4th Grade 2nd Quarter Item Bank
*Feel free to change the names to make it more personal for your classroom. You may
need to make up multiple choice options for some samples, if you need them. Keep in
mind, some of the challenge problems may or may not apply to the specific standard
addressed, but could build upon others. Most of these items were created from looking
at the CC unpacking document.
*You could turn any of these questions into estimation questions, or ask them to
estimate while they reason about their answers.
(4.OA.3) Rachel has blue, red, yellow, and green marbles. She has 27 of each color.
How many marbles does she have altogether? (Show your work!)
(4.OA.3) Stephanie is playing squid capture. She gets 45 points for every squid she
captures. If she captures 9 squids, how many points will she earn? (Show your work!)
(4.OA.3) Alicia needs 80 hamburger buns for the school picnic. There are 6 buns in
each package. How many packages does she need to buy? (multiple choice optional)
a)
b)
c)
d)
13
14
86
13
packages
packages
packages
R2 packages
(4.OA.3) Timmy is giving away his collection of 45 animal skeletons to 7 of his friends.
If he plans to divide the collection evenly, how many skeletons will each friend receive?
(multiple choice optional)
a)
b)
c)
d)
9
8
7
6
skeletons
skeletons
skeletons
skeletons
(4.OA.3) Nicki has 47 yards of fabric that she is using to make some outfits for her tour.
Each outfit requires 4 yards of fabric. If Nicki makes as many outfits as possible, how
many yards of fabric will be left? (multiple choice optional)
a)
b)
c)
d)
4 yards
3 yards
2 yards
11 yards
(4.OA.3) All of the 4th grade classes at Piney Grove are going on a field trip to the zoo.
There are 127 students in 4th grade. The school has reserved limousines for the trip, so
the kids can arrive in style. If each limousine holds 7 students, how many limousines
will be needed for the trip? Keep in mind, the six 4th grade teachers at Piney Grove also
need to ride to the zoo. (additional question) How many students are in each
classroom? (they have to reason that there will not be an equal amt. in each class and
what to do about that)
(4.OA.3) Old man Dawson has $45 in his wallet. He told his art class that the top 4
winners of the art competition would get to split his money evenly. How much would
each winner get?
(4.OA.3) Old man Dawson has $45 in his wallet. He told his art class that the top 10
winners of the art competition would get his money as the reward. How much would
each winner get?
(4.OA.3) Mrs. Hoover is organizing her library at the beginning of the year. Each basket
holds 9 books. She has 376 books that she needs to put away. How many full baskets
are there? If there are leftover books, how many are there? What do you think she will
do with them? (These could be two separate questions, if preferred.)
(4.OA.3) Mr. Hoover went on a trip to different baseball stadiums over the summer. He
travelled 789 miles to Chicago. He then left Chicago and travelled to Detroit, which is
283 miles. Once he left Detroit, he was tired and wanted to head back home to
Charlotte. If he travelled a total of 1,741 miles, how far is it from Detroit to Charlotte?
(4.OA.3) Our Environmental Club wants to walk around the neighborhood and pick up
cans to recycle. Their goal is to collect 500 cans by the end of the year. After the first
month, each of the three groups in the club collects 23 cans each. Each group collects
this same amount, for the next 2 months. How many cans do they still need to collect?
*There weren’t any examples of what this should look like in the unpacking document,
but you can probably access more items like this through Pearsonsuccessnet.com. Click
on tests and go from there.
(4.OA.4) Julius Peppers wears the number 90 on his jersey. Find all of the factors of 90.
Find the first 7 multiples of 90. Is 90 a prime or composite number? Why?
(4.OA.4) Neil, from One Direction, is 19 years old. List the first 4 multiples of 19. Find
all of the factors of 19. Is 19 a prime or composite number? Why?
(4.OA.4) The Bulls were playing the Heat in Chicago. Lebron James scored 13 points in
the game. Dwyane Wade scored 11 points. Derrick Rose scored 27 points. How many
points did these players score in all? Is the total number of points a prime or composite
number? Can you list the factors of this number? List the first 5 multiples of this
number.
(4.NBT.4) Joe wanted to buy a big, flat screen television, after he received birthday
money. The TV costs $1,294. He has already saved $172. Joe mowed lawns during the
summer and earned $486. For his birthday, he received $378 from his relatives. Does
he have enough to buy his television? How much more does he need? Make a plan for
Joe to save enough money to buy his TV within 3 weeks. How much does he need to
save every day?
(4.NBT.4) Michael Jordan had 5,386 career rebounds. He also had 2,589 turnovers.
How many more rebounds did he have than turnovers?
(4.NBT.4) Michael Jordan had 5,012 assists in his career. How many more assists did he
need to reach 10,000? He played in 13 seasons. About how many more seasons would
he have needed to play to accomplish this?
(4.NBT.4) Drew Brees threw for 5,476 yards in 2011, which was an NFL record. Cam
Newton threw for 4,051 yards in his rookie year of 2011. How many yards did the two
quarterbacks throw for altogether? How many more yards did Cam Newton need to
throw for in order for their total to be 10,000 yards?
(4.NBT.4) Lebron James scored 2,478 points during the 2005-2006 season. How many
more points would he have needed to score to 5,000 in a season? About how many
seasons like his 2005-2006 season would he need to have in order to reach 10,000
points scored?
(4.NBT.4) Lebron James scored 2,175 points in his second NBA season. Through the
first two years of his career, he totaled 3,829 points scored. How many points did he
score in his first season?
*For all NBT.5 standards, students use arrays, area models, compensation, base ten
blocks, etc. to solve and explain thinking. (see standard in unpacking document)
(4.NBT.5) Mr. Lundgren bought 37 dozen donuts for a staff meeting. How many donuts
did he buy for the meeting? (extension question) If each dozen donuts costs $3.89,
about how much money did he spend?
(4.NBT.5) There were 8,423 fans at each of the first six Bobcats games last year. What
was the total attendance for the first six games?
(4.NBT.5) There are seven different sections to sit in at Turner Field, in Atlanta, to
watch a Braves game. If each section can hold up to 6,089 fans, what’s the maximum
capacity of the stadium?
(4.NBT.5) A trip from Charlotte to Statesville is 47 miles. If a trip to Anchorage, Alaska
is 73 times further than the trip from Statesville to Charlotte, how far is a trip from
Charlotte to Anchorage?
(4.NBT.5) What would an array area model of 58 x 36 look like? *As a challenge, could
you do it more than one way?
(4.NBT.5) Illustrate 127 x 5 using base ten blocks or drawings.
(4.NBT.5) There are 28 rows of seats at the movie theater. If each row hold 16 people,
how many people are there in the theater to watch a sold out movie?
(4.NBT.5) What is the area of my backyard, if my fence is 14 yards long and 19 yards
wide?
(4.NBT.5) Did this student use this array correctly? Explain, why or why not and fix
mistakes, if you find any. The problem is 24 x 89.
80
20
4
9
20 x 80 = 160
20 x 9 = 180
4 x 80= 320
4 x 9= 36
320 + 180 = 500
500 + 196 = 696
160 + 36 = 196
(4.NBT.5) Does this student’s work make sense? Explain why or why not. If you find
any mistakes, fix them. Why do you think this student chose to do it this way?
The problem is 64 x 98.
90
4
4
60
60 x 90 = 5400
60 x 4 = 240
240
2
2 x 90 = 180
2x4=8
8
2
180
8
8
5,880 + 196 + 196 = ?
5,880 + 200 + 200 = 6,280
6,280 – 8 = 6,272
*Students will use various strategies based on place value, the relationship between
multiplication and division, etc. (see standard in unpacking document). These are all
division problems. You will have to insert/draw a division sign. For similar
kinds of questions, look at OA.3.
(4.NBT.6) What would an array look like for 378
9?
(4.NBT.6) Did the student do this correctly? Explain why or why not. If there is a
mistake, fix it. The problem is 4,236
4.
4
1000
1,059 x 4 = 4,236
1000
x4=
4000
50
50 x 4
= 200
9
9x4
= 36
4,236
4 = 1,059
(4.NBT.6) Analyze 3,486
6. Is this work correct? Explain why or why not? If there
are more efficient ways to do the work, note that in your explanation.
(Draw the table into this area) Look at unpacking document.
(4.NBT.6) Analyze 7,892
answer make sense?
8. Is the work correct? Explain why or why not? Does this
8 x 500 = 4000
8 x 200= 1600
8 x 200 = 1600
7200
8 x 50 = +400
7600
8 x 20 = +160
7760
8 x 10= + 80
7840
8 x 6= + 48
7888
+4
7892
7,892
8 = 986 R4
(4.MD.2) Roy and 16 friends are planning for a pizza party. They purchased 4 quarts of
soda. If each glass holds 8 oz will everyone get at least one glass of soda? How many
gallons of soda would he need to purchase if he invited 23 friends, instead of 16? Show
your work and explain.
(4.MD.2) Alicia ran for 45 minutes on Monday, an hour and a half on Tuesday, 38
minutes on Thursday, and 55 minutes each day of the weekend. How many minutes did
she run for the week?
(4.MD.2) Mr. Dawson has 3 feet of pink yarn in his room. There are 4 students working
on a project, involving yarn and he wants to give each student the same amount. How
much yarn will each student get? (Students can express this in terms of inches or
fractional amt. of feet)
(4.MD.2) Ms. Lytle bought a bag of candy at Target. The candy costs $1.60 per pound.
Her bag weighed two and a half pounds. She also bought a pack of gum, while
checking out, that costs $1.19. If she handed the cashier a $10 bill, how much change
will she get back?
(4.MD.2) Mr. Schaperjohn is dumping Gatorade in a container for his basketball team to
drink. He dumps in 3 liters, before being distracted by his assistant coach. He pours in
another 2 and a half liters before being hit in the head with a basketball. If he pours in
675 more ml, then how many ml of Gatorade does he have in the container? How many
more ml would he need to dump in to fill it up to the next full liter (whole number)?
*See if the students can use a number line for the following MD standards:
(4.MD.2) At 5:55 a.m., Alicia wakes up to go to work. It takes her 9 minutes to shower,
14 minutes to get dressed and 12 minutes to eat breakfast. How many minutes does
she have until she has to be at work at 7:45? Use the number line to help solve the
problem.
(4.MD.2) One Direction is getting ready to go out on stage at Bobcats Arena at 8:00
p.m. It took them 35 minutes to warm-up, 17 minutes to plan what they are wearing
for the concert, and 26 minutes to relax and get focused for the show. What time did
they have to report to Bobcats Arena, in order to be ready to perform? If it took them
12 minutes to drive to the arena, what time would them have to leave their hotel?
(Additional questions) How many seconds did it take them to get from their hotel to the
arena? How many hours did it take them to prepare, from the time they left their hotel,
until the time they went onstage?
(4.MD.2) From goal line to goal line, a football field is 100 yards long. How many
football fields would you have to line up to make a mile-long field? (Extension- The
football field is 120 yards, if you include the end zones.) From end zone to end zone, a
football field is 120 yards long. How many football fields would you have to line up to
make a mile-long field? How many for a 2 ½ mile long field?
(4.MD.2) Mr. Laur buys steaks for his Sunday football party. He buys 4 ½ lbs of steak.
How many oz of steak does he buy? If he invites 7 people over to watch football and
eat, and each person eats 10 oz of steak, will he have enough? Explain.
(4.MD.2) Mr. H spends 1/3 of his paycheck on a new television. If he spends $724 on
the TV, how much was his paycheck?
(4.MD.2) Ms. Chubb ran 5 km in the Race for the Cure in October. How many mm did
she run? How many meters did she run? How many cm did she run? Explain how you
got your answers.
(4.MD.2) My dog, Nomar, weighs 42 kg. If the veterinarian wants to know how many
grams he weighs, how would she figure this out? How many grams does he weigh?
*Students make a line plot to display sets of data and then solve problems, using the
line plot.
(4.MD.4) My principal measured the lengths of her toenails for a couple of weeks, to
the nearest ½, ¼, or 1/8 of an inch. She displayed her data on a line plot. How many
toenails measured ½ an inch long? ¼ inch long? 1/8 inch long? If you put all of the
toenail lengths together, how far would they stretch? How much longer is the 3rd
longest toenail than the shortest toenail?
(4MD.4) Measure 7 objects around the room. Measure them to the nearest ¼, ½ and
1/8 of an inch and display them on a line plot. Figure out the total length of the objects
you measured. What is the difference between the longest and shortest object you
measured?
(4.MD.4) The following line plot shows the length of Mr. Lindstedt’s nose hairs. What is
the difference between the longest and shortest nose hairs? How many ½ nose hairs
did Mr. L find? How many 1/8 inch hairs did he discover? If he tied them all together to
make a nose hair jump rope, how long would it be? What kind of living thing could use
it? How many nose hairs were ¼ inch long?
*Use visual models, including an area model or number line, or a collection/set model
to show equivalents (halves, thirds, fourths, fifths, sixths, eighths, tenths, twelfths,
hundredths) –Look at unpacking document to see how students can write equivalent
fractions.
(4.NF.1) Use the model to find equivalents for the following:
(4.NF.1) Use the area model to prove that 2/3 = 8/12
(4.NF.1) ¼ = how many eighths?
(4.NF.1) If I gave 2/5 of my smiley stickers to my friend, how could you show that with
the collection below? Is it possible to show this two ways?
(4.NF.1) How many different ways can you show ½ on this model?
(4.NF.1) What fraction do you see? How would you show the equivalent fraction with a
denominator of 100?
(4.NF.1) Use the number line to show that 5/4 = 10/8
*Compare fractions. Make sure students use symbols
(4.NF.2) Use pattern blocks:
1) If a yellow hexagon pattern block is 1 whole, what is 1/3 of the whole?
2) If a red trapezoid is ½ of the whole, what’s the whole?
3) What is ½ of a blue rhombus, if the blue rhombus is a whole?
4) What is 1/6 of a yellow hexagon, if a hexagon is a whole?
5) If 2 blue rhombi are 2/3 of a whole, what is the whole?
(4.NF.2) If Kemba Walker makes 3/4 of his free throws and Michael Kidd-Gilchrist
makes 5/8 of his, who misses more of his free throws? Hint*Use the benchmark ½ to
help you!
(4.NF.2) Pablo Sandoval got a hit in 5 out of every 10 at bats during the World Series.
Miguel Cabrera got a hit 33 out of every 100 at bats during the regular season. Who
was more successful, Pablo during the World Series, or Miguel Cabrera, during the
regular season?
(4.NF.2) Steve Smith caught ¾ of the 80 passes thrown to him in practice. Brandon
LaFell caught ¾ of the 40 passes thrown to him in practice. Who caught more balls in
practice? How is this possible, since they both caught ¾ of their passes?
(4.NF.2) Mrs. Hoover sent 1/2 of her students to detention on Friday. Ms. Chubb sent
1/4 of his class to detention on Friday. They each agree they sent the same number of
students to detention. How is this possible?
*Remind students to use a visual model to solve, if needed, and put that in the
directions, if the standard calls for it.
(4.NF.3a) 3/12 of the class went outside for recess, while 7/12 of the class went to Art
class. What fraction of the class left the room? What fraction is left in the room?
(4.NF.3a) It took 1 and 3/8 cups of flour for my mom to bake her world famous cake. It
also takes 6/8 of a cup of sugar as well. How many cups of flour and sugar does my
mom have to measure out in all? How much more flour does she use than sugar?
(4.NF.3b) I have 1 and 2/3 gallons of milk left in the fridge. Come up with at least three
different combinations of how you could use your milk, until it spoils and smells badly.
You cannot use more than 1 gallon of milk at a time.
(4.NF.3b) My 4 friends and I ran in a relay race. It was a 1 mile relay race. The laps
were 1/10 of a mile long. Some of us didn’t stop after 1 lap, before we handed off the
baton to our friends. Come up with at least two different ways we could have run our
race.
(4.NF.3c) I took 3 and 5/6 of an hour to take my math EOG. The next day, I took 3 and
2/6 of an hour to take my science EOG. How much time did I take to take these two
tests? If I had a 7 hour limit for the two days, how much quicker would I have to take
the tests? Challenge- How many minutes is this?
(4.NF.3c) Susie bought 6 and 1/5 pounds of candy from the store. She has 3 and 4/5
pounds left when she goes home from her fall party at school. How much candy did she
give out to her classmates at the fall party?
(4.NF.3d) We get ¼ of an hour to go outside for recess every day. We get 2/4 of an
hour to eat our lunch every day. If we get ¾ of an hour to read silently during class,
how many hours do we get to go outside, eat lunch, and relax and read silently, every
day? Challenges: How many minutes is this? How many seconds is this? How many
hours would this be for the whole week? Whole month? Whole year?
(4.NF.3d) Ms. Terry has 38/100 of a dollar in her couch cushions. Ms. Lytle has 71/100
of a dollar in her couch cushions, and Ms. Huggins has 24/100 of a dollar on her car
floor. How much more money does Ms. Lytle have than Ms. Huggins and Ms. Terry
combined? How would you normally write this?
Multiply fractions by a whole number. Have students use models, as needed.
(4.NF.4a) Every day this week, I ate 1/5 of a pan of lasagna. How much lasagna did I
eat in one whole week? How could you model this with a multiplication equation?
(4.NF.4a) Mr. Griffin had us run 3 and 1/3 miles during P.E. the last two weeks. How
much did he make us run every day, if we met every single day the last two school
weeks, and we ran the same amount every day? Model this with a multiplication
equation. (You may need to have students turn 3 and 1/3 into an improper fraction
first.)
(4.NF.4b) There was an elementary school relay race competition. The race was 2 and
4/8 miles long. Piney Grove’s runners each ran 1/8 of a mile. How many runners did
Piney Grove have? Use a multiplication equation to model this. McKee Road’s runners
each ran 2/8 of a mile. How many runners did McKee Road have? Use a multiplication
equation to show this. Model to show that both teams ran the same distance total.
(4.NF.4b) Ms. Casale was scooping out ice cream to reward students for reading
independently. She gave Ms. Griffith’s class 1/6 of a scoop of ice cream each. There
were 8 kids who received the reward. Use a multiplication equation to model this. Ms.
Hess’ class did a remarkable job of reading, so they each received 2/6 of a scoop of ice
cream each. Unfortunately, only 4 kids received this reward. Use a multiplication
equation to model Ms. Hess’ class. Model to show how both classes ate the same
amount of ice cream. Challenge- How much ice cream did they eat altogether?
(4.NF.4c) There are 7 people coming over to Ms. Cooper’s house for a cookout. Each
person ate a burger that weighed 3/5 of a pound. How much meat did Ms. Cooper have
to buy if she was eating a burger as well? What numbers is this in between? Model this
and write a matching equation.
(4.NF.4c) Each person in my homeroom is getting 7/12 of a cup of soda for our winter
party. If I buy a 2 liter of soda, which has about 9 cups in it, how many students will be
able to drink soda at the party? How much more soda would your teacher need to buy
if each student drank 7/12 of a cup? Model this and write a matching equation.
(4.NF.4c) Mr. Kothe bought 20 cupcakes and ate 7/10 of them. Mr. Barnes bought 20
cupcakes and ate 4/5 of them. Which statement is true? Draw a model to explain your
reasoning.
a. Mr. Kothe and Mr. Barnes at the same amount of cupcakes.
b. Mr. Kothe ate 7 cupcakes and Mr. Barnes ate 4 cupcakes.
c. Mr. Kothe ate 16 cupcakes and Mr. Barnes ate 14 cupcakes.
d. Mr. Kothe ate 14 cupcakes and Mr. Barnes ate 16 cupcakes.
(4.NF.4c) I need to fill up my bathtub to give my stinky dog a bath. The pitcher I use to
fill up the tub holds 1 and ¾ gallons of water. If I fill the pitcher 27 times, how much
water would be in the bathtub?
*Shade these in on tenths and hundredths grids.
(4.NF.5) 7/10 + 6/100
(4.NF.5) 8/100 + 3/10
(4.NF.5) 2/10 + 5/100
(4.NF.5) 4/100 + 6/10
(4.NF.5) Lynn has 4/10 of a dollar and Dawn has 4/100 of a dollar. If they put their
money together to go to the store, how much would they have? Express this as a
fraction. What kinds of things could they buy?
(4.NF.5) Bob has 9/100 of a dollar. Randy has 9/10 of a dollar. How much money do
they have combined? Express this as a fraction.
(4.NF.5) Joe has 1/10 of a dollar. Beth has 7/100 a dollar. How much money do they
have altogether? Express this as a fraction.
(4.NF.5) Roy has 2/100 of a dollar. Michele has 6/10 of a dollar. Alicia has 9/100 of a
dollar. How much money would they have if they put their money together to buy some
candy? Express this as a fraction.
(4.NF.5) 5/10 + 5/100 + 3/10
*Use a place value chart, number line (with tenths marked), hundredths and tenths
grids to model.
(4.NF.6) How would you write 56/100 in a place value model? Where would this fall on
a number line? How could you use tenths and hundredths grids to model this? Is this
number close to any benchmark numbers? If so, name them.
(4.NF.6) How would you write 39/100 in a place value model? Where would this fall on
a number line? How could you use tenths and hundredths grids to model this? Is this
number close to any benchmark numbers? If so, name them.
(4.NF.6) How would you write 77/100 in a place value model? Where would this fall on
a number line? How could you use tenths and hundredths grids to model this? Is this
number close to any benchmark numbers? If so, name them.
(4.NF.6) How would you write 24/100 in a place value model? Where would this fall on
a number line? How could you use tenths and hundredths grids to model this? Is this
number close to any benchmark numbers? If so, name them.
(4.NF.6) How would you write 18/100 in a place value model? Where would this fall on
a number line? How could you use tenths and hundredths grids to model this? Is this
number close to any benchmark numbers? If so, name them.
*Students compare decimals using the symbols, <,>, or =. They also use models to
justify their comparisons.
(4.NF.7) Mr. H finished ran the 40 yard dash in 4.2 seconds. Mr. Laur ran the 40 yard
dash in 4.37 seconds. Use a model to explain your work. Who won the race? Explain.
(4.NF.7) I have $0.78 in my pocket. Ms. Manneback has $0.81 in her purse. Use
symbols to compare who has more money. Use a model to explain your work.
(4.NF.7) Use a model to show 0.47 < 0.8
(4.NF.7) Use a model to show 0.6 > 0.2
(4.NF.7) Use a model to show 0.56 > 0.19
(4.NF.7) Is 0.34 less than or greater than 0.7? Use a model to prove your answer.
(4.NF.7) What do you notice about these models? Are the amounts the same? Explain.
GO BACK THROUGH AND CUT AND PASTE PERFORMANCE TASKS AND ITEMS
FROM ILLUSTRATIVE MATHEMATICS, AS WELL AS THE RESOURCES KANEKA
GAVE US (From Arizona, Engage New York) AT THE MEETING.
Should we have multiple choice, CR, SR, PT items for all of the standards?