictionary is about 2.5 kg, and the mass of a bicycle is greater than 2.5 kg. 23 A is correct because 5/6 is greater than 6/12. G is correct because the mass of a dictionary is about 2.5 kg, and the mass of a pair of boots is closest to 2.5 kg. B is incorrect because 5/6 is greater than 6/12, not equal to 6/12. H is incorrect because the mass of a dictionary is about 2.5 kg, and the mass of a refrigerator is greater than 2.5 kg. C is incorrect because 5/6 is greater than 6/12, not less than 6/12. J is incorrect because the mass of a dictionary is about 2.5 kg, and the mass of a bag of chips is less than 2.5 kg. D is incorrect because 5/6 is greater than 6/12 and is correctly represented in answer choice A. Texas Education Agency Student Assessment Division September 2017

37 2017 STAAR Grade 4 Math Rationales Item # Response A/F Response B/G Response C/H Response D/J 24 F is incorrect because = 2,000, not 400. G is incorrect because = 2,000, not 1,800. H is correct because = 2,000. J is incorrect because = 2,000, not 2, A is incorrect because = 110, not F; The correct answer is 24 because = A is correct because (4 x 10) is 40, (7 x 1) is 7, and (6 x 0.01) is 0.06 which are added together and expressed as F is incorrect because = 21 remainder 2. Two fluid ounces are left, not 22. B is incorrect because = 110, not 150. G; Students may have added = 175. B is incorrect because (4 x 10) is 40, (7 x 1) is 7, and (6 x 0.1) is 0.6 which are added together and expressed as 47.6, not G is incorrect because = 21 remainder 2. Two fluid ounces are left, not A is correct because a right B is incorrect because an triangle has one 90 angle and acute triangle does not have a two acute angles. 90 angle. It has three acute angles. 30 F is incorrect because the numbers are not listed in order from least weight to greatest weight. Hippo Z should be third, not Hippo W. 31 A is incorrect because it does not represent the data in the table correctly in the stem and leaf plot. 32 F is correct because 0.26 is equivalent to 26/ A is incorrect because = 22, not F is incorrect because 45 x 100 = 4,500, not 4,005. G is incorrect because the numbers are not listed in order from least weight to greatest weight. Hippo Z should be third, not Hippo X. B is correct because it represents the data in the table correctly in the stem and leaf plot. G is incorrect because 0.26 is equivalent to 26/100, not 26/10. B is incorrect because = 22, not 26. G is incorrect because 45 x 100 = 4,500, not 450. C is incorrect because = 110, not 30. C is incorrect because (4 x 1) is 4, (7 x 1) is 7, and (0 x 1) is 0, and (6 x 1) is 6 which are added together and expressed as 17, not H is incorrect because = 21 remainder 2.Two fluid ounces are left, not 122. C is incorrect because an obtuse triangle does not have a 90 angle. It has two acute angles and one obtuse angle. H is incorrect because the numbers are listed in order from greatest weight to least weight. Hippo Z should be third, not Hippo Y. C is incorrect because 100 is not represented correctly in the stem and leaf plot. H is incorrect because 0.26 is equivalent to 26/100, not 2 6/100. C is correct because = 22. H is incorrect because 45 x 100 = 4,500, not 145. D is correct because = 110. D is incorrect because (4 x 10) is 40, (7 x 1) is 7, (0 x 10) is 0, and (6 x 100) is 600 which are added together and expressed as 647, not J is correct because = 21 remainder 2. Two fluid ounces are left. D is incorrect because a right triangle has two acute angles and one 90 angle, not three 90 angles. J is correct because the numbers are listed in order from least weight to greatest weight. Hippo Z is third in the list. D is incorrect because it does not represent the data in the table correctly in the stem and leaf plot. J is incorrect because 0.26 is equivalent to 26/100, not 2 1/6. D is incorrect because = 22, not 18. J is correct because 45 x 100 = 4,500. Texas Education Agency Student Assessment Division September 2017

38 Grade 4 Mathematics Assessment Eligible Texas Essential Knowledge and Skills Texas Education Agency Student Assessment Division January 2014

39 STAAR Grade 4 Mathematics Assessment Mathematical Process Standards These student expectations will not be listed under a separate reporting category. Instead, they will be incorporated into test questions across reporting categories since the application of mathematical process standards is part of each knowledge statement. (4.1) Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to (A) (B) (C) (D) (E) (F) (G) apply mathematics to problems arising in everyday life, society, and the workplace; use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution; select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems; communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate; create and use representations to organize, record, and communicate mathematical ideas; analyze mathematical relationships to connect and communicate mathematical ideas; and display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication. STAAR Grade 4 Mathematics Page 2 of 9 Texas Education Agency Student Assessment Division January 2014

40 Reporting Category 1: Numerical Representations and Relationships The student will demonstrate an understanding of how to represent and manipulate numbers and expressions. (4.2) Number and operations. The student applies mathematical process standards to represent, compare, and order whole numbers and decimals and understand relationships related to place value. The student is expected to (A) (B) (C) (D) (E) (F) (G) (H) interpret the value of each place-value position as 10 times the position to the right and as one-tenth of the value of the place to its left; Supporting Standard represent the value of the digit in whole numbers through 1,000,000,000 and decimals to the hundredths using expanded notation and numerals; Readiness Standard compare and order whole numbers to 1,000,000,000 and represent comparisons using the symbols >, <, or =; Supporting Standard round whole numbers to a given place value through the hundred thousands place; Supporting Standard represent decimals, including tenths and hundredths, using concrete and visual models and money; Supporting Standard compare and order decimals using concrete and visual models to the hundredths; Supporting Standard relate decimals to fractions that name tenths and hundredths; and Readiness Standard determine the corresponding decimal to the tenths or hundredths place of a specified point on a number line. Supporting Standard (4.3) Number and operations. The student applies mathematical process standards to represent and generate fractions to solve problems. The student is expected to (A) represent a fraction a/b as a sum of fractions 1/b, where a and b are whole numbers and b > 0, including when a > b; Supporting Standard STAAR Grade 4 Mathematics Page 3 of 9 Texas Education Agency Student Assessment Division January 2014

41 (B) (C) (D) (G) decompose a fraction in more than one way into a sum of fractions with the same denominator using concrete and pictorial models and recording results with symbolic representations; Supporting Standard determine if two given fractions are equivalent using a variety of methods; Supporting Standard compare two fractions with different numerators and different denominators and represent the comparison using the symbols >, =, or <; and Readiness Standard represent fractions and decimals to the tenths or hundredths as distances from zero on a number line. Supporting Standard STAAR Grade 4 Mathematics Page 4 of 9 Texas Education Agency Student Assessment Division January 2014

42 Reporting Category 2: Computations and Algebraic Relationships The student will demonstrate an understanding of how to perform operations and represent algebraic relationships. (4.3) Number and operations. The student applies mathematical process standards to represent and generate fractions to solve problems. The student is expected to (E) (F) represent and solve addition and subtraction of fractions with equal denominators using objects and pictorial models that build to the number line and properties of operations; and Readiness Standard evaluate the reasonableness of sums and differences of fractions using benchmark fractions 0, 1/4, 1/2, 3/4, and 1, referring to the same whole. Supporting Standard (4.4) Number and operations. The student applies mathematical process standards to develop and use strategies and methods for whole number computations and decimal sums and differences in order to solve problems with efficiency and accuracy. The student is expected to (A) (B) (C) (D) (E) (F) add and subtract whole numbers and decimals to the hundredths place using the standard algorithm; Readiness Standard determine products of a number and 10 or 100 using properties of operations and place value understandings; Supporting Standard represent the product of 2 two-digit numbers using arrays, area models, or equations, including perfect squares through 15 by 15; Supporting Standard use strategies and algorithms, including the standard algorithm, to multiply up to a four-digit number by a one-digit number and to multiply a two-digit number by a two-digit number. Strategies may include mental math, partial products, and the commutative, associative, and distributive properties; Supporting Standard represent the quotient of up to a four-digit whole number divided by a one-digit whole number using arrays, area models, or equations; Supporting Standard use strategies and algorithms, including the standard algorithm, to divide up to a four-digit dividend by a one-digit divisor; Supporting Standard STAAR Grade 4 Mathematics Page 5 of 9 Texas Education Agency Student Assessment Division January 2014

43 (G) (H) round to the nearest 10, 100, or 1,000 or use compatible numbers to estimate solutions involving whole numbers; and Supporting Standard solve with fluency one- and two-step problems involving multiplication and division, including interpreting remainders. Readiness Standard (4.5) Algebraic reasoning. The student applies mathematical process standards to develop concepts of expressions and equations. The student is expected to (A) (B) represent multi-step problems involving the four operations with whole numbers using strip diagrams and equations with a letter standing for the unknown quantity; and Readiness Standard represent problems using an input-output table and numerical expressions to generate a number pattern that follows a given rule representing the relationship of the values in the resulting sequence and their position in the sequence. Readiness Standard STAAR Grade 4 Mathematics Page 6 of 9 Texas Education Agency Student Assessment Division January 2014

44 Reporting Category 3: Geometry and Measurement The student will demonstrate an understanding of how to represent and apply geometry and measurement concepts. (4.5) Algebraic reasoning. The student applies mathematical process standards to develop concepts of expressions and equations. The student is expected to (D) solve problems related to perimeter and area of rectangles where dimensions are whole numbers. Readiness Standard (4.6) Geometry and measurement. The student applies mathematical process standards to analyze geometric attributes in order to develop generalizations about their properties. The student is expected to (A) (B) (C) (D) identify points, lines, line segments, rays, angles, and perpendicular and parallel lines; Supporting Standard identify and draw one or more lines of symmetry, if they exist, for a two-dimensional figure; Supporting Standard apply knowledge of right angles to identify acute, right, and obtuse triangles; and Supporting Standard classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines or the presence or absence of angles of a specified size. Readiness Standard (4.7) Geometry and measurement. The student applies mathematical process standards to solve problems involving angles less than or equal to 180 degrees. The student is expected to (C) (D) (E) determine the approximate measures of angles in degrees to the nearest whole number using a protractor; Readiness Standard draw an angle with a given measure; and Supporting Standard determine the measure of an unknown angle formed by two nonoverlapping adjacent angles given one or both angle measures. Supporting Standard STAAR Grade 4 Mathematics Page 7 of 9 Texas Education Agency Student Assessment Division January 2014

45 (4.8) Geometry and measurement. The student applies mathematical process standards to select appropriate customary and metric units, strategies, and tools to solve problems involving measurement. The student is expected to (A) (B) (C) identify relative sizes of measurement units within the customary and metric systems; Supporting Standard convert measurements within the same measurement system, customary or metric, from a smaller unit into a larger unit or a larger unit into a smaller unit when given other equivalent measures represented in a table; and Supporting Standard solve problems that deal with measurements of length, intervals of time, liquid volumes, mass, and money using addition, subtraction, multiplication, or division as appropriate. Readiness Standard STAAR Grade 4 Mathematics Page 8 of 9 Texas Education Agency Student Assessment Division January 2014

46 Reporting Category 4: Data Analysis and Personal Financial Literacy The student will demonstrate an understanding of how to represent and analyze data and how to describe and apply personal financial concepts. (4.9) Data analysis. The student applies mathematical process standards to solve problems by collecting, organizing, displaying, and interpreting data. The student is expected to (A) (B) represent data on a frequency table, dot plot, or stem-and-leaf plot marked with whole numbers and fractions; and Readiness Standard solve one- and two-step problems using data in whole number, decimal, and fraction form in a frequency table, dot plot, or stemand-leaf plot. Supporting Standard (4.10) Personal financial literacy. The student applies mathematical process standards to manage one s financial resources effectively for lifetime financial security. The student is expected to (A) (B) (E) distinguish between fixed and variable expenses; Supporting Standard calculate profit in a given situation; and Supporting Standard describe the basic purpose of financial institutions, including keeping money safe, borrowing money, and lending. Supporting Standard STAAR Grade 4 Mathematics Page 9 of 9 Texas Education Agency Student Assessment Division January 2014