th
4 Grade
Math
Sample Items
Aligned to
CCSS
Created for Morehouse Parish School System by Dr. Stacey Pullen
Created for Morehouse Parish School System
by Dr. Stacey Pullen
4th Grade
Sample Math Items Aligned to CCSS
CCSS Code
4.0A.A.1
4.0A.A.2
4.0A.A.3
4.0A.B.4
4.0A.C.5
4.NBT.A.1
4.NBT.A.2
4.NBT.A.3
4.NBT.B.4
4.NBT.B.5
4.NBT.B.6
4.NF.A.1
4.NF.A.2
4.NF.B.3
4.NF.B.3a
4.NF.B.3b
4.NF.B.3c
4.NF.B.3d
4.NF.B.4
4.NF.B.4a
4.NF.B.4b
4.NF.B.4c
4.NF.C.5
4.NF.C.6
4.NF.C.7
4.MD.A.1
4.MD.A.2
Page #
3
4
6
8
9
11
12
13
14
19
20
22
25
26
27
28
29
30
32
34
35
36
37
38
39
40
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Table of Contents
CCSS Code
4.MD.A.3
4.MD.B.4
4.MD.C.5
4.MD.C.5a
4.MD.C.5b
4.MD.C.6
4.MD.C.7
4.G.A.1
4.G.A.2
4.G.A.3
Key
Rubric
Origination of Items
2
Page #
42
43
45
46
47
48
49
51
52
53
55
57
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Created for Morehouse Parish School System
by Dr. Stacey Pullen
4th Grade
Sample Math Items Aligned to CCSS
4.OA.A.1
Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a statement
that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of
multiplicative comparisons as multiplication equations. (Conceptual Understanding)
What test questions look like:
Sample 1:
Which two equations represent the statement “48 is 6 times as many as 8”?
Select the two correct answers.
A
48 = 6 + 8
B
48 = 6 × 8
C
48 = 6 × 6
D
48 = 8 + 6
E
48 = 8 × 6
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4.OA.A.2
Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using
drawings and equations with a symbol for the unknown number to represent the problem,
distinguishing multiplicative comparison from additive comparison. (Application)
What test questions look like:
Sample 1:
Samara buys a video game for $56. She also buys a book. The price of the video game is 8 times as
much as the price of the book. What is the price, in dollars, of the book?
Enter your answer in the box.
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by Dr. Stacey Pullen
Sample 2:
Rob made 8 three-point baskets and 24 two-point baskets during basketball practice. The number of
two-point baskets Rob made is how many times as much as the number of three-point baskets he
made?
Enter your answer in the box.
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4.OA.A.3
Solve multistep word problems posed with whole numbers and having whole-number
answers using the four operations, including problems in which remainders must be
interpreted. Represent these problems using equations with a letter standing for the
unknown quantity. Assess the reasonableness of answers using mental computation and
estimation strategies including rounding. (Conceptual Understanding & Application)
What test questions look like:
Sample 1:
Part A
A truck delivers 32 cases of soup to a store. Each case holds 8 cans of soup. The store manager plans to
place 9 cans on each shelf. What is the fewest number of shelves the manager will need for all of the
cans of soup delivered by the truck?
A
4
B
5
C
28
D
29
Part B
The same truck delivers 9 cases of canned corn. Each case holds 36 cans of corn.
When the cases are unpacked, 15 of the cans are missing. The store manager places 7 cans of corn on
each shelf. What is the fewest number of shelves the manager will need for all of the cans of corn
delivered by the truck?
A
44
B
45
C
46
D
47
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by Dr. Stacey Pullen
Sample 2:
The Amazon River is about 6,516 kilometers long.
The Mississippi River is about 3,775 kilometers long.
What is the difference, in kilometers, between these two lengths?
Enter your answer in the box.
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4.OA.B.4
Find all factor pairs for a whole number in the range 1-100. Recognize that a whole number is
a multiple of each of its factors. Determine whether a given whole number in the range 1-100
is a multiple of a given one-digit number. Determine whether a given whole number in the
range 1-100 is prime or composite. (Conceptual Understanding & Procedural Skills and
Fluency)
What test questions look like:
Sample 1:
Select the three choices that are factor pairs for the number 28.
A
1 and 28
B
2 and 14
C
3 and 9
D
4 and 7
E
6 and 5
F
8 and 3
Sample 2:
Which of these numbers are prime numbers?
Select the three numbers that are prime.
A. 15
B. 19
C. 27
D. 37
E. 43
F. 51
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4.OA.C.5
Generate a number or shape pattern that follows a given rule. Identify apparent features of
the pattern that were not explicit in the rule itself. For example, given the rule "Add 3" and the
starting number 1, generate terms in the resulting sequence and observe that the terms
appear to alternate between odd and even numbers. Explain informally why the numbers will
continue to alternate in this way. (Conceptual Understanding)
What test questions look like:
Sample 1:
Henry made a pattern of arrows.
Part A
Henry draws the next arrow.
Which direction (up, down, left, or right) should the arrow point?
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Part B
Describe the rule Henry is using to make the pattern.
Sample 2:
Use the table to answer the question.
Day
Monday
Tuesday
Total
Number
of
Baskets
15
20
Wednesday
Thursday
Friday
Heidi makes baskets for a craft fair. Every day she makes 5 baskets. She uses the table
to record the total number of baskets she has made. Through Monday she has made
15 baskets.
Which statement will describe the number pattern of the table when it is completed?
A. Every number in the pattern will divide evenly by 2 because 2 and 3 make 5.
B. Every number in the pattern will divide evenly by 15 because 15 is the first number
in the pattern.
C. Every other number in the pattern will divide evenly by 10 because 5 and 5
make 10.
D. Every other number in the pattern will divide evenly by 3 because 15 can be divided
by 3.
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4.NBT.A.1
Recognize that in a multi-digit whole number, a digit in one place represents ten times what it
represents in the place to its right. For example, recognize that 700 ÷ 70 = 10 by applying
concepts of place value and division. (Conceptual Understanding)
What test questions look like:
Sample 1:
In which numbers does the digit 7 have a value 10 times greater than the place value of 7 in 6,275?
Select the two correct answers.
A
7,000
B
7,590
C
8,207
D
8,275
E
8,740
F
8,799
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4.NBT.A.2
Read and write multi-digit whole numbers using base-ten numerals, number names, and
expanded form. Compare two multi-digit numbers based on meanings of the digits in each
place, using >, =, and < symbols to record the results of comparisons. (Conceptual
Understanding)
What test questions look like:
Sample 1:
A machine sorts pieces of mail. On Tuesday, the machine sorted six thousand eighty-seven pieces of
mail. Written in standard form, how many pieces of mail did the machine sort on Tuesday?
Enter your answer in the box.
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by Dr. Stacey Pullen
4.NBT.A.3
Use place value understanding to round multi-digit whole numbers to any place. (Conceptual
Understanding)
What test questions look like:
Sample 1:
Sofia’s favorite basketball player scored a total of 14,082 points in his career. How many points did
Sofia’s favorite basketball player score rounded to the nearest thousand?
A
10,000
B
14,000
C
15,000
D
20,000
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by Dr. Stacey Pullen
4.NBT.B.4
Fluently add and subtract multi-digit whole numbers using the standard algorithm.
(Procedural Skill and Fluency)
What test questions look like:
Sample 1:
Part A
A school’s art teacher needs 200 sticks of clay. An art shop donates 9 small boxes of clay and 6 large
boxes of clay.
Box Size
Number of Sticks of
Clay in Each Box
small
7
large
10
How many more sticks of clay will the art teacher need?
Enter your answer in the box.
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Part B
The art teacher buys the rest of the clay he needs in large boxes. The cost of 1 large
box of clay is $14. What is the total cost for these boxes of clay? Show or explain your work.
Enter your answer and your work or explanation in the box provided.
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Sample 2:
Subtract.
2,896 – 929
Enter your answer in the box.
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Sample 3:
The table shows the number of computers sold at a store in three different months.
Number of
Computers
Month
January
6,521
February
2,374
March
2,498
Part A
What is the total number of computers sold at the store in the three months?
Enter your answer in the box.
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Part B
How many more computers were sold at the store in January than in both February and March combined?
Enter your answer in the box.
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4.NBT.B.5
Multiply a whole number of up to four digits by a one-digit whole number, and multiply two
two-digit numbers, using strategies based on place value and the properties of operations.
Illustrate and explain the calculation by using equations, rectangular arrays, and/or area
models. (Conceptual Understanding & Procedural Skill and Fluency)
What test questions look like:
Sample 1:
What is the value of 48 × 65?
A
528
B
780
C
2,020
D
3,120
Sample 2:
What is the value of 2,450 × 5?
A
1,450
B
3,250
C
10,050
D
12,250
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4.NBT.B.6
Find whole-number quotients and remainders with up to four-digit dividends and one-digit
divisors, using strategies based on place value, the properties of operations, and/or the
relationship between multiplication and division. Illustrate and explain the calculation by
using equations, rectangular arrays, and/or area models. (Conceptual Understanding &
Procedural Skill and Fluency)
What test questions look like:
Sample 1:
A team runs a race. There are 4 people on the team, and each person runs the same distance. The
team runs a total distance of 5,280 feet.
What is the distance, in feet, that each person runs?
Enter your answer in the box.
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Sample 2:
Divide.
1,552 ÷ 4
Enter your answer in the box.
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4.NF.A.1
Find whole-number quotients and remainders with up to four-digit dividends and one-digit
divisors, using strategies based on place value, the properties of operations, and/or the
relationship between multiplication and division. Illustrate and explain the calculation by
using equations, rectangular arrays, and/or area models. (Conceptual Understanding &
Procedural Skill and Fluency)
What test questions look like:
Sample 1:
1.
Which fractions are equal to ?
Select the two correct answers.
A
B
C
D
E
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Sample 2:
Jake and each of his two brothers choose a fraction between 0 and 1.
Jake chooses , Aaron chooses
, and Simon chooses
.
Part A
Which comparison is correct?
A
B
C
D
Part B
Select a group of fractions that includes an equivalent fraction for each of the
fractions ,
, and
A
,
,
B
,
,
C
,
,
D
,
,
.
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Sample 3:
For exercise, Leila walks and runs the same route each day. She walks the first
of the route and then runs
the rest. Which fractions represent the fraction of the route that Leila walks?
Select the two correct answers.
A
B
C
D
E
F
Sample 4:
Malik buys eggs at the store. When he gets home, he finds that
of the eggs are cracked. To
represent the fraction of eggs that are cracked, Malik writes an equivalent fraction with a denominator
of 6. What is the numerator of Malik’s fraction?
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Enter your answer in the box.
4.NF.A.2
Compare two fractions with different numerators and different denominators, e.g., by
creating common denominators or numerators, or by comparing to a benchmark fraction such
as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same
whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions,
e.g., by using a visual fraction model. (Conceptual Understanding & Procedural Skill and
Fluency)
What test questions look like:
Sample 1:
Stephen is watching a car race. His favorite driver has been in first place for more than
of the laps so
far.
Select the two fractions that could show the fraction of laps for which Stephen’s favorite driver was
in first place.
A
B
C
D
E
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F
4.NF.B.3
Understand a fraction a/b with a > 1 as a sum of fractions 1/b.
(Conceptual Understanding)
What test questions look like:
Sample 1:
Tammi put
cup of pinto beans into a container that holds 1 cup. After she added
more pinto beans, the container was full. Which amount of pinto beans did
Tammi add?
A.
cup
B.
cup
C.
cup
D.
cup
Sample 2:
What fractions could be added together to get the sum of
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Created for Morehouse Parish School System
by Dr. Stacey Pullen
A.
B.
C.
D.
4.NF.B.3a
Understand addition and subtraction of fractions as joining and separating parts referring to
the same whole. (Conceptual Understanding)
What test questions look like:
Sample 1:
Kelly and Louise share pens from a package. There are 12 pens in the package.
•
Kelly gets
•
Louise gets
of the pens.
of the pens.
What fraction of the pens are remaining in the package?
A
B
C
D
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4.NF.B.3b
Decompose a fraction into a sum of fractions with the same denominator in more than one
way, recording each decomposition by an equation. Justify decompositions, e.g., by using a
visual fraction model. Examples: 3/8 = 1/8 + 1/8 + 1/8 ; 3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1 + 1/8 =
8/8 + 8/8 + 1/8. (Conceptual Understanding)
What test questions look like:
Sample 1:
Select the two sums that are equal to 3 .
A.
+
+
B.
+
+
C.
D.
+
+
+
+
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E.
+
+
+
4.NF.B.3c
Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed
number with an equivalent fraction, and/or by using properties of operations and the
relationship between addition and subtraction. (Procedural Skill and Fluency)
What test questions look like:
Sample 1:
30. A student’s work to add the mixed numbers 1
1
+2
and 2
=
+
+
is shown.
+
4+3+8+3
=
4+4+4+4
=
Explain any errors you see in the work. Find the correct solution. Show your work or explain your
answer.
Enter your explanation, your solution, and your work or explanation in the box provided
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4.NF.B.3d
Solve word problems involving addition and subtraction of fractions referring to the same
whole and having like denominators, e.g., by using visual fraction models and equations to
represent the problem. (Application)
What test questions look like:
Sample 1:
Joe ate two-sixths of his pizza.
Which picture shows how much of his pizza is left?
A.
B.
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C.
D.
Sample 2:
A sheet of notebook paper measures
the perimeter of the sheet of paper?
inches by 11 inches. Which answer is closest to
A. 40 inches
B. 60 inches
C. 80 inches
D. 100 inches
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4.NF.B.4
Apply and extend previous understandings of multiplication to multiply a fraction by a whole
number. (Conceptual Understanding)
What test questions look like:
Sample 1:
There are 6 students sitting at a table. A total of
of the students are boys.
Part A
How many boys are at the table? Write your answer as a number only.
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Part B
How many girls are at the table? Write your answer as a number only.
Sample 2:
Natali, Marsha, and 5 other girls are attending a party. If each girl will drink
lemonade, how much lemonade will the girls drink in all?
A.
of a glass of lemonade
B.
glasses of lemonade
C.
glasses of lemonade
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of a glass of
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D.
glasses of lemonade
4.NF.B.4a
Understand a fraction a/b as a multiple of 1/b. For example, use a visual fraction model to
represent 5/4 as the product 5 × (1/4), recording the conclusion by the equation 5/4 = 5 ×
(1/4). (Conceptual Understanding)
What test questions look like:
Sample 1:
The fraction
can be written as the expression n × . What number represents n in the expression?
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Enter your answer in the box.
4.NF.B.4b
Understand a multiple of a/b as a multiple of 1/b, and use this understanding to multiply a
fraction by a whole number. For example, use a visual fraction model to express 3 × (2/5) as 6
× (1/5), recognizing this product as 6/5. (In general, n × (a/b) = (n × a)/b.) (Conceptual
Understanding)
What test questions look like:
Sample 1:
Explain how to find 2 ×
using the number line.
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Find the product.
0
1
Enter your answer and your explanation in the box provided.
4.NF.B.4c
Solve word problems involving multiplication of a fraction by a whole number, e.g., by using
visual fraction models and equations to represent the problem. For example, if each person at
a party will eat 3/8 of a pound of roast beef, and there will be 5 people at the party, how many
pounds of roast beef will be needed? Between what two whole numbers does your answer lie?
(Application)
What test questions look like:
Sample 1:
A student uses tubes of paint to draw on 1 poster and 2 shirts.
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•
The student uses 6 tubes of paint to draw on the poster.
•
The number of tubes used for the poster is 3 times the number of tubes used for each shirt.
•
Each tube contains
ounce of paint
How many ounces of paint does the student use for 1 shirt? How many ounces of paint does the
student use to make 1 poster and 2 shirts? Show your work or explain your answers.
Enter your answers and your work or explanation in the box provided.
4.NF.C.5
Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and
use this technique to add two fractions with respective denominators 10 and 100.2For
example, express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100. (Conceptual Understanding
& Procedural Skill and Fluency)
What test questions look like:
Sample 1:
Michelle uses a scale to measure 2 rocks. One rock weighs
pound. The other rock weighs
pound. Which fraction represents the total weight, in pounds, of both rocks?
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A
B
C
D
Sample 2:
What is
+
?
A
B
C
D
4.NF.C.6
Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as
62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram. (Conceptual
Understanding)
What test questions look like:
Sample 1:
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A piece of string is
meter long. Which number line has a point representing the length, in meters,
of the piece of string?
Length of String (meters)
A
0
0.5
1
Length of String (meters)
B
0
0.5
1
Length of String (meters)
C
0
0.5
1
Length of String (meters)
D
0
0.5
1
4.NF.C.7
Compare two decimals to hundredths by reasoning about their size. Recognize that
comparisons are valid only when the two decimals refer to the same whole. Record the results
of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual
model. (Conceptual Understanding)
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What test questions look like:
Sample 1:
Lisa completed six science experiments. Each experiment produced a different amount of salt. The weight,
in ounces, of each amount of salt is listed below.
Salt M
0.99
Salt N
0.05
Salt O
0.60
Salt P
0.45
Salt Q
0.39
Salt R
0.06
Select the two correct comparisons of the different salt weights, in ounces.
E
0.99 > 0.06
F
0.05 > 0.39
G
0.60 < 0.99
H
0.45 < 0.39
I
0.06 = 0.60
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4.MD.A.1
Know relative sizes of measurement units within one system of units including km, m, cm; kg,
g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in
a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column
table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake
as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2,
24), (3, 36), ... (Conceptual Understanding & Procedural Skill and Fluency)
What test questions look like:
Sample 1:
The length of a desktop is 4 feet. How many inches is the length of the desktop?
Enter your answer in the box.
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4.MD.A.2
Use the four operations to solve word problems involving distances, intervals of time, liquid
volumes, masses of objects, and money, including problems involving simple fractions or
decimals, and problems that require expressing measurements given in a larger unit in terms
of a smaller unit. Represent measurement quantities using diagrams such as number line
diagrams that feature a measurement scale. (Conceptual Understanding & Application)
What test questions look like:
Sample 1:
Erin made 12 pints of juice. She drinks 3 cups of juice each day. How many days will Erin
take to drink all of the juice she made?
Enter your answer in the box.
Sample 2:
Dennis started cleaning his room at 3:35. He finished 1 hour 15 minutes later. What time
did he finish?
A. 4:15
B. 4:50
C. 5:15
D. 5:50
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4.MD.A.3
Apply the area and perimeter formulas for rectangles in real world and mathematical
problems. For example, find the width of a rectangular room given the area of the flooring and
the length, by viewing the area formula as a multiplication equation with an unknown factor.
(Procedural Skill and Fluency & Application)
What test questions look like:
Sample 1:
The area of the rectangular sandbox at Dave’s school is 108 square feet.
The sandbox has a width of 9 feet, as shown in the diagram.
?
9 feet
What is the length, in feet, of the sandbox?
Enter your answer in the box.
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4.MD.B.4
Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8).
Solve problems involving addition and subtraction of fractions by using information presented
in line plots. For example, from a line plot find and interpret the difference in length between
the longest and shortest specimens in an insect collection. (Conceptual Understanding &
Application)
What test questions look like:
Sample 1:
The amount of time, in hours, that Anna practiced the piano each day for 11 days is
shown on the line plot below.
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How many hours in total did Anna practice the piano over the 11 days?
A. 4 ¼
B. 6 ¾
C. 7 ¾
D. 8 ¼
Sample 2:
Use the line plot to answer the question.
Barrie records the snowfall amounts for a particular day in 16 cities in the line plot.
How much more snow did a city with the most snowfall receive than a city with the least
snowfall?
A. 1 ¼
B. 2 ½
C. 2 ¾
D. 3 ½
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4.MD.C.5
Recognize angles as geometric shapes that are formed wherever two rays share a common
endpoint, and understand concepts of angle measurement. (Conceptual Understanding)
What test questions look like:
Sample 1:
Raymond drew an angle that measures 3°. Which expression is equivalent to the measure
of Raymond’s angle?
A. 1/3 of a circle + 1/3 of a circle + 1/3 of a circle
B. 1/90 of a circle + 1/90 of a circle + 1/90 of a circle
C. 1/180 of a circle + 1/180 of a circle + 1/180 of a circle
D. 1/360 of a circle + 1/360 of a circle + 1/360 of a circle
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4.MD.C.5a
An angle is measured with reference to a circle with its center at the common endpoint of the
rays, by considering the fraction of the circular arc between the points where the two rays
intersect the circle. An angle that turns through 1/360 of a circle is called a "one-degree
angle," and can be used to measure angles. (Conceptual Understanding)
What test questions look like:
Sample 1:
Which statement about angles is true?
A
An angle is formed by two rays that do not have the same endpoint.
B
An angle that turns through
C
An angle that turns through five 1-degree angles has a measure of 5 degrees.
D
An angle measure is equal to the total length of the two rays that form the angle.
of a circle has a measure of 360 degrees.
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by Dr. Stacey Pullen
4.MD.C.5b
An angle that turns through n one-degree angles is said to have an angle measure of
n degrees. (Conceptual Understanding)
What test questions look like:
Sample 1:
None Available
48
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by Dr. Stacey Pullen
4.MD.C.6
Measure angles in whole-number degrees using a protractor. Sketch angles of specified
measure. (Conceptual Understanding & Procedural Skill and Fluency)
What test questions look like:
Sample 1:
. Look at the angle shown.
Which measure is closest to the measure of the angle?
49
Created for Morehouse Parish School System
by Dr. Stacey Pullen
A
140°
B
90°
C
40°
D
15°
50
Created for Morehouse Parish School System
by Dr. Stacey Pullen
4.MD.C.7
Recognize angle measure as additive. When an angle is decomposed into non-overlapping
parts, the angle measure of the whole is the sum of the angle measures of the parts. Solve
addition and subtraction problems to find unknown angles on a diagram in real world and
mathematical problems, e.g., by using an equation with a symbol for the unknown angle
measure. (Conceptual Understanding, Procedural Skill and Fluency, & Application)
What test questions look like:
Sample 1:
23. Two figures are shown. In Figure 1, the measure of angle MSG is 105°.
Figure 1
S
M
105°
G
K
P
The measures of angle MSK, angle KSP, and angle PSG are shown in Figure 2. The measure of angle
MSG is still 105°.
Figure 2
S
M
32°
44°
y°
G
P
51
K
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by Dr. Stacey Pullen
Part A
Which equation can be used to find the value of y?
A
y – 44 – 32 = 105
B
y × 44 × 32 = 105
C
y ÷ 44 ÷ 32 = 105
D
y + 44 + 32 = 105
Part B
What is the value of y?
Enter your answer in the box.
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by Dr. Stacey Pullen
4.G.A.1
Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and
parallel lines. Identify these in two-dimensional figures. (Conceptual Understanding &
Procedural Skill and Fluency)
What test questions look like:
Sample 1:
The angles of the pentagon are numbered.
1
2
3
5
4
Which angles of the pentagon are right angles?
Select the two angles that are right angles.
A
angle 1
B
angle 2
C
angle 3
D
angle 4
E
angle 5
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Created for Morehouse Parish School System
by Dr. Stacey Pullen
4.G.A.2
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. Recognize
right triangles as a category, and identify right triangles. (Conceptual Understanding)
What test questions look like:
Sample 1:
Which three shapes appear to have at least two parallel sides?
A
E
54
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by Dr. Stacey Pullen
4.G.A.3
Recognize a line of symmetry for a two-dimensional figure as a line across the figure such
that the figure can be folded along the line into matching parts. Identify line-symmetric
figures and draw lines of symmetry. (Conceptual Understanding & Procedural Skill and
Fluency)
What test questions look like:
Sample 1:
Which does not show a line of symmetry on the figure?
A.
B.
C.
D.
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by Dr. Stacey Pullen
Sample 2:
Which shape has more than 2 lines of symmetry?
A.
B.
C.
D.
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by Dr. Stacey Pullen
4th Grade
Sample Math Items Aligned to CCSS
KEY
CCSS Code
4.0A.A.1
4.0A.A.2
4.0A.A.3
Sample 1
B, E
7
Part A: D
Part B: B
A, B, D
Part A: Up
Part B: See
Rubric
E, F
6087
B
Part A: 77
Part B: see
rubric #14
Sample 2
4.NBT.B.5
4.NBT.B.6
4.NF.A.1
D
1320
A, E
D
388
Part A: C
Part B: C
4.NF.A.2
4.NF.B.3
4.NF.B.3a
4.NF.B.3b
4.NF.B.3c
4.NF.B.3d
4.NF.B.4
C, E
D
D
C, E
See Rubric #40
B
4.NF.B.4a
4.NF.B.4b
4.NF.B.4c
4
See Rubric #26
See Rubric #28
4.0A.B.4
4.0A.C.5
4.NBT.A.1
4.NBT.A.2
4.NBT.A.3
4.NBT.B.4
Part A: There are
4 boys
Part B: There are
2 girls
Sample 3
Sample 4
3
2741
B,D, E
C
1967
C
A
D
57
Part A:
11393
Part B:
1649
B, E
2
Created for Morehouse Parish School System
by Dr. Stacey Pullen
4.NF.C.5
CCSS Code
4.NF.C.6
4.NF.C.7
4.MD.A.1
4.MD.A.2
D
Sample 1
B
A, C
48
8
4.MD.A.3
4.MD.B.4
4.MD.C.5
4.MD.C.5a
4.MD.C.5b
4.MD.C.6
4.MD.C.7
12
D
D
C
4.G.A.1
4.G.A.2
4.G.A.3
C
Sample 2
B
B
N/A
C
Part A: D
Part B: 29
A, E
B, D, E
D
B
58
Sample 3
Sample 4
Created for Morehouse Parish School System
by Dr. Stacey Pullen
Grade 4 Math Items Aligned to CCSS
Scoring Rubrics
4.OA.C.5 – Sample 1
xemplary Response
Part A: Up
Part B: Each arrow is spun a quarter turn (or other correct response)
Points Assigned
 Part A: 1 point for “up”
 Part B: 1 point for correct
2
1
2 points
1 point or demonstrate minimal understanding of describing patterns
0
The student’s response is incorrect, irrelevant, too brief to evaluate, or blank.
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4. NBT.B.4 Sample 1 Part B (Rubric #14)
Score Description
Student response includes the following 2 elements.
2
x Modeling component = 1 point
o Valid work or explanation for how to find the total cost of
the remaining boxes of clay x Computation component = 1
point o Correct cost, $112
Sample Student Response:
77 ÷ 10 = 7, with a remainder of 7 so the teacher needs 8 boxes.
8 x 14 = 112
$112
Or other valid explanation
1
0
Student response includes 1 of the 2 elements.
Student response is incorrect or irrelevant.
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4.NF.B.3c – Sample A (Rubric #40)
Score Description
3
Student response includes the following 3 elements.
x Reasoning component = 2 points
o Valid explanation of errors in work shown
o Correct work shown or valid explanation given for
finding correct solution x Computation component = 1
point o Correct solution,
(or equivalent)
Sample Student Response:
The fractions are incorrectly added. The student should not
add together the values in the denominator. The correct way
to do this problem is:
1 3 2 34 3 8 3
4
2
1
0
4
4
4
4
4
Or equivalent appropriate work or explanation.
Student response includes 2 of the 3 elements.
Student response includes 1 of the 3 elements.
Student response is incorrect or irrelevant.
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4.NF.B.4a
Score
3
Sample 1 (Rubric #26)
Description
Student response includes the following 3 elements.
x Reasoning component = 2 points o Valid explanation of how to
find
using the number line
o Valid explanation of how to find 2 x
x Computation component = 1 point o
using the number line
Correct product,
or equivalent Sample
Student Response:
I know that each tick mark on this number line is equivalent to
to find
, I would count 5 of the tick marks.
Then to find 2 u
, I would count
on the number line. I would land on
product is
, so
two times starting at zero
, which is the same as
. The
.
(or equivalent)
Note: Student responses must provide explanations to receive the
reasoning component points. Simply identifying the locations of 5/12 and
10/12 is not sufficient for reasoning credit.
2
Student response includes 2 of the 3 elements.
1
Student response includes 1 of the 3 elements.
0
Student response is incorrect or irrelevant.
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by Dr. Stacey Pullen
4.NF.B.4c Sample 1 (Rubric# 28)
Score
3
Description
Student response includes the following 3 elements.
x Computation component = 2 points o Correct amount
of paint used for 1 shirt,
ounce. o Correct amount
of paint used for the poster and 2 shirts,
ounces or
equivalent.
x Modeling component = 2 points
o Valid work or explanation for both the amount of paint used for 1
shirt and for the amount of paint used for the poster and 2
shirts.
Sample Student Response:
I found the number of tubes used for each shirt by figuring out what
number times 3 is equal to 6. Since 3 u 2 6, I now know that for each shirt, 2
tubes are used. To find the number of ounces in 2 tubes, I solved
u 1 2. To find the number of ounces used for 1 poster, I solved
2
3
3
6 u 1 6. For the total number of ounces used for 1 poster and 2 shirts, I
3
added
3
2 2 6 10
3
. So the total number of ounces used for the poster
3
and 2 shirts is
3
3
.
Notes: x Student may earn the computation point for an incorrect amount of
paint used for the poster and 2 shirts if it is based on an incorrect amount of
paint used for 1 shirt with the correct work shown. x Student may earn the
modeling point even if computation is incorrect as long as he or she they
shows valid work or explanation.
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by Dr. Stacey Pullen
2
Student response includes 2 of the 3 elements.
1
Student response includes 1 of the 3 elements.
0
Student response is incorrect or irrelevant.
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by Dr. Stacey Pullen
4th Grade
Sample Math Items Aligned to CCSS
Origination of Sample Items
CCSS Code
4.0A.A.1
4.0A.A.2
4.0A.A.3
4.0A.B.4
4.0A.C.5
4.NBT.A.1
4.NBT.A.2
4.NBT.A.3
4.NBT.B.4
4.NBT.B.5
4.NBT.B.6
4.NF.A.1
4.NF.A.2
4.NF.B.3
4.NF.B.3a
4.NF.B.3b
4.NF.B.3c
4.NF.B.3d
4.NF.B.4
4.NF.B.4a
4.NF.B.4b
Sample 1
Sample 2
2016 Leap Practice
Test #10
2016 Leap Practice
Test #2
2016 Leap Practice
Test #41
2016 Leap Practice
Test #38
2016 Leap Practice
Test #16
2016 Leap Practice
Test #30
2016 Leap Practice
Test #23
Eagle
2016 Leap Practice
Test #4
2016 Leap Practice
Test #6
2016 Leap Practice
Test #18
2016 Leap Practice
Test #14
2016 Leap Practice
Test #15
2016 Leap Practice
Test #32
2016 Leap Practice
Test #5
2016 Leap Practice
Test #3
Eagle
Sample 3
Sample 4
Eagle
2016 Leap Practice
Test #25
2016 Leap Practice
Test #36
2016 Leap Practice
Test #39
2016 Leap Practice
Test #11
Eagle
2016 Leap Practice
Test #24
2016 Leap Practice
Test #31
2016 Leap Practice
Test #40
Eagle
Eagle
Eagle
Eagle
2016 Leap Practice
Test #21
2016 Leap Practice
Test #26
65
2016 Leap Practice
Test #22
2016 Leap Practice
Test #19
2016 Leap Practice
Test #34
Created for Morehouse Parish School System
by Dr. Stacey Pullen
4.NF.B.4c
4.NF.C.5
CCSS Code
4.NF.C.6
4.NF.C.7
4.MD.A.1
4.MD.A.2
4.MD.A.3
4.MD.B.4
4.MD.C.5
4.MD.C.5a
4.MD.C.5b
4.MD.C.6
4.MD.C.7
4.G.A.1
4.G.A.2
4.G.A.3
2016 Leap Practice
Test #28
2016 Leap Practice
Test #8
2016 Leap Practice
Test #37
Sample 1
Sample 2
2016 Leap Practice
Test #35
2016 Leap Practice
Test #17
2016 Leap Practice
Test #33
Eagle
Eagle
2016 Leap Practice
Test #9
Eagle
Eagle
Eagle
2016 Leap Practice
Test #29
N/A
2016 Leap Practice
Test #13
2016 Leap Practice
Test #27
2016 Leap Practice
Test #20
2016 Leap Practice
Test #7
Eagle
Eagle
66
Sample3
Sample 4