Grade 4 Mathematics Assessment Eligible Texas Essential Knowledge and Skills

Grade 4 Mathematics AssessmentEligible Texas Essential Knowledge

and Skills

Texas Education Agency Student Assessment Division Fall 2010

Webb ArticleFoldable

Level 1 Level 2

Level 3 Level 4

Same Verb Used at Depth of Knowledge Levels

3.1(C) determine the value of a collection of coins and bills.4.1(B) use place value to read, write, compare, and order decimals involving tenths and hundredths, including money, using concrete objects and pictorial models.5.2D use place value to relate decimals to fractions that name tenths, hundredths, and thousandths.

Verb Level 1 Level 2 Level 3 Level 4Compare compare

Look at two pictures and compare the value for each set of bills and dollars.

What is the value for each set of bills and dollars?

compare

Paul asked William for 4 dollars and fifty-two cents to buy a hamburger and fries. William has a variety of bills and coins in his pocket. Determine and compare three different ways William can present Paul with $4.52.

(picture of money)

If Paul asked William for $4.52 to purchase a hamburger and french fries for lunch, what are three different ways William can group dollars and coins to pay for his lunch?

compare

Paul and William each have $20.00 and are going to the matinee. Their movie tickets cost $5.00 each. Paul buys popcorn for $3.54 and a coke for $3.79. William buys candy for $3.36 and a pickle for $4.02. Create a graphical representation of Paul and Williams purchases.

Determine how much money Paul and William have. After the movie Paul and William plan to play video games. Each video game is $0.50. Compare the number of video games each boy will get to play. In writing explain your answer.

How much money does Paul and William have left? If Paul and William use the rest of their money to play video games at $0.50 a game. How many games will each boy get to play?

compare

Paul and William are getting ready to ship birthday presents to their grandma.

They need to make sure they have enough money to pay for shipping. You are going to conduct comparative shopping. Through your research you find that at the U. S. Postal Service each package cost $3.75 plus .$0.37 per ounce. At UPS you discover each package is $2.49 plus $0.53 per ounce. At FedEx each package is $3.15 plus $0.45 per ounce. Create chart that compares the different cost for each delivery service. Write a memo to Paul and William letting them know which delivery service is the most cost effective and why.

Same Verb Used at Depth of Knowledge Levels

Have each grade level look at their SE below and practice writing a learning task and question within each level of thinking.

5.10 C perform simple conversions within the same measurement system (SI (metric or customary).

4.11A estimate and use measurement tools to determine length (including perimeter), area, capacity and weight/mass using standard units SI (metric) and customary.

3.11A use linear measurement tools to estimate and measure lengths using standard units.

2.9A identify concrete models that approximate standard units of length and use them to measure length.

1.7A Estimate and measure length using nonstandard units such as paper clips or sides of color tiles.

K.10A compare and order tow or three concrete objects according to length (longer/shorter than, or the same.

Verb Level 1 Level 2 Level 3 Level 4

Examining STAAR Implications for Teaching

Number of Non-linguistic Representation

Number of word problems with no pictorial support

Number of 3rd Grade Aligned SEs

Number of 2nd Grade Aligned SEs

Number of 1st Grade Aligned SEs

Number of Kinder Aligned SEs

Comments:

Let’s complete a “quick” analysis of the test design

DOK Levels1 2 3 4

Total

“Think Around” the question and capture all thoughts by jotting down what is being said.

In order for a 4th grade student to be able to master this question what does the student need to know?

2011 4th Grade Math Release Items

2011 3rd Grade STARR Math Released Item~Question 14.1 (3.1, 2.3, 1.1) Number, operation, and quantitative reasoning. The student uses place value to represent whole numbers and decimals. The student is expected to:

4.14 (3.14, 2.12, 1.11, K.13) Underlying processes and mathematical tools. The student applies Grade 3 mathematics to solve problems connected to everyday experiences and activities in and outside of school. The student is expected to

K.13(A) identify the mathematics in everyday situations

1.1 (C) identify individual coins by name and value and describe relationships among them

1.11(A) identify the mathematics in everyday situations

2.3 (D) determine the value of a collection of coins and bills


3.1 (C) determine the value of a collection of coins and bills


Tested SEs4.1(B) use place value to read, write, compare, and order decimals involving tenths and hundredths, including money, using concrete objects and pictorial models.


In order for a 3rd grade student to be able to master this question what does the student need to know?

Let’s look at Vertical Alignment

1st Grade CSCOPE Performance Indicators

2nd Grade CSCOPE Performance Indicators 3rd Grade CSOPE Performance Indicators 4th Grade CSOPE Performance Indicators

Unit 8 (2nd Nine Weeks)

Provide a set of coins for students that include a mixture of traditional and newly minted coin designs. Present a real-life or classroom situation such as: The school money box was dropped causing all of the coins to combine in one big mound. The office asked for help by: (1) sort the coins by like coins or value, (2) place each sorted set in a bag and label the bag according to the type of coin and its value, and (3) order the bags according to the value of the coin the bag represents. (1.1C; 1.11A; 1.12A)

Provide a set of coins to each student that includes a mixture of traditional and newly minted coin designs. Present a real-life or classroom situation such as the following: Kayley is standing in line for ice cream. The vanilla cup she is buying costs 10¢. If Kayley does not have a dime, what other coins could she use that have the same value as a dime? (1.1C; 1.11A; 1.12A)

Unit 4 (1st Nine Weeks) Determine the collection of like coins whose value is represented on a pre-selected number line (e.g., a number line that begins with 25 and ends with 100, with points built every 25th interval). Use coin manipulatives or pictures to represent the coin values named on the number line and orally explain the pattern and how it relates to the like coin representation. (2.3D; 2.8; 2.13A, 2.13B) Unit 7 (2nd Nine Weeks) Count a collection of coins from a real-life situation such as the following: Chia emptied the following coins from her purse.

Record the value of Chia’s collection using two different representations. Describe how the symbol of each representation is used to name the value of Chia’s coin collection. Compare the collection below to the above collection. Explain in words if the collections represent the same value.

2.3D, 2.3E; 2.12A, 2.12D; 2.13B)

Unit 16 (4th Nine Weeks)Use your knowledge of coins to solve a real-life situationsuch as:James Lee had saved 58¢. Today he found some coins in the cushion of the couch. He now has $ .94. Using coin manipulatives, create two different sets of coins that could represent the amount of money James Lee found in the couch cushion. Record the model of coins for both representations and a number sentence for each model. In writing, explain the solution process to represent your thinking, and justify if your answer is reasonable. (2.3D; 2.12A, 2.12C, 2.12D; 2.14)

Unit 7 (2nd Nine Weeks) Estimate and calculate the solutions to whole number addition and/or subtraction real-life problem situations such as:A bakery sells specialty bagels on two days of the week as shown in the table below.

How many more jalapeno cheese bagels did the bakery sell than pecan bagels?

Jordan, Ben, and Linda all made bracelets to sell at the school fair. All of Jordan’s bracelets sold for $4.15. All of Ben’s bracelets sold for 10¢ more than Jordan’s and Linda sold all her bracelets for 5¢ less than Ben’s.Draw a picture using the least number of bills and coins to show the amount of money they received for selling all the bracelets.

How many more jeans were sold in March and April than in June and July?

What is the perimeter of the garden Mr. Garza designed?Use a graphic organizer for each problem to record (1) the estimation strategy, (2) the actual solution, (3) a sketch ofthe solution strategy or model, and (4) a written justificationof the reasonableness of the solution. (3.1C; 3.3A, 3.3B;3.5A, 3.5B; 3.11B; 3.13B; 3.14A, 3.14B, 3.14C, 3.14D;3.15A, 3.15B; 3.16B)

Unit 1(1st Nine Weeks)Identify a real-life situation that involves five decimal numbers through the hundredths place (e.g., money amounts, sports times, etc.). Use technology to determine the five decimal numbers that represent the situation, and record them in a table using models (e.g., hundredths grids, money, number lines, etc.), numbers, and words. Explain in writing how to order the data, and then record two comparative statements using words and symbols regarding the real-life situations. (4.1B; 4.10; 4.14A, 4.14C, 4.14D; 4.15A, 4.15B)

Sample Performance Indicator:Use technology to determine, through the hundredths place, the cost of five of your favorite CDs. The data identified should be ordered in a table and represented using two different decimal models [to include money amounts (e.g. bills and coins), hundredths grids, and/or number lines]. The table should also include each CD amount represented in decimal numbers and written in words. Then, write two comparative statements using words and symbols related to the real-life situation and a brief description of how the order was determined.

CSCOPE Performance Indicators

Readiness4.1B (3.1C, 2.3D, 2.3E, 1.1C)

use place value to read,

write, compare, and order

decimals involving tenths

and hundredths, including

money, using concrete

objects and pictorial

models.

Processing4.14 A (3.14 A, 2.12A, 1.11 A, K.13A)

identify the mathematics

in everyday situations

DOK: Level (Evidence)Level 2Determine the value of each pictorial model and identify which amount has 4 in the cents place

What part of the SE is being tested?

Use place value to read, compare, and order decimals

What do the students need to know in order to answer the question correctly?

Student must know how to recognize a dollar bill and a five dollar bill and how to represent them in digits using decimals. Student need to recognize the front and back side of a penny, dime, nickel, and quarter and know the value of each. Students need to add the group of money in each picture and determine which amount has 4 cents in its value.

Number of steps it takes to solve the problem?2-3 steps

Academic Vocabulary Write (S) if it is stated and (I) if it is impliedplace value (I)compare (I)decimals (I)money (S)

How is it being tested?

Through pictorial models and digit placement

Taught inCSCOPE

4.1 B1st Nine Weeks, Unit 14.14 AAll Nine Weeks, All Units

Readiness4.2 (D) relate decimals to fractions that name tenths and hundredths using concrete objects and pictorial models

DOK: Level (Evidence)Level 1Recall knowledge of tenths and hundredths and place value

What part of the SE is being tested?Relating fractions to decimals that name tenths and hundredths using pictorial models


Students need to know that each block represents one whole and is divided into 100ths and each row or column has 10 squares or represents 1/10 of 100. Students need to be able to determine in the last block that 7/100ths is shaded.

Number of steps it takes to solve the problem?2 steps

Academic Vocabulary Write (S) if it is stated and (I) if it is implieddecimal (S)fraction (I)hundredths (S)tenths (S)


Matching a pictorial models to the correct number (decimal) symbol.

Which decimal does the model represent?

Taught inCSCOPE

4.2 D2nd Nine Weeks, Unit 64th Nine Weeks, Unit 10

Readiness4.4 D (3.4B, 2.4A) use multiplication to solve problems (no more than two digits times two digits without technology);

Processing4.14 B (3.14 B, 2.12 B, 1.11B, K.13B) solve problems that incorporate understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness

DOK: Level (Evidence) What part of the SE is being tested?


Number of steps it takes to solve the problem?

Academic Vocabulary Write (S) if it is stated and (I) if it is implied


Taught inCSCOPE

4.4 D1st Nine Weeks, Unit 32nd Nine Weeks, Unit 54th Nine Weeks, Unit 94.14 B1st Nine Weeks, Units 2,32nd Nine Weeks, Units 4,54th Nine Weeks, Unit 9

Readiness4.4 E (3.4C, 2.4B) use division to solve problems (no more than one-digit divisors and three-digit dividends without technology);

Processing4.14 B (3.14 B, 2.12 B, 1.11B, K.13B) solve problems that incorporate understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness






Taught inCSCOPE

4.4 E2nd Nine Weeks, Unit 4,54th Nine Weeks, Unit 94.14 B1st Nine Weeks, Units 2,32nd Nine Weeks, Units 4,54th Nine Weeks, Unit 9

Readiness 4.6 B (3.6B)use patterns to multiply by 10 and 100.

Processing4.16 A (3.16A) make generalizations from patterns or sets of examples and nonexamples






Taught inCSCOPE

4.6 B1st Nine Weeks, Unit 14.16 BAll Nine Weeks, All UnitsExcept Units 1, 11

Readiness 4.7 A (3.7B, 2.6C, 1.5E, K.6A)The student uses organizational structures to analyze and describe patterns and relationships. The student is expected to describe the relationship between two sets of related data such as ordered pairs in a table.

Processing4.15 B (3.15B, 2.13B, 1.12B, K14B)relate informal language to mathematical language and symbols






Taught inCSCOPE

4.7 A1st Nine Weeks, Unit 32nd Nine Weeks, Units, 4,54th Nine Weeks, Unit 94.15 BAll Nine Weeks, All Units

Readiness 4.8 Aidentify and describe right, acute, and obtuse angles






Taught inCSCOPE

4.8 A3rd Nine Weeks, Unit 8

Readiness4.8 C (3.8A, 2.7A,B, 1.6C, K.9A)use essential attributes to define two- and three-dimensional geometric figures

Processing4.16 A (3.16A)make generalizations from patterns or sets of examples and nonexamples






Taught inCSCOPE

4.8 C3rd Nine Weeks, Unit 84.16 A2nd Nine Weeks, Unit 63rd Nine Weeks, Unit 74th Nine Weeks, Unit 9

Readiness 4.11 A (3.11A, 2.9A, 1.7C. K.10A) estimate and use measurement tools to determine length (including perimeter), area, capacity and weight/mass using standard units SI (metric) and customary

Processing4.14C (3.14C, 2.12C, 1.11C, K.13C)select or develop an appropriate problem-solving plan or strategy, including drawing a picture, looking for a pattern, systematic guessing and checking, acting it out, making a table, working a simpler problem, or working backwards to solve a problem






Taught inCSCOPE

4.11 A1st Nine Weeks, Units 2,33rd Nine Weeks, Unit 74th Nine Weeks, Unit 114.14 C1st Nine Weeks, Units 1,2,32nd Nine Weeks, Units 4, 54th Nine Weeks, Unit 9

Readiness 4.11 C (3.11E, 2.9C 1.7E, K.10C) use concrete models of standard cubic units to measure volume

Processing4.14B (3.14 B (2.12 B, 1.11B, K.13B)solve problems that incorporate understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness






Taught inCSCOPE

4.11 C3rd Nine Weeks, Unit 74th Nine Weeks, Unit 114.14 B1st Nine Weeks, Units 2,32nd Nine Weeks, Units 4,54th Nine Weeks, Unit 9

Readiness4.12 A (3.12A, 2.10A, 1.7G, K10E)use a thermometer to measure temperature and changes in temperature

Processing4.14 A (3.14 A, 2.12A, 1.11 A, K.13A)identify the mathematics in everyday situations






Taught inCSCOPE

4.12 A3rd Nine Weeks, Unit 74.14 AAll Nine Weeks, All Units

Readiness4.13A use concrete objects or pictures to make generalizations about determining all possible combinations of a given set of data or of objects in a problem situation

Processing4.14C (3.14C, 2.12C, 1.11C, K.13C)select or develop an appropriate problem-solving plan or strategy, including drawing a picture, looking for a pattern, systematic guessing and checking, acting it out, making a table, working a simpler problem, or working backwards to solve a problem






Taught inCSCOPE

4.13 A2nd Nine Weeks, Unit 54.14 C1st Nine Weeks, Units 1,2,32nd Nine Weeks, Units 4, 54th Nine Weeks, Unit 9

Readiness4.13B (3.13B,2.11B, 1.10A, K.12A)interpret bar graphs

ProcessingProcessing4.14 B (3.14 B, 2.12 B, 1.11B, K.13B) solve problems that incorporate understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness






Taught inCSCOPE

4.13 B1st Nine Weeks, Unit 22nd Nine Weeks, Unit 54.14 B1st Nine Weeks, Units 2,32nd Nine Weeks, Units 4,54th Nine Weeks, Unit 9

Documents

Grade 4 Mathematics Assessment Eligible Texas Essential Knowledge and Skills