Grade 4 Math Test Item Specifications

DRAFT
Grade 4 Mathematics
Item Specifications

The release of the updated FSA Test Item Specifications is intended to provide greater specificity for item writers
in developing items to be field tested in 2016. The revisions in the specifications will NOT affect the Spring 2015
Florida Standards Assessments. The enhanced explanations, clarifications, and sample items should assist item writers
and other stakeholders in understanding the Florida Standards and the various types of test items that can be
developed to measure student proficiency in the applicable content areas for 2016 and beyond.
Grade4MathematicsItemSpecifications
FloridaStandardsAssessments
ThedraftFloridaStandardsAssessments(FSA)TestItemSpecifications(Specifications)
arebasedupontheFloridaStandardsandtheFloridaCourseDescriptionsasprovidedin
CPALMs.TheSpecificationsarearesourcethatdefinesthecontentandformatofthe
testandtestitemsforitemwritersandreviewers.Eachgradelevelandcourse
SpecificationsdocumentindicatesthealignmentofitemswiththeFloridaStandards.It
alsoservestoprovideallstakeholderswithinformationaboutthescopeandfunctionof
theFSA.
ItemSpecificationsDefinitions
Alsoassessesreferstostandard(s)closelyrelatedtotheprimarystandardstatement.
Clarificationstatementsexplainwhatstudentsareexpectedtodowhenrespondingto
thequestion.
Assessmentlimitsdefinetherangeofcontentknowledgeanddegreeofdifficultythat
shouldbeassessedintheassessmentitemsforthestandard.
Itemtypesdescribethecharacteristicsofthequestion.
Contextdefinestypesofstimulusmaterialsthatcanbeusedintheassessmentitems.
ContextAllowablereferstoitemsthatmaybutarenotrequiredtohave
context.
ContextNocontextreferstoitemsthatshouldnothavecontext.
ContextRequiredreferstoitemsthatmusthavecontext.
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TechnologyEnhanced Item Descriptions:

The Florida Standards Assessments (FSA) are composed of test items that include
traditional multiplechoice items, items that require students to type or write a response,
and technologyenhanced items (TEI). Technologyenhanced items are computerdelivered
items that require students to interact with test content to select, construct, and/or support
their answers.

Currently, there are nine types of TEIs that may appear on computerbased assessments for
FSA Mathematics. For Grades 3 and 4 assessments, which will be paperbased tests in 2014
2015, and for students with an IEP or 504 plan that specifies a paperbased accommodation,
TEIs will be modified or replaced with test items that can be scanned and scored
electronically.

For samples of each of the item types described below, see the FSA Training Tests.
TechnologyEnhanced Item Types Mathematics
1. Editing Task Choice The student clicks a highlighted word or phrase, which
reveals a dropdown menu containing options for correcting an error as well
as the highlighted word or phrase as it is shown in the sentence to indicate
that no correction is needed. The student then selects the correct word or
phrase from the dropdown menu. For paperbased assessments, the item is
modified so that it can be scanned and scored electronically. The student fills
in a circle to indicate the correct word or phrase.
2. Editing Task The student clicks on a highlighted word or phrase that may be
incorrect, which reveals a text box. The directions in the text box direct the
student to replace the highlighted word or phrase with the correct word or
phrase. For paperbased assessments, this item type may be replaced with
another item type that assesses the same standard and can be scanned and
scored electronically.
3. Hot Text
a. Selectable Hot Text Excerpted sentences from the text are presented
in this item type. When the student hovers over certain words, phrases,
or sentences, the options highlight. This indicates that the text is
selectable (hot). The student can then click on an option to select it.
For paperbased assessments, a selectable hot text item is modified
so that it can be scanned and scored electronically. In this version, the
student fills in a circle to indicate a selection.

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b. DragandDrop Hot Text Certain numbers, words, phrases, or
sentences may be designated draggable in this item type. When the

student hovers over these areas, the text highlights. The student can
then click on the option, hold down the mouse button, and drag it to a
graphic or other format. For paperbased assessments, draganddrop
hot text items will be replaced with another item type that assesses the
same standard and can be scanned and scored electronically.
4. Open Response The student uses the keyboard to enter a response into a text
field. These items can usually be answered in a sentence or two. For paperbased
assessments, this item type may be replaced with another item type that assesses
the same standard and can be scanned and scored electronically.
5. Multiselect The student is directed to select all of the correct answers from
among a number of options. These items are different from multiplechoice items,
which allow the student to select only one correct answer. These items appear in
the online and paperbased assessments.
6. Graphic Response Item Display (GRID) The student selects numbers, words,
phrases, or images and uses the draganddrop feature to place them into a graphic.
This item type may also require the student to use the point, line, or arrow tools to
create a response on a graph. For paperbased assessments, this item type may be
replaced with another item type that assesses the same standard and can be scanned
and scored electronically.
7. Equation Editor The student is presented with a toolbar that includes a variety of
mathematical symbols that can be used to create a response. Responses may be in
the form of a number, variable, expression, or equation, as appropriate to the test
item. For paperbased assessments, this item type may be replaced with a modified
version of the item that can be scanned and scored electronically or replaced with
another item type that assesses the same standard and can be scanned and scored
electronically.
8. Matching Item The student checks a box to indicate if information from a column
header matches information from a row. For paperbased assessments, this item
type may be replaced with another item type that assesses the same standard and
can be scanned and scored electronically.
9. Table Item The student types numeric values into a given table. The student
may complete the entire table or portions of the table depending on what is being
asked. For paperbased assessments, this item type may be replaced with another
item type that assesses the same standard and can be scanned and scored
electronically.
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Mathematical Practices:
The Mathematical Practices are a part of each course description for Grades 38, Algebra 1,
Geometry, and Algebra 2. These practices are an important part of the curriculum. The
Mathematical Practices will be assessed throughout.

Make sense of problems and persevere in solving them.
MAFS.K12.MP.1.1:
MAFS.K12.MP.2.1:
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Mathematically proficient students start by explaining to themselves

the meaning of a problem and looking for entry points to its solution.
They analyze givens, constraints, relationships, and goals. They make
conjectures about the form and meaning of the solution and plan a
solution pathway rather than simply jumping into a solution attempt.
They consider analogous problems, and try special cases and simpler
forms of the original problem in order to gain insight into its
solution. They monitor and evaluate their progress and change
course if necessary. Older students might, depending on the context
of the problem, transform algebraic expressions or change the
viewing window on their graphing calculator to get the information
they need. Mathematically proficient students can explain
correspondences between equations, verbal descriptions, tables, and
graphs or draw diagrams of important features and relationships,
graph data, and search for regularity or trends. Younger students
might rely on using concrete objects or pictures to help
conceptualize and solve a problem. Mathematically proficient
students check their answers to problems using a different method,
and they continually ask themselves, Does this make sense? They
can understand the approaches of others to solving complex
problems and identify correspondences between different
approaches.
Reason abstractly and quantitatively.
Mathematically proficient students make sense of quantities and
their relationships in problem situations. They bring two
complementary abilities to bear on problems involving quantitative
relationships: the ability to decontextualizeto abstract a given
situation and represent it symbolically and manipulate the
representing symbols as if they have a life of their own, without
necessarily attending to their referentsand the ability to
contextualize, to pause as needed during the manipulation process in
order to probe into the referents for the symbols involved.
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Quantitative reasoning entails habits of creating a coherent

representation of the problem at hand; considering the units
involved; attending to the meaning of quantities, not just how to
compute them; and knowing and flexibly using different properties
of operations and objects.
Construct viable arguments and critique the reasoning of
others.
MAFS.K12.MP.3.1:
MAFS.K12.MP.4.1:
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Mathematically proficient students understand and use stated

assumptions, definitions, and previously established results in
constructing arguments. They make conjectures and build a logical
progression of statements to explore the truth of their conjectures.
They are able to analyze situations by breaking them into cases, and
can recognize and use counterexamples. They justify their
conclusions, communicate them to others, and respond to the
arguments of others. They reason inductively about data, making
plausible arguments that take into account the context from which
the data arose. Mathematically proficient students are also able to
compare the effectiveness of two plausible arguments, distinguish
correct logic or reasoning from that which is flawed, andif there is
a flaw in an argumentexplain what it is. Elementary students can
construct arguments using concrete referents such as objects,
drawings, diagrams, and actions. Such arguments can make sense
and be correct, even though they are not generalized or made formal
until later grades. Later, students learn to determine domains to
which an argument applies. Students at all grades can listen or read
the arguments of others, decide whether they make sense, and ask
useful questions to clarify or improve the arguments.
Model with mathematics.
Mathematically proficient students can apply the mathematics they
know to solve problems arising in everyday life, society, and the
workplace. In early grades, this might be as simple as writing an
addition equation to describe a situation. In middle grades, a student
might apply proportional reasoning to plan a school event or analyze
a problem in the community. By high school, a student might use
geometry to solve a design problem or use a function to describe
how one quantity of interest depends on another. Mathematically
proficient students who can apply what they know are comfortable
making assumptions and approximations to simplify a complicated
situation, realizing that these may need revision later. They are able
to identify important quantities in a practical situation and map their
relationships using such tools as diagrams, twoway tables, graphs,
flowcharts and formulas. They can analyze those relationships
mathematically to draw conclusions. They routinely interpret their
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MAFS.K12.MP.5.1:
mathematical results in the context of the situation and reflect on

whether the results make sense, possibly improving the model if it
has not served its purpose.
Use appropriate tools strategically.

Mathematically proficient students consider the available tools when
solving a mathematical problem. These tools might include pencil
and paper, concrete models, a ruler, a protractor, a calculator, a
spreadsheet, a computer algebra system, a statistical package, or
dynamic geometry software. Proficient students are sufficiently
familiar with tools appropriate for their grade or course to make
sound decisions about when each of these tools might be helpful,
recognizing both the insight to be gained and their limitations. For
example, mathematically proficient high school students analyze
graphs of functions and solutions generated using a graphing
calculator. They detect possible errors by strategically using
estimation and other mathematical knowledge. When making
mathematical models, they know that technology can enable them to
visualize the results of varying assumptions, explore consequences,
and compare predictions with data. Mathematically proficient
students at various grade levels are able to identify relevant external
mathematical resources, such as digital content located on a website,
and use them to pose or solve problems. They are able to use
technological tools to explore and deepen their understanding of
concepts.
Attend to precision.
MAFS.K12.MP.6.1:
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Mathematically proficient students try to communicate precisely to

others. They try to use clear definitions in discussion with others and
in their own reasoning. They state the meaning of the symbols they
choose, including using the equal sign consistently and
appropriately. They are careful about specifying units of measure,
and labeling axes to clarify the correspondence with quantities in a
problem. They calculate accurately and efficiently, express numerical
answers with a degree of precision appropriate for the problem
context. In the elementary grades, students give carefully formulated
explanations to each other. By the time they reach high school they
have learned to examine claims and make explicit use of definitions.
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Look for and make use of structure.
MAFS.K12.MP.7.1:
MAFS.K12.MP.8.1:
Mathematically proficient students look closely to discern a pattern

or structure. Young students, for example, might notice that three
and seven more is the same amount as seven and three more, or they
may sort a collection of shapes according to how many sides the
shapes have. Later, students will see 7 8 equals the well
remembered 7 5 + 7 3, in preparation for learning about the
distributive property. In the expression x + 9x + 14, older students
can see the 14 as 2 7 and the 9 as 2 + 7. They recognize the
significance of an existing line in a geometric figure and can use the
strategy of drawing an auxiliary line for solving problems. They also
can step back for an overview and shift perspective. They can see
complicated things, such as some algebraic expressions, as single
objects or as being composed of several objects. For example, they
can see 5 3(x y) as 5 minus a positive number times a square and
use that to realize that its value cannot be more than 5 for any real
numbers x and y.
Look for and express regularity in repeated reasoning.
Mathematically proficient students notice if calculations are
repeated, and look both for general methods and for shortcuts. Upper
elementary students might notice when dividing 25 by 11 that they
are repeating the same calculations over and over again, and
conclude they have a repeating decimal. By paying attention to the
calculation of slope as they repeatedly check whether points are on
the line through (1, 2) with slope 3, middle school students might
abstract the equation (y 2)/(x 1) = 3. Noticing the regularity in
the way terms cancel when expanding (x 1)(x + 1), (x 1)(x + x +
1), and (x 1)(x + x + x + 1) might lead them to the general formula
for the sum of a geometric series. As they work to solve a problem,
mathematically proficient students maintain oversight of the
process, while attending to the details. They continually evaluate the
reasonableness of their intermediate results.
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Calculators:

General Designations:

Calculator:
Items only appear on Calculator Sessions.

Calculator Neutral:
Items appear on Calculator and No Calculator Sessions.

No Calculator:
Items only appear on No Calculator Sessions.

Types of Calculators:

Grades 36
No calculator permitted for paperbased or computerbased tests.

Grades 78
Online scientific calculator provided in the CBT platform for Sessions 2 and 3 of the Grades 7
and 8 FSA Mathematics tests.
Online calculator may be accessed in the FSA Portal for use in the classroom.
CBT students may request and use a handheld scientific calculator during Sessions 2 and 3.
See below for a list of prohibited functionalities for handheld scientific calculators. Calculators
that allow these prohibited functionalities may not be used.
Students with paperbased accommodations must be provided a handheld scientific
calculator for Sessions 2 and 3. See below for a list of prohibited functionalities for handheld
scientific calculators. Calculators that allow these prohibited functionalities may not be used.

EndofCourse (EOC)
Online scientific calculator provided in the CBT platform for Session 2 of the Algebra 1,
Algebra 2, and Geometry tests.
Online calculator may be accessed in the FSA Portal for use in the classroom.
CBT students may request and use a handheld scientific calculator during Session 2. See
below for a list of prohibited functionalities for handheld scientific calculators. Calculators that
allow these prohibited functionalities may not be used.
Students with paperbased accommodations must be provided a handheld scientific
calculator for Session 2. See below for a list of prohibited functionalities for handheld scientific
calculators. Calculators that allow these prohibited functionalities may not be used.

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Calculator Functionality:

Students will need access to the following calculator functions:

2
Square root ()
3 or for Grade 8 and EOCs
for Algebra 1 and Algebra 2
Trigonometric functions for Geometry and Algebra 2
log and/or ln for Algebra 2

Students may not use a handheld calculator that has ANY of the following prohibited
functionalities:
CAS (an ability to solve algebraically) or a solver of any kind
regression capabilities
a table
unit conversion other than conversions between degrees and radians (e.g., feet to inches)
ability to simplify radicals
graphing capability
matrices
a display of more than one line
textediting functionality (edit, copy, cut, and paste)
the ability to perform operations with complex numbers
the ability to perform prime factorization
the ability to find gcd or lcm
wireless or Bluetooth capability or Internet accessibility
QWERTY keyboard or keypad
need for an electrical outlet
calculator peripherals

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Reference Sheets:

Reference sheets and ztables will be available as online references (in a popup window). A
paper version will be available for paperbased tests.
Reference sheets with conversions will be provided for FSA Mathematics assessments in
Grades 48 and EOC Mathematics assessments.
There is no reference sheet for Grade 3.
For Grades 4, 6, and 7, Geometry, and Algebra 2, some formulas will be provided on the
reference sheet.
For Grade 5 and Algebra 1, some formulas may be included with the test item if needed to
meet the intent of the standard being assessed.
For Grade 8, no formulas will be provided; however, conversions will be available on a
reference sheet.
For Algebra 2, a ztable will be available.

Grade
Conversions
Some Formulas
ztable
3
No
No
No
4
On Reference Sheet
On Reference Sheet
No
5
On Reference Sheet
With Item
No
6
On Reference Sheet
On Reference Sheet
No
7
On Reference Sheet
On Reference Sheet
No
8
On Reference Sheet
No
No
Algebra 1
On Reference Sheet
With Item
No
Algebra 2
On Reference Sheet
On Reference Sheet
Yes
Geometry
On Reference Sheet
On Reference Sheet
No

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ContentStandard MAFS.4.OAOperationsandAlgebraicThinking
MAFS.4.OA.1Usethefouroperationswithwholenumberstosolveproblems.
MAFS.4.OA.1.1Interpretamultiplicationequationasacomparison,e.g.,
interpret35=57asastatementthat35is5timesasmanyas7and7timesas
manyas5.Representverbalstatementsofmultiplicativecomparisonsas
multiplicationequations.
AssessmentLimits Wholenumberfactorsmaynotexceed10x10.
Itemmustincludeaverbaldescriptionofanequationoramultiplication
equation.
Multiplicationsituationsmustbeacomparison(e.g.,timesasmany).
Calculator
No
ItemTypes
EquationEditor
GRID
MatchingItem
MultipleChoice
Multiselect
OpenResponse
Context
Allowable
SampleItem
ItemType
GRID
Alanahas8timesasmanymodelcarsasJohn.Johnhas2modelcars.Createa
multiplicationequationthatrepresentsthesituation.
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SampleItem
Reggiehas12timesasmanymodelcarsasJackson.Jacksonhas5modelcars.
SelectalltheequationsthatshowhowmanycarsReggiehas.
5x12=?
5+12=?
12+5=?
12(5)=?
12(12+5)=?
ItemType
Multiselect
MultipleChoice
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MAFS.4.OA.1.2Multiplyordividetosolvewordproblemsinvolving
multiplicativecomparison,e.g.,byusingdrawingsandequationswithasymbol
fortheunknownnumbertorepresenttheproblem,distinguishingmultiplicative
comparisonfromadditivecomparison.
AssessmentLimits Multiplicationsituationmustbeacomparison(e.g.,timesasmany).
Operationsarelimitedtomultiplicationanddivision.
Limitmultiplicationanddivisionto2digitby1digitoramultipleof10bya
1digit.
Calculator
No
ItemTypes
EquationEditor
GRID
MultipleChoice
Context
Required
SampleItem
ItemType
Cassiehas30marbles.Abdulhasmmarbles.IfCassiehas10timesasmany
EquationEditor
marblesasAbdul,writeanequationthatshowshowmanymarblesAbdulhas.
EquationEditor
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MAFS.4.OA.1.3Solvemultistepwordproblemsposedwithwholenumbersand
havingwholenumberanswersusingthefouroperations,includingproblemsin
whichremaindersmustbeinterpreted.Representtheseproblemsusing
equationswithaletterstandingfortheunknownquantity.Assessthe
reasonablenessofanswersusingmentalcomputationandestimationstrategies
includingrounding.
AssessmentLimits Itemsrequiringpreciseorexactsolutionsarelimitedto:
additionandsubtractionwithin1,000.
multiplicationof2digitby1digitoramultipleof10bya1digit.
divisionof2digitby1digit.
Itemsmaycontainamaximumof3steps.
Itemsinvolvingremaindersmustrequirethestudenttointerpretand/orusethe
remainderwithrespecttothecontext.
Variablesmustberepresentedbyaletter,andvariablesmustbedefinedor
describedinthecontext.
Calculator
No
ItemTypes
EquationEditor
MultipleChoice
Multiselect
OpenResponse
Context
Required
SampleItem
ItemType
Jackbought2umbrellas.Eachumbrellacosts$13.Hebought3hats,eachcosting
EquationEditor
$4.HowmuchdidJackspendinall?
Jackwantstobuythesamenumberofhatsfor3ofhisfriends.Hehas$57dollars,
andeachhatcosts$5.WhatisthelargestnumberofhatsthatJackbuysforeach
friend?
EquationEditor
Jackbought2umbrellasand3hatsandspentbetween$30and$50.Each
umbrellacoststhesameamount.Eachhatcoststhesameamount.Thepriceofa
hatis$4.WhatistheleastamountJackcouldhavespentonanumbrella?Whatis
themostJackcouldhavespentonanumbrella?
EquationEditor
OpenResponse
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MAFS.4.OA.1aDeterminewhetheranequationistrueorfalsebyusing
comparativerelationalthinking.Forexample,withoutadding60and24,
determinewhethertheequation60+24=57+27istrueorfalse.
AssessmentLimits Wholenumberequationsarelimitedto:
Variablesrepresentedbyaletterareallowable.
Calculator
No
ItemTypes
EquationEditor
GRID
MultipleChoice
Multiselect
OpenResponse
Context
Allowable
SampleItem
ItemType
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MAFS.4.OA.1bDeterminetheunknownwholenumberinanequationrelating
fourwholenumbersusingcomparativerelationalthinking.Forexample,solve
76+9=n+5fornarguingthatnineisfourmorethanfive,sotheunknown
numbermustbefourgreaterthan76.
AssessmentLimits Wholenumberequationsarelimitedto:
Variablesrepresentedbyaletterareallowable.
Calculator
No
ItemTypes
EquationEditor
GRID
MultipleChoice
Multiselect
Context
Allowable
SampleItem
ItemType
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MAFS.4.OA.2Gainfamiliaritywithfactorsandmultiples.
MAFS.4.OA.2.4Investigatefactorsandmultiples.
MAFS.4.OA.2.4aFindallfactorpairsandmultiplesintherangeof1100.
MAFS.4.OA.2.4bRecognizethatawholenumberisamultipleofeachofits
factors.
MAFS.4.OA.2.4cDeterminewhetheragivenwholenumberintherange1100
isprimeorcomposite.
AssessmentLimits Itemsmayonlycontainwholenumbersbetween1100.
Vocabularymayincludeprime,composite,factor,ormultiple.
Calculator
No
ItemTypes
EquationEditor
GRID
MatchingItem
MultipleChoice
Multiselect
TableItem
Context
Allowable
SampleItem
Whatareallthefactorsof10?
A. 1,10
B. 2,5
C. 1,5,10
D. 1,2,5,10
Whichfactorsdo36and42haveincommon?
1
2
3
4
6
7
Sarahisarrangingthechairsforarecital.Shewantstoputthe16chairsintoa
rectangulararray.CompletethetabletoshowthreewaysthatSarahcanarrange
thechairs.
Number
ofRows
Arrangement1
Arrangement2
Arrangement3
NumberofChairs
inEachRow
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ItemType
MultipleChoice
Multiselect
TableItem
SampleItem
Selectallthenumbersbetween80and100thathaveexactly4factors,oneof
whichis5.
ItemType
Multiselect
80
85
90
95
100
MatchingItem
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MAFS.4.OA.3Generateandanalyzepatterns.
MAFS.4.OA.3.5Generateanumberorshapepatternthatfollowsagivenrule.
Identifyapparentfeaturesofthepatternthatwerenotexplicitintheruleitself.
Forexample,giventheruleAdd3andthestartingnumber1,generatetermsin
theresultingsequenceandobservethatthetermsappeartoalternatebetween
oddandevennumbers.Explaininformallywhythenumberswillcontinueto
alternateinthisway.
AssessmentLimits Itemsmayonlycontainwholenumbersfrom0to1,000.
Operationsinrulesarelimitedtoaddition,subtraction,multiplication,and
division.
Itemsmaynotcontainrulesthatexceedtwoproceduraloperations.
Divisionrulesmaynotrequirefractionalresponses.
Rulesmaynotbeprovidedalgebraically(e.g.,x+5).
Itemsmustprovidetherule.
Calculator
No
ItemTypes
EquationEditor
GRID
MatchingItem
MultipleChoice
Multiselect
OpenResponse
TableItem
Context
Allowable
SampleItem
ItemType
EquationEditor
Thefirstnumberinapatternis5.ThepatternfollowstheruleAdd3.
Whatisthenextnumberinthepattern?
Thefirstnumberinapatternis80.ThepatternfollowstheruleDivideby2.
TableItem
Completethetabletoshowthenextthreenumbersinthepattern.
Numbersinthe
Pattern
80
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SampleItem
ItemType
OpenResponse
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ContentStandard MAFS.4.NBTNumberandOperationsinBaseTen
MAFS.4.NBT.1Generalizeplacevalueunderstandingformultidigitwhole
numbers.
MAFS.4.NBT.1.1Recognizethatinamultidigitwholenumber,adigitinone
placerepresentstentimeswhatitrepresentsintheplacetoitsright.For
example,recognizethat70070=10byapplyingconceptsofplacevalueand
division.
AssessmentLimits Itemsmaycontainwholenumberswithin1,000,000.
Itemsmaynotcomparedigitsacrossmorethan1placevalue.
Calculator
No
ItemTypes
EquationEditor
MultipleChoice
OpenResponse
Context
Nocontext
SampleItem
ItemType
Howmanytimesgreateristhevalueofthe4in640,700thanthevalueofthe4in EquationEditor
64,070?
MultipleChoice
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numbers.
MAFS.4.NBT.1.2Readandwritemultidigitwholenumbersusingbaseten
numerals,numbernames,andexpandedform.Comparetwomultidigit
numbersbasedonmeaningsofthedigitsineachplace,using>,=,and<symbols
torecordtheresultsofcomparisons.
AssessmentLimit
Givenvaluesanditemsolutionsmayonlybewholenumbersbetween1and
1,000,000.
Calculator
No
ItemTypes
EquationEditor
GRID
MatchingItem
MultipleChoice
Multiselect
Context
Allowable
SampleItem
ItemType
MultipleChoice
Whichphraserepresents253?
A. Twohundredthree
B. Twohundredfiftythree
C. Twentyfiveandthree
D. Twothousandandfiftythree
Write6x10,000+5x1,000+2x100+3x1asanumber.
EquationEditor
Matchthenameofeachnumberwithitsnumericform.
Sixhundredfivethousand
Sixhundredthousandfifty
600,005 600,050 605,000
650,000
MatchingItem
Selectalltheoptionswith54,625writteninexpandedform.
5tenthousands,46hundreds,25ones
5tenthousands,4thousands,62hundreds,5ones
50thousands,46hundreds,20tens,5ones
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Multiselect
SampleItem
ItemType
Multiselect
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numbers.
MAFS.4.NBT.1.3Useplacevalueunderstandingtoroundmultidigitwhole
numberstoanyplace.
AssessmentLimit
Givenvaluesanditemsolutionsmayonlybewholenumbersbetween1,000and
1,000,000.
Calculator
No
ItemTypes
EquationEditor
MatchingItem
Multiselect
TableItem
Context
Nocontext
SampleItem
ItemType
Multiselect
Whichnumbersroundto4,100whenroundedtothenearesthundred?
4,008
4,140
4,060
4,109
4,049
Completethetabletoshowhoweachoriginalnumberwasroundedtomakethe
newnumber.
Original
3,545
14,675
16,789
New
3,500
15,000
16,800
Nearest100
MatchingItem
Nearest1,000
EquationEditor
A.Round590,340tothenearesthundredthousand.
B.Round590,340tothenearesttenthousand.
TableItem
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MAFS4.NBT.2Useplacevalueunderstandingandproperties.
MAFS.4.NBT.2.4Fluentlyaddandsubtractmultidigitwholenumbersusingthe
standardalgorithm.
AssessmentLimits Itemsmayonlycontainwholenumberfactorsandsolutionsgreaterthan1,000
andwithin1,000,000.
Additionexpressionsmaycontainuptothreeaddends.
Calculator
No
ItemTypes
EquationEditor
GRID
MultipleChoice
Context
Nocontext
SampleItem
ItemType
EquationEditor
Anadditionproblemisshown.
63,829
24,343
+1,424
Calculatethesum.
Whatisthedifferenceof31,678and28,995?
EquationEditor
Enterthemissingdigittocompletethesubtractionstatement.
EquationEditor
409,845
16,675
213,170
MultipleChoice
26|P a g e
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MAFS.4.NBT.2Useplacevalueunderstandingandpropertiesofoperationsto
performmultidigitarithmetic.
MAFS.4.NBT.2.5Multiplyawholenumberofuptofourdigitsbyaonedigit
wholenumber,andmultiplytwotwodigitnumbers,usingstrategiesbasedon
placevalueandthepropertiesofoperations.Illustrateandexplainthe
calculationbyusingequations,rectangulararrays,and/orareamodels.
AssessmentLimit
Itemsmayrequiremultiplying:fourdigitsbyonedigit,threedigitsbyonedigit,
twodigitsbyonedigit,ortwodigitsbytwodigits.
Calculator
No
ItemTypes
EquationEditor
GRID
Multiselect
OpenResponse
Context
Nocontext
SampleItem
ItemType
Multiselect
Selectalltheexpressionsthathaveaproductof420.
35x12
(3x5)x(10x2)
(40x10)x(2x4)
40x20
14x30
EquationEditor
27|P a g e
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MAFS.4.NBT.2Useplacevalueunderstandingandpropertiesofoperationsto
performmultidigitarithmetic.
MAFS.4.NBT.2.6Findwholenumberquotientsandremainderswithuptofour
digitdividendsandonedigitdivisors,usingstrategiesbasedonplacevalue,the
propertiesofoperations,and/ortherelationshipbetweenmultiplicationand
division.Illustrateandexplainthecalculationbyusingequations,rectangular
arrays,and/orareamodels.
AssessmentLimit
Calculator
ItemTypes
Itemsmaynotrequirefindingaquotientwithinthefactorpairsof10x10.
No
EquationEditor
GRID
MultipleChoice
Multiselect
Context
Nocontext
SampleItem
ItemType
Whatis1,356dividedby3?
EquationEditor
Multiselect
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ContentStandard MAFS.4.NFNumbersandOperationsFractions
MAFS.4.NF.1Extendunderstandingoffractionequivalenceandordering.
MAFS.4.NF.1.1 Explainwhyafraction isequivalenttoafraction
byusing
visualfractionmodels,withattentiontohowthenumberandsizeoftheparts
differeventhoughthetwofractionsthemselvesarethesamesize.Usethis
principletorecognizeandgenerateequivalentfractions.
AssessmentLimits Denominatorsofgivenfractionsarelimitedto:2,3,4,5,6,8,10,12,100.
Fordenominatorsof10and100,focusmaynotbeonequivalencebetween
these2denominators,sincethisisaddressedspecificallyinstandards
MAFS.4.NF.57,butshouldbemoreonequivalencebetweenfractionswith
denominatorsof2,4,and5,andfractionswithdenominatorsof10and100,
e.g., = , =
,etc.
Fractionsmustrefertothesamewhole,includinginmodels.
Fractionmodelsarelimitedtonumberlines,rectangles,squares,andcircles.
Fractions canbefractionsgreaterthan1andstudentsmaynotbeguidedto
putfractionsinlowesttermsortosimplify.
Equivalentfractionsalsoincludefractions
Itemsmaynotrequiregeneratingequivalentfractionswithdenominatorsof10
and100.
Calculator
No
ItemTypes
EquationEditor
GRID
MatchingItem
MultipleChoice
Multiselect
OpenResponse
Context
Allowable
SampleItem
ItemType
Karimodeledafractionbyshadingpartsofthecircleasshown.
GRID
SelectsectionstomodelafractionequivalenttoKarisfraction.
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SampleItem
ItemType
Selectallthemodelsthathavebeenshadedtorepresentfractionsequivalentto . Multiselect
Multiselect
Whichfractionsareequivalentto ?
Coreytriedtofindafractionequivalentto .Hisworkisshown.
3
5
3
5
1
2
10
WhichstatementdescribesCoreyserror?
A. Itisimpossibletofindafractionequivalentto .
B. Hedidnotmultiply byafractionequalto1.
C. Heincorrectlymultiplied and .
D. Heshouldhavedividedby .
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MultipleChoice
SampleItem
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ItemType
Multiselect
March20,2015
ContentStandard MAFS.4.NFNumberandOperationsFractions
MAFS.4.NF.1Extendunderstandingoffractionequivalenceandordering.
MAFS.4.NF.1.2Comparetwofractionswithdifferentnumeratorsanddifferent
denominators,e.g.,bycreatingcommondenominatorsornumerators,orby
comparingtoabenchmarkfractionsuchas .Recognizethatcomparisonsare
validonlywhenthetwofractionsrefertothesamewhole.Recordtheresultsof
comparisonswithsymbols>,=,or<,andjustifytheconclusions,e.g.,byusinga
visualfractionmodel.
Benchmarkfractionsarelimitedto: , , .
Fractions maybefractionsgreaterthan1andstudentsmaynotbeguidedto
putfractionsinlowesttermsortosimplify.
Twofractionsbeingcomparedmusthavebothdifferentnumeratoranddifferent
denominator.
Calculator
No
ItemTypes
EquationEditor
GRID
MatchingItem
MultipleChoice
Multiselect
OpenResponse
Context
Allowable
SampleItem
ItemType
OpenResponse
Karihastwofractionmodels,eachdividedintoequalsizedsections.Thefraction
representedbyModelAisgreaterthanthefractionrepresentedbyModelB.
ModelAisdividedinto8sections,and2sectionsareshaded.
ModelBisdividedinto12sections.
WhatdoyouknowaboutthenumberofsectionsshadedinModelB?Explainyour
answer.
MatchingItem
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MAFS.4.NF.2Buildfractionsfromunitfractionsbyapplyingandextending
previousunderstandingsofoperationsonwholenumbers.
MAFS.4.NF.2.3Understandafraction witha>1asasumoffractions .
MAFS.4.NF.2.3aUnderstandadditionandsubtractionoffractionsasjoiningand
separatingpartsreferringtothesamewhole.
MAFS.4.NF.2.3bDecomposeafractionintoasumoffractionswiththesame
denominatorinmorethanoneway,recordingeachdecompositionbyan
equation.Justifydecompositions,e.g.,byusingavisualfractionmodel.
Examples:
; 2
MAFS.4.NF.2.3cAddandsubtractmixednumberswithlikedenominators,e.g.,
byreplacingeachmixednumberwithanequivalentfraction,and/orbyusing
propertiesofoperationsandtherelationshipbetweenadditionandsubtraction.
MAFS.4.NF.2.3dSolvewordproblemsinvolvingadditionandsubtractionof
fractionsreferringtothesamewholeandhavinglikedenominators,e.g.,by
usingvisualfractionmodelsandequationstorepresenttheproblem.
Mixednumbersandfractionsmustcontainlikedenominators.
Itemsmustreferencethesamewhole.
Visualfractionmodelsarelimitedtocircularmodels,rectangularmodels,and
numberlinemodels.
Calculator
No
ItemTypes
EquationEditor
GRID
MatchingItem
MultipleChoice
Multiselect
OpenResponse
Context
Allowable.RequiredforMAFS.4.NF.2.3d
SampleItem
ItemType
EquationEditor
Whatisthevalueof
?
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SampleItem
Whatisthevalueofthefollowingexpression?
2
10
10
A.
ItemType
MultipleChoice
B.
C.
D.
EquationEditor
Suehad ofacupofflour.Sheused ofacup.
Howmuchflour,incups,doesSuehaveleft?
EquationEditor
Whatisthesumof2 and1 ?
A.Enteryouranswerasamixednumber.
B.Enteryouranswerasafraction.
Multiselect
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MAFS.4.NF.2Buildfractionsfromunitfractionsbyapplyingandextending
previousunderstandingofoperationsonwholenumbers.
MAFS.4.NF.2.4Applyandextendpreviousunderstandingsofmultiplicationto
multiplyafractionbyawholenumber.
MAFS.4.NF.2.4aUnderstandafraction asamultipleof .Forexample,usea
visualfractionmodeltorepresent astheproduct5
5
conclusionbytheequation
,recordingthe
MAFS.4.NF.2.4bUnderstandamultipleof asamultipleof ,andusethis

understandingtomultiplyafractionbyawholenumber.Forexample,usea
visualfractionmodeltoexpress3
(Ingeneral,
as6
,recognizingthisproductas .
MAFS.4.NF.2.4cSolvewordproblemsinvolvingmultiplicationofafractionbya
wholenumber,e.g.,byusingvisualfractionmodelsandequationstorepresent
theproblem.Forexample,ifeachpersonatapartywilleat ofapoundofroast
beef,andtherewillbe5peopleattheparty,howmanypoundsofroastbeefwill
beneeded?Betweenwhattwowholenumbersdoesyouranswerlie?
AssessmentLimits Fractionsmayonlybemultipliedbyawholenumber.
Denominatorsofgivenfractionsarelimitedto:2,3,4,5,6,8,10,12,100.
Calculator
None
ItemTypes
EquationEditor
GRID
MultipleChoice
Multiselect
Context
Allowable
SampleItem
ItemType
EquationEditor
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MAFS.4.NF.3Understanddecimalnotationforfractions,andcomparedecimal
fractions.
MAFS.4.NF.3.5Expressafractionwithdenominator10asanequivalentfraction
withdenominator100,andusethistechniquetoaddtwofractionswith
respectivedenominators10and100.Forexample,express as ,andadd
.
AssessmentLimits Denominatorsmustbeeither10or100.
Decimalnotationmaynotbeassessedatthisstandard.
Commondenominatorandequivalentfractionsareacceptablevocabulary.
Calculator
No
ItemTypes
Context
SampleItem
EquationEditor
MatchingItem
MultipleChoice
Multiselect
Allowable
Createafractionwithadenominatorof100thatisequivalentto .
ItemType
EquationEditor
MultipleChoice
Whichfractionisequivalentto ?
A.
B.
C.
D.
EquationEditor
Anequationisshown.
+=
Whatisthemissingfraction?
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SampleItem
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ItemType
EquationEditor
March20,2015
MAFS.4.NF.3 Understand decimal notation for fractions, and compare decimal
fractions.
MAFS.4.NF.3.6Usedecimalnotationforfractionswithdenominators10or100.
Forexample,rewrite0.62as ;describealengthas0.62meters;locate0.62
onanumberlinediagram.
AssessmentLimits Denominatorsarelimitedto10and100.
Decimalnotationislimitedtotenthsandhundredths.
Itemsmaycontaindecimalsorfractionsgreaterthan1and/ormixednumbers.
Calculator
No
ItemTypes
EquationEditor
GRID
MatchingItem
MultipleChoice
Multiselect
Context
Nocontext
SampleItem
ItemType
Twovaluesareshown.
GRID
0.25
0.83
UsetheAddPointtooltocorrectlyplotthesevaluesonthenumberline.
Selectallthefractionsthatareequivalentto0.8.
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March20,2015
Multiselect
SampleItem
ItemType
EquationEditor
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March20,2015
MAFS.4.NF.3 Understand decimal notation for fractions, and compare decimal
fractions.
MAFS.4.NF.3.7 Compare two decimals to hundredths by reasoning about their
size.Recognizethatcomparisonsarevalidonlywhenthetwodecimalsreferto
thesamewhole.Recordtheresultsofcomparisonswiththesymbols>,=,or<,
andjustifytheconclusions,e.g.,byusingavisualmodel.
AssessmentLimits Decimalsmayreferencethesamewholeentity.
Decimalsarelimitedtotenthsandhundredths.
Decimalsmaybegreaterthan1.
Itemsmaynotrequireacomparisonofvisualmodelsinisolation.
Calculator
No
ItemTypes
EquationEditor
GRID
MatchingItem
MultipleChoice
Multiselect
OpenResponse
TableItem
Context
Allowable
SampleItem
ItemType
GRID
Eachmodelshownrepresents1whole.
Clicktoshadesectionsinthemodelstorepresent0.2and0.3.
Then,selectthecorrectcomparisonsymbol.
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SampleItem
Anumberlineisshown.
A.Drageachnumbertoitscorrectlocationonthenumberline.
B.Selectthecorrectcomparisonsymbol.
Mr.Shelbyboughtanewplant.Theplantgrew2.6centimetersinthefirstweek
and3.42centimetersthesecondweek.
Selectallthetruecomparisonsoftheplantgrowthforthetwoweeks.
2.6>3.42
3.42>2.6
2.6<3.42
3.42<2.6
2.6=3.42
ZachandKarlaeachhaveseedstheywillplantinaclassgarden.Zachsflower
seedsweigh1.5grams.Karlasseedsweigh1.46grams.
Selectthecorrectsymbolforeachcomparison.
< > =
1.51.46
1.461.5
ThelocationsofpointsKandLonthenumberlinerepresentdecimalnumbers.
ExplainwhythevalueofpointLisgreaterthanthevalueofpointK.
41|P a g e
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ItemType
GRID
Multiselect
MatchingItem
OpenResponse
SampleItem
ItemType
Allisonwrotedownadecimalnumberthatisgreaterthan0.58butlessthan0.62. EquationEditor
WhatisonenumberAllisoncouldhavewrittendown?
GRID
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ContentStandard MAFS.4.MDMeasurementandData
MAFS.4.MD.1Solveproblemsinvolvingmeasurementandconversionof
measurementsfromalargerunittoasmallerunit.
MAFS.4.MD.1.1Knowrelativesizesofmeasurementunitswithinonesystemof
unitsincludingkm,m,cm;kg,g;lb,oz.;l,ml;hr,min,sec.Withinasinglesystem
ofmeasurement,expressmeasurementsinalargerunitintermsofasmaller
unit.Recordmeasurementequivalentsinatwocolumntable.Forexample,
knowthat1ftis12timesaslongas1in.Expressthelengthofa4ftsnakeas48
in.Generateaconversiontableforfeetandincheslistingthenumberpairs
(1,12),(2,24),(3,36),...
AssessmentLimits Measurementsmayonlybewholenumbers.
Multiplicationislimitedto2digitnumbersby1digitnumbersoramultipleof10
bya1digit.
Allowableunitsofmeasurementinclude:kilometer,meter,centimeter,
millimeter,liter,milliliter,kilogram,gram,milligram,mile,yard,foot,inch,
gallon,quart,pint,cup,ton,pound,andounce.
Calculator
No
ItemTypes
EquationEditor
GRID
MatchingItem
MultipleChoice
Multiselect
TableItem
Context
Allowable
SampleItem
ItemType
Multiselect
Selectallthemeasurementsthatareabout1yardlong.
Thelengthofastudentsdesk
Theheightofaclassroom
Thewidthofaclassroomdoor
Thelengthofamovieticket
Theheightofabuilding
Theheightsofthreeboxesareshown.Dragonemeasurementintoeachopenbox
toordertheheightsfromshortesttotallest.
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GRID
SampleItem
ItemType
TableItem
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MAFS.4.MD.1.2Usethefouroperationstosolvewordproblemsinvolving
distances,intervalsoftime,andmoney,includingproblemsinvolvingsimple
fractionsordecimals.Representfractionalquantitiesofdistanceandintervalsof
timeusinglinearmodels(Computationalfluencywithfractionsanddecimalsis
notthegoalforstudentsatthisgradelevel.)
AssessmentLimits Measurementconversionsarefromlargerunitstosmallerunits.
Calculationsarelimitedtosimplefractionsordecimals.
Operationsmayincludeaddition,subtraction,multiplication,anddivision.
Itemcontextsarenotlimitedtodistances,intervalsoftime,andmoney.
Calculator
No
ItemTypes
EquationEditor
GRID
MultipleChoice
Context
Required
ItemType
SampleItem
EquationEditor
Gretchenisbakingpies.Sheneeds cupofbutterforeachpie.Onestickofbutter
is cup.
HowmanysticksofbutterdoesGretchenneedtomake4pies?
GRID
45|P a g e
March20,2015
MAFS.4.MD.1.3Applytheareaandperimeterformulasforrectanglesinreal
worldandmathematicalproblems.Forexample,findthewidthofarectangular
roomgiventheareaoftheflooringandthelength,byviewingtheareaformula
asamultiplicationequationwithanunknownfactor.
AssessmentLimits Figuresarelimitedtorectanglesorcompositefigurescomposedofrectangles.
Fractionsarelimitedtolikedenominators.
Limitmultiplicationanddivisionto2digitby1digitoramultipleof10by1digit.
Quotientsmayonlybewholenumbers.
Limitadditionandsubtractiontosolutionswithin1,000.
Whenconstructingrectangles,theminimumgridsizeis20pixels,andinthe
contextofasituation,onegridmustbelabeledwiththeappropriate
dimension.Thatdimensionshouldbe1____,asitemsatthisstandard
maynotassessscale.
Calculator
No
ItemTypes
EquationEditor
GRID
MultipleChoice
Multiselect
Context
Allowable
SampleItem
ItemType
Arectangularrug,withdimensionsgiveninfeet(ft),isshown.
EquationEditor
Whatisthearea,insquarefeet,oftherug?
Astoreownerneedsarugwithanareaofatleast420squarefeet.
Selectallthesizesofrugsthestoreownercouldchoose.
40feetx2feet
60feetx7feet
70feetx6feet
4feetx20feet
20feetx4feet
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March20,2015
Multiselect
SampleItem
Theperimeterofarectangularrugis20feet.
UsetheConnectLinetooltodrawarectanglethatshowsonepossiblesizeofthe
rug.
ItemType
GRID
EquationEditor
47|P a g e
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MAFS.4.MD.2Representandinterpretdata.
MAFS.4.MD.2.4Makealineplottodisplayadatasetofmeasurementsin
fractionsofaunit , , .Solveproblemsinvolvingadditionandsubtraction
offractionsbyusinginformationpresentedinlineplots.Forexample,fromaline
plotfindandinterpretthedifferenceinlengthbetweenthelongestandshortest
specimensinaninsectcollection.
AssessmentLimits Measurementunitsarelimitedtohalves,quarters,andeighths.
Additionandsubtractionoffractionsislimitedtofractionswithlike
denominators.
Limitmultiplicationanddivisionto2digitby1digitoramultipleof10by1digit.
Limitadditionandsubtractiontosolutionswithin1,000.
Calculator
No
ItemTypes
EquationEditor
GRID
MultipleChoice
Context
Allowed
SampleItem
ItemType
Longjumpmeasurementsaregiven.
GRID
LongJump
Measurements
(infeet)
4
4
4
4
3
3
Clickabovethenumberlinetocreateacorrectlineplotofthedata.
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SampleItem
Bennyrecordedtheresultsforhistopfourlongjumps.Thetotallengthofallhis
jumpswas57feet.
Clickabovethenumberlinetocreateapossiblelineplotforthesedata.
ItemType
GRID
Bennyrecordedtheresultsforhistopfourlongjumps.Thetotallengthofallhis
jumpswas57feet.Thefirsttwojumpsareshownonthenumberline.
ClickabovethenumberlinetoshowthepossiblelengthsofBennyslasttwo
jumps.
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GRID
SampleItem
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ItemType
EquationEditor
March20,2015
MAFS.4.MD.3Geometricmeasurement:understandconceptsofangleand
measureangles.
MAFS.4.MD.3.5Recognizeanglesasgeometricshapesthatareformedwherever
tworaysshareacommonendpoint,andunderstandconceptsofangle
measurement.
MAFS.4.MD.3.5aAnangleismeasuredwithreferencetoacirclewithitscenter
atthecommonendpointoftherays,byconsideringthefractionofthecircular
arcbetweenthepointswherethetworaysintersectthecircle.Ananglethat
turnsthrough1/360ofacircleiscalledaonedegreeangle,andcanbeusedto
measureangles.
MAFS.4.MD.3.5bAnanglethatturnsthroughnonedegreeanglesissaidto
haveananglemeasureofndegrees.
AlsoAssesses:
MAFS.4.MD.3.6Measureanglesinwholenumberdegreesusingaprotractor.
Sketchanglesofspecifiedmeasure.
AssessmentLimits Itemsmaycontainwholenumberdegreemeasureswithin0and360.
Foridentification,anglesarelessthan360.
Forconstruction,anglesarelessthan180.
Itemsmaynotrequireestimationofanglemeasures.
Calculator
No
ItemTypes
EquationEditor
GRID
MatchingItem
MultipleChoice
Multiselect
Context
Allowablefor4.MD.3.5;nocontextfor4.MD.3.6.
SampleItem
ItemType
Selectthecategoryofmeasureforeachangle.
MatchingItem
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SampleItem
AnglePmeasures68.OnerayofanglePisshown.
ItemType
GRID
ClickontheprotractortoshowanotherraythatwillcreateangleP.
EquationEditor
Anangleisshown.
Whatisthemeasure,indegrees,oftheangle?
MultipleChoice
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SampleItem
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ItemType
MultipleChoice
March20,2015
MAFS.4.MD.3Geometricmeasurement:understandconceptsofangleand
measureangles.
MAFS.4.MD.3.7Recognizeanglemeasureasadditive.Whenanangleis
decomposedintononoverlappingparts,theanglemeasureofthewholeisthe
sumoftheanglemeasuresoftheparts.Solveadditionandsubtractionproblems
tofindunknownanglesonadiagraminrealworldandmathematicalproblems,
e.g.,byusinganequationwithasymbolfortheunknownanglemeasure.
AssessmentLimit Wholenumberdegreemeasures,sums,anddifferencesmayonlybewithin0
and360.
Calculator
No
ItemTypes
EquationEditor
MatchingItem
MultipleChoice
Multiselect
Context
Allowable
SampleItem
ItemType
MultipleChoice
Whatisthemeasureoftheunknownangle?
A.
B.
C.
D.
40
100
120
180
Kyleisaddinganglestocreateotherangles.
SelecttheanglesKylecanusetocreatea128angle.
SelecttheanglesthatKylecanusetocreatea55angle.
64 34 30 25
128
55
54|P a g e
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MatchingItem
SampleItem
Adiagramisshown.
ItemType
EquationEditor
Whatisthesumofalltheanglesthatarelabeled?
EquationEditor
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ContentStandard MAFS.4.GGeometry
MAFS.4.G.1Drawandidentifylinesandangles,andclassifyshapesby
propertiesoftheirlinesandangles.
MAFS.4.G.1.1Drawpoints,lines,linesegments,rays,angles(right,acute,
obtuse),andperpendicularandparallellines.Identifytheseintwodimensional
figures.
AssessmentLimits
Itemsmaynotrequirestudentstonameagivenfigure.
Itemsmaynotrequireknowledgeoruseoforderedpairsoradefined
coordinategridsystem.
Itemsmayrequirestudentstodrawafigurebasedonmultipleattributes(e.g.,
anacutetriangle),withtheexceptionofrighttriangles.
Calculator
No
ItemTypes
GRID
MatchingItem
MultipleChoice
Multiselect
OpenResponse
Context
Allowable
SampleItem
ItemType
Whichangleisacute?
MultipleChoice
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SampleItem
Selectalltheattributesthatapplytoeachsetoflines.
ItemType
MatchingItem
A.UsetheConnectLinetooltodrawanacuteangle.
B.UsetheConnectLinetooltodrawanobtuseangle.
GRID
GRID
57|P a g e
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MAFS4.G.1Drawandidentifylinesandangles,andclassifyshapesbyproperties
oftheirlinesandangles.
MAFS.4.G.1.2Classifytwodimensionalfiguresbasedonthepresenceor
absenceofparallelorperpendicularlines,orthepresenceorabsenceofangles
ofaspecifiedsize.Recognizerighttrianglesasacategory,andidentifyright
triangles.
AssessmentLimits Triangles:equilateral,equiangular,isosceles,scalene,acute,right,obtuse.
Quadrilaterals:parallelograms,rectangles,squares,rhombi,trapezoids.
Otherpolygonsmaybeincludedwhereappropriate.
No
Calculator
ItemTypes
GRID
MatchingItem
MultipleChoice
Multiselect
OpenResponse
Context
NoContent
SampleItem
ItemType
Multiselect
Selectalltheobtusetriangles.
Whichfigureisanacutetriangle?
MultipleChoice
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SampleItem
Selectallthepropertiesthatalwaysbelongtoeachshape.
Hasaright
angle
Has
perpendicular
lines
Hasparallel
lines
Right
Triangle
Rhombus
Rectangle
ItemType
MatchingItem
Theshapeshavebeensortedintotwogroups.
OpenResponse
Explainwhattwoattributeswereusedtosorttheshapes.
Theshapeshavebeensortedintotwogroups.
OpenResponse
Explainwhattwoattributeswereusedtosorttheshapes.
Multiselect
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MAFS.4.G.1Drawandidentifylinesandangles,andclassifyshapesby
propertiesoftheirlinesandangles.
MAFS.4.G.1.3Recognizealineofsymmetryforatwodimensionalfigureasa
lineacrossthefiguresuchthatthefigurecanbefoldedalongthelineinto
matchingparts.Identifylinesymmetricfiguresanddrawlinesofsymmetry.
AssessmentLimit
Itemsthatrequireconstructinglinesofsymmetrymustspecifytheshape
categorywithregardtothenumberofsides(quadrilateral,triangle,
pentagon,etc.).
Calculator
No
ItemTypes
EquationEditor
GRID
MatchingItem
MultipleChoice
Multiselect
Context
Allowable
SampleItem
ItemType
Multiselect
Selectallthefiguresthathaveatleastonelineofsymmetry.
Howmanylinesofsymmetrydoesthefollowingfigurehave?
Afigureisshown.
EquationEditor
Howmanylinesofsymmetrydoesthefigurehave?
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EquationEditor
March20,2015
SampleItem
ItemType
MultipleChoice
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Grade 4 FSA Mathematics Reference Sheet
Customary Conversions
1
1
1
1
foot = 12 inches
yard = 3 feet
mile = 5,280 feet
mile = 1,760 yards
1
1
1
1
cup = 8 fluid ounces

pint = 2 cups
quart = 2 pints
gallon = 4 quarts
1 pound = 16 ounces
1 ton = 2,000 pounds
Metric Conversions
1 meter = 100 centimeters

1 meter = 1000 millimeters
1 kilometer = 1000 meters
1 liter = 1000 milliliters
1 gram = 1000 milligrams
1 kilogram = 1000 grams
Time Conversions
1
1
1
1
1
minute = 60 seconds
hour = 60 minutes
day = 24 hours
year = 365 days
year = 52 weeks
Formulas
A = lw
P = 2l + 2w
62|P a g e
March20,2015

Grade 4 Math Test Item Specifications

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Grade 4 Math Test Item Specifications

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DRAFT

TechnologyEnhanced Item Descriptions:

sentences may be designated draggable in this item type. When the

Mathematically proficient students start by explaining to themselves

Quantitative reasoning entails habits of creating a coherent

Mathematically proficient students understand and use stated

mathematical results in the context of the situation and reflect on

Mathematically proficient students try to communicate precisely to

Look for and make use of structure.

Mathematically proficient students look closely to discern a pattern

600,005 600,050 605,000

Suehad ofacupofflour.Sheused ofacup.

MAFS.4.NF.2.4bUnderstandamultipleof asamultipleof ,andusethis

Grade 4 FSA Mathematics Reference Sheet

cup = 8 fluid ounces

1 meter = 100 centimeters

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