2017 TEXAS STAAR TEST GRADE 4 MATH - Scott Hochberg · 2017 TEXAS STAAR TEST – GRADE 4 – MATH Total Possible Score: 34 Needed Correct to Pass: 25 Needed Correct to Master: 29

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: http://tea.texas.gov/About_TEA/Welcome_and_Overview/Site_Policies/ 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 78701 phone: 512-463-9536 email: [email protected] Hard copies of the released tests may be ordered online through ETS at: http://texasassessment.com/uploads/2017-released-test-order-form-final-tagged.pdf .

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 e-mail me at [email protected]. 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.

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.

STAAR®

State of Texas Assessments of

Academic Readiness

01

23

45

67

8 Inches

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STAAR GRADE 4 MATHEMATICS REFERENCE MATERIALS

PERIMETER

Square P = 4s

Rectangle

AREA

Square

P = l + w + l + w or P = 2 l + 2w

A = s × s

Rectangle A = l × w

0

1 2

3 4

5 6

7 8

9 1

0 11

1213

1415

1617

1819

20

Cent

imet

ers

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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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MATHEMATICS

Mathematics

Page 7

6 10

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.

1 Larry has written of his book report. Which decimal represents the part of the

book report he has written?

A 6.1

B 6.01

C 0.6

D 0.06

Mathematics

Page 8

!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

0 8 1 2 5 2 2 4 8 3 0 3 3 6 8 4 0 5 5

Leaf

1 5 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 0.47

3 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 3,175.02

B 93,075.01

C 3,651.70

D 9,372.01

Mathematics

Page 9

!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

710

310

410

47

710

34

!

6 On Monday, Pete and Ted completed a total of of their group project. Pete

completed of the project.

What fraction of the group project did Ted complete on Monday?

F

G

H

J

7 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

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

!

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

38 38 + 1 39 38 38 + 2 40 38 38 + 3 41 38 38 + 4 42

A


38 38 × 1 38 38 38 + 0 38 38 38 ÷ 1 38 38 38 − 0 38


1 1 + 37 38 2 2 + 36 38 3 3 + 35 38 4 4 + 34 38


1 1 + 38 39 2 2 + 38 40 3 3 + 38 41 4 4 + 38 42

B

C

D

Mathematics

Page 13

!

10 Which angle does NOT appear to have a measure of 23°?

F

G

H

J

Mathematics

Page 14

x = 8,917 + 7,639

Q

0 1 2 3 4

Q

0 1 2 3 4

Q

0 1 2 3 4

Q

0 1 2 3 4

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 = 25,413 + 8,917 + 7,639

C

D x = 8,917 �� 7,639

12 On which number line does point Q best represent a distance of 2.98 units from zero?

F

G

H

J

Mathematics

Page 15

34

45

510

4 5

< 5 10

4 5

< 3 4

3 4

< 5 10

3 4

< 4 5

!

!

13 Zoey sold snacks at a neighborhood pool. The cost of preparing the snacks was $10.29. The money she received from the sale of the snacks was $21.75.

What was Zoey’s profit?

A $32.04

B $21.75

C $11.46

D $10.29

14 Trevor jogged the following fractions of a mile last week.

• Monday: mile

• Tuesday: mile

• Friday: mile

Which comparison of these fractions of a mile is true?

F

G

H

J

Mathematics

Page 16

!

!

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

Figure L Figure M Figure N Figure P

32

2 3

4 2

3 6

17 Lana drew these figures.

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

1 2

!

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

Distance (feet) 1 1 1 2

2 2 1 2

3 3 1 2

4

Number of Cars 1 2 0 4 7 1 2 1

Which dot plot represents the data in the table?

Toy Cars

0 1 2 3 4 Distance (feet)

Toy Cars


A C

Toy Cars

0 1 2 3 4Distance (feet)

Toy Cars


B D

Mathematics

Page 19

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

!

!

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 $1.90

22 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

5 6

> 6

12

5 6

= 6

12

5 6

< 6

12

23 The models are shaded to represent two fractions.

Which statement correctly compares these two fractions?

A

B

C

D None of these

Mathematics

Page 22

!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 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 110°

26 Mr. Evans will deliver a total of 168 cases of soda to 7 different grocery storestoday. 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 touse the correct place value.

Mathematics

Page 24

!

27 ! The number 47.06 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

!

!

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: 3‚699 lb • Hippo Z: 3‚806 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

!

Baseball Runs Scored Stem Leaf

6 19 210 06 57 2 6 4 8 4 6 1 means 61 runs.

6 1 means 61 runs.


6 1 4 5 7 28 49 210 0

6 1 means 61 runs.

6 1 means 61 runs.

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?


6 1 4 5 7 2 8 4 9 2 10

A C


6 1 6 5 6 4 7 2 8 4 9 2 10 0

B D

Mathematics

Page 27

26100

26 10

6 2

100

1 2

6

!

!

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

33 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

!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

BE SURE YOU HAVE RECORDED ALL OF YOUR ANSWERS Mathematics

Page 29 ON THE ANSWER DOCUMENT. STOP

!!!!

STAAR GRADE 4

Mathematics May 2017

STAAR® Grade 4 Mathematics 2017 Release

Answer Key Paper

Item Number

Reporting Category

Readiness or Supporting

Content Student Expectation

Correct Answer

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) 560 8 3 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) 116 16 2 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) 24 27 1 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

Copyright © 2017, Texas Education Agency (TEA). All rights reserved.

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 6.01.

C is correct because 6/10 = 0.6 since 6 is in the tenths place.

D is incorrect because 6 is in the hundredths place, not in the tenths place.

2 F is incorrect because 4.5 -0.8 = 3.7, not 4.3.

G is correct because the highest, 4.5, minus the lowest, 0.8, is equal to 3.7.

H is incorrect because 4.5 -0.8 = 3.7, not 0.25.

J is incorrect because 4.5 - 0.8 = 3.7, not 0.47.

3 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 3,175.02.

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 93,075.01.

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 3,651.70.

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 9,372.01.

4 F is incorrect because 27 x 16 = 432, not 162.

G is incorrect because 27 x 16 = 432, not 189.

H is correct because 27 x 16 = 432.

J is incorrect because 27 x 16 = 432, which is answer choice C.

5 A is incorrect because none of the polygons have perpendicular lines. Only the octagon and hexagon have parallel lines but not the pentagon.

B is incorrect because none of the polygons have perpendicular lines.

C is incorrect because all the polygons have obtuse angles, but none of them have acute angles.

D is correct because all the polygons have obtuse angles.

6 F is correct because 7/10 -3/10 = 4/10.

G is incorrect because 7/10 -3/10 = 4/10, not 4/7.

H is incorrect because 7/10 -3/10 = 4/10, not 7/10.

J is incorrect because 7/10 -3/10 = 4/10, not 3/4.

7 A; The correct answer is 560 because 557 rounded to the nearest ten is 560.

B; Students may have rounded to the nearest hundred to get 600.

8 F is correct because the length is about 5 and the width is about 3. The area is closest to 5 x 3 = 15.

G is incorrect because the area is closest to 5 x 3 = 15, not 96.

H is incorrect because the area is closest to 5 x 3 = 15, not 24.

J is incorrect because the area is closest to 5 x 3 = 15, not 16.

9 A is incorrect because the numbers under the position column should be 1, 2, 3, and 4, not 38.

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.

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.

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.

10 F is incorrect because the angle measures 23°. This measurement is true.

G is incorrect because the angle measures 23°. This measurement is true.

H is correct because the angle measures 28°. This measurement is NOT 23°.

J 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 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 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 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


Item # Response A/F Response B/G Response C/H Response D/J 12 F is incorrect because point Q

does not represent a distance of about 2.98 units from 0. Point Q represents a distance of about 1.01.

G is incorrect because point Q does not represent a distance of about 2.98 units from 0. Point Q represents a distance of about 2.5.

H is incorrect because point Q does not represent a distance of about 2.98 units from 0. Point Q represents a distance of about 1.98.

J is correct because point Q best represents a distance of about 2.98 units from 0.

13 A is incorrect because 10.29 should be subtracted from 21.75, not added to 21.75.

B is incorrect because 21.75 -10.29 = 11.46, not 21.75, which is the money Zoey received from the sale of the snacks.

C is correct because 21.75 -10.29 = 11.46, which is Zoey's profit.

D is incorrect because 21.75 -10.29 = 11.46, not 10.29, which is the cost of preparing the snacks.

14 F is incorrect because 4/5 is greater than 5/10, not less than 5/10.

G is incorrect because 4/5 is greater than 3/4, not less than 3/4.

H is incorrect because 3/4 is greater than 5/10, not less than 5/10.

J is correct because 3/4 is less than 4/5.

15 A; The correct answer is 116 because the perimeter of the square playground is 4 x 29 = 116.

B; Students may have multiplied 29 x 3 = 87 or 29 x 2 = 58.

16 F is incorrect because 76 x 24 = 1,824 should be divided by 3, not multiplied by 3.

G is incorrect because 76 x 24 = 1,824, not 300.

H is incorrect because 76 x 24 = 1,824, then 1,824 ÷ 3 = 608, not 1,824.

J is correct because 76 x 24 = 1,824, then 1,824 ÷ 3 = 608.

17 A is incorrect because it lists only Figure M but not Figure P and both have horizontal and vertical lines of symmetry.

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.

C is correct because Figure M and Figure P have both a horizontal line of symmetry and a vertical line of symmetry.

D is incorrect because it lists Figure L, which has only a vertical line of symmetry.

18 F is correct because 1/2 + 1/2 + 1/2 = 3/2.

G is incorrect because 1/2 + 1/2 + 1/2 = 3/2, not 2/3.

H is incorrect because 1/2 + 1/2 + 1/2 = 3/2, not 4/2.

J is incorrect because 1/2 + 1/2 + 1/2 = 3/2, not 3/6.

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 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.

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.

D is correct because it shows all 18 dots in the table correctly placed on the dot plot.

20 F is correct because a right triangle has exactly one pair of perpendicular sides.

G is incorrect because an acute triangle has no perpendicular sides.

H is incorrect because a rectangle has two pairs of perpendicular sides.

J is incorrect because a square has two pairs of perpendicular sides.

21 A is incorrect because 4.95 + (2 x 0.65) + 1.85 = 8.10, then 10.00 - 8.10 = 1.90, not 2.55.

B is incorrect because 4.95 + (2 x 0.65) + 1.85 = 8.10, then 10.00 - 8.10 = 1.90, not 2.10.

C is incorrect because 4.95 + (2 x 0.65) + 1.85 = 8.10, then 10.00 - 8.10 = 1.90, not 3.45.

D is correct because 4.95 + (2 x 0.65) + 1.85 = 8.10, then 10.00 - 8.10 = 1.90.

22 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.

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.

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.

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.

23 A is correct because 5/6 is greater than 6/12.

B is incorrect because 5/6 is greater than 6/12, not equal to 6/12.

C is incorrect because 5/6 is greater than 6/12, not less than 6/12.

D is incorrect because 5/6 is greater than 6/12 and is correctly represented in answer choice A.


September 2017


Item # Response A/F Response B/G Response C/H Response D/J 24 F is incorrect because 400 +

400 + 400 + 400 + 400 = 2,000, not 400.

G is incorrect because 400 + 400 + 400 + 400 + 400 = 2,000, not 1,800.

H is correct because 400 + 400 + 400 + 400 + 400 = 2,000.

J is incorrect because 400 + 400 + 400 + 400 + 400 = 2,000, not 2,500.

25 A is incorrect because 160° -50° = 110°, not 70°.

B is incorrect because 160° -50° = 110°, not 150°.

C is incorrect because 160° -50° = 110°, not 30°.

D is correct because 160° -50° = 110°.

26 F; The correct answer is 24 because 168 ÷ 7 = 24.

G; Students may have added 168 + 7 = 175.

27 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 47.06.

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 47.06.

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 47.06.

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 47.06.

28 F is incorrect because 128 ÷ 6 = 21 remainder 2. Two fluid ounces are left, not 22.

G is incorrect because 128 ÷ 6 = 21 remainder 2. Two fluid ounces are left, not 21.

H is incorrect because 128 ÷ 6 = 21 remainder 2.Two fluid ounces are left, not 122.

J is correct because 128 ÷ 6 = 21 remainder 2. Two fluid ounces are left.

29 A is correct because a right triangle has one 90° angle and two acute angles.

B is incorrect because an acute triangle does not have a 90° angle. It has three acute angles.

C is incorrect because an obtuse triangle does not have a 90° angle. It has two acute angles and one obtuse angle.

D is incorrect because a right triangle has two acute angles and one 90° angle, not three 90° 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.

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.

H is incorrect because the numbers are listed in order from greatest weight to least weight. Hippo Z should be third, not Hippo Y.

J is correct because the numbers are listed in order from least weight to greatest weight. Hippo Z is third in the list.

31 A is incorrect because it does not represent the data in the table correctly in the stem and leaf plot.

B is correct because it represents the data in the table correctly in the stem and leaf plot.

C is incorrect because 100 is not represented correctly in the stem and leaf plot.

D 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 26/100.

G is incorrect because 0.26 is equivalent to 26/100, not 26/10.

H is incorrect because 0.26 is equivalent to 26/100, not 2 6/100.

J is incorrect because 0.26 is equivalent to 26/100, not 2 1/6.

33 A is incorrect because 6 + 4 + 5 + 7 = 22, not 9.

B is incorrect because 6 + 4 + 5 + 7 = 22, not 26.

C is correct because 6 + 4 + 5 + 7 = 22.

D is incorrect because 6 + 4 + 5 + 7 = 22, not 18.

34 F is incorrect because 45 x 100 = 4,500, not 4,005.

G is incorrect because 45 x 100 = 4,500, not 450.

H is incorrect because 45 x 100 = 4,500, not 145.

J is correct because 45 x 100 = 4,500.


September 2017

Grade 4 Mathematics Assessment

Eligible Texas Essential Knowledge and Skills


January 2014

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) apply mathematics to problems arising in everyday life, society, and the workplace;

(B) 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;

(C) 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;

(D) communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate;

(E) create and use representations to organize, record, and communicate mathematical ideas;

(F) analyze mathematical relationships to connect and communicate mathematical ideas; and

(G) 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



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) interpret the v alue o f 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

(B) 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

(C) compare and o rder whole numbers to 1,000,000,000 and r epresent comparisons using the symbols >, <, or =; Supporting Standard

(D) round whole numbers to a given place value through the hundred thousands place; Supporting Standard

(E) represent decimals, including tenths and hundredths, using concrete and visual models and money; Supporting Standard

(F) compare and o rder decimals using co ncrete and visual models to the hundredths; Supporting Standard

(G) relate decimals to fractions that name tenths and hundredths; and Readiness Standard

(H) determine the corresponding decimal to the t enths 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



(B) 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

(C) determine if two given fractions are equivalent using a variety of methods; Supporting Standard

(D) compare two fractions with different numerators and d ifferent denominators and represent the comparison using the symbols >, =, or <; and Readiness Standard

(G) represent fractions and decimals to the tenths or hundredths as distances from zero on a number line. Supporting Standard



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) 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

(F) 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 d ecimal sums and differences in order to solve problems with efficiency and accuracy. The student is expected to

(A) add and subtract whole numbers and decimals to the hundredths place using the standard algorithm; Readiness Standard

(B) determine products of a number and 10 or 100 using properties of operations and place value understandings; Supporting Standard

(C) represent the product of 2 two-digit numbers using arrays, area models, or equations, including perfect squares through 15 by 15; Supporting Standard

(D) 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 m ental math, partial products, and the c ommutative, associative, and distributive properties; Supporting Standard

(E) 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

(F) use strategies and algorithms, including the standard algorithm, to divide up to a four-digit dividend by a one-digit divisor; Supporting Standard



(G) round to the nearest 10, 100, o r 1,000 or use compatible numbers to estimate solutions involving whole numbers; and Supporting Standard

(H) solve with fluency one- and two-step problems involving multiplication and division, including interpreting remainders. Readiness Standard

(4.5) Algebraic r easoning. The student applies mathematical process standards to develop concepts of expressions and equations. The student is expected to

(A) 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

(B) represent problems using an input-output table a nd 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



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 r easoning. 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) identify points, lines, line segments, rays, angles, and perpendicular and parallel lines; Supporting Standard

(B) identify and draw one or more lines of symmetry, if they exist, for a two-dimensional figure; Supporting Standard

(C) apply knowledge of right angles to identify acute, right, and obtuse triangles; and Supporting Standard

(D) classify two-dimensional figures based on the presence or absence of parallel or p erpendicular l ines or t he presence or a bsence 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) determine the approximate measures of angles in degrees to the nearest whole number using a protractor; Readiness Standard

(D) draw an angle with a given measure; and Supporting Standard

(E) determine the measure of an unknown angle formed by two non-overlapping adjacent angles given one or both angle measures. Supporting Standard



(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) identify relative sizes of measurement units within the customary and metric systems; Supporting Standard

(B) convert measurements within the same measurement system, customary or metric, from a sm aller unit into a l arger unit or a l arger unit into a smaller unit when given other equivalent measures represented in a table; and Supporting Standard

(C) 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



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 d ata. The student is expected to

(A) represent data on a frequency table, dot plot, or stem-and-leaf p lot marked with whole numbers and fractions; and Readiness Standard

(B) solve one- and two-step problems using data in whole number, decimal, and fraction form in a frequency table, dot plot, or stem-and-leaf p lot. Supporting Standard

(4.10) Personal financial literacy. The student applies mathematical process standards to manage one’s financial resources effectively f or lifetime financial security. The student is expected to

(A) distinguish between fixed and variable expenses; Supporting Standard

(B) calculate profit in a given situation; and Supporting Standard

(E) describe the basic purpose of financial institutions, including keeping money safe, borrowing money, and lending. Supporting Standard

Documents

2017 TEXAS STAAR TEST GRADE 4 MATH - Scott Hochberg · 2017 TEXAS STAAR TEST – GRADE 4 – MATH Total Possible Score: 34 Needed Correct to Pass: 25 Needed Correct to Master: 29