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TAKS Grade 4 Problems - 1 Objective 1 Student Expectation (4.1.A) Use place value to read, write, compare, and order whole numbers through the millions place. Sequence numbers or the words associated with numbers (for example, listing the names of children in order from greatest to least based on their height, or listing the names of rivers in order from least to greatest based on their lengths). Work with comparisons using pictorial models, word phrases (is less than, is equal to, etc.), or symbols (>, <, =). Info 2002 Tested in 2005 #14 2004 TAKS Grade 4 Problems - 2 2006 TAKS Grade 4 Problems - 3 Objective 1 Student Expectation (4.1.B) Use place value to read, write, compare, and order decimals involving tenths and hundredths, including money, using concrete models. Solve problems with fractions or decimals representing whole numbers, numbers greater than one, or numbers less than one. Info 2004 TAKS Grade 4 Problems - 4 Objective 1 Student Expectation (4.2.A) Generate equivalent fractions using concrete and pictorial models. 2003 2004 Tested in 2005 #37 TAKS Grade 4 Problems - 5 2006 TAKS Grade 4 Problems - 6 Objective 1 Student Expectation (4.2.B) Model fraction quantities greater than one using concrete materials and pictures. Numbers greater than one may be expressed as improper fractions or mixed numbers. Info 2002 2003 Tested in 2005 #25 TAKS Grade 4 Problems - 7 Objective 1 Student Expectation (4.2.C) Compare and order fractions using concrete and pictorial models. 2003 TAKS Grade 4 Problems - 8 2004 Tested in 2005 #9 2006 TAKS Grade 4 Problems - 9 Objective 1 Student Expectation (4.2.D) Relate decimals to fractions that name tenths and hundredths using models. 2003 Tested in 2005 #1 2004 TAKS Grade 4 Problems - 10 Objective 1 Student Expectation (4.3.A) Use addition and subtraction to solve problems involving whole numbers. 2003 2006 TAKS Grade 4 Problems - 11 Objective 1 Student Expectation (4.3.B) Add and subtract decimals to the hundredths place using concrete and pictorial models. 2004 Tested in 2005 #29 TAKS Grade 4 Problems - 12 Objective 1 Student Expectation (4.4.A) Model factors and products using arrays and area models. Use pictorial representations to determine a missing factor. 2003 TAKS Grade 4 Problems - 13 Objective 1 Student Expectation (4.4.B) Represent multiplication and division situations in picture, word, and number form. Info 2002 2003 2004 Tested in 2005 #12 TAKS Grade 4 Problems - 14 2006 2006 TAKS Grade 4 Problems - 15 Objective 1 Student Expectation (4.4.C) Recall and apply multiplication facts through 12 x 12. 2003 Tested in 2005 #35 2006 2004 TAKS Grade 4 Problems - 16 Objective 1 Student Expectation (4.4.D) Use multiplication to solve problems involving two-digit numbers. 2003 Tested in 2005 #2 2006 TAKS Grade 4 Problems - 17 Objective 1 Student Expectation (4.4.E) Use division to solve problems involving one-digit divisors. 2003 Tested in 2005 #21 2006 2004 TAKS Grade 4 Problems - 18 Objective 1 Student Expectation (4.5.A) Round whole numbers to the nearest ten, hundred, or thousand to approximate reasonable results in problem situations. Work with problems and choose among answers that have information expressed in numbers or ranges of numbers. 2003 2004 2004 TAKS Grade 4 Problems - 19 2006 TAKS Grade 4 Problems - 20 Objective 1 Student Expectation (4.5.B) Estimate a product or quotient beyond basic facts. Round numbers before performing any computations when estimating. The use of compatible numbers (numbers that are easy to compute mentally) may be helpful. Info 2002 2004 Tested in 2005 #20 2006 TAKS Grade 4 Problems - 21 Objective 2 Student Expectation (4.6.A) Use patterns to develop strategies to remember basic multiplication facts. TAKS Grade 4 Problems - 22 Objective 2 Student Expectation (4.6.B) Solve division problems related to multiplication facts (fact families) such as 9 x 9 = 81 and 81 9 = 9. Identify the number sentence that can be completed with a given term. Identify the number sentence that is related to a given number sentence containing a missing term. Info 2002 Info 2004 2003 2003 TAKS Grade 4 Problems - 23 2004 2004 2004 Tested in 2005 #3, 19 & 41 2006 2006 TAKS Grade 4 Problems - 24 Objective 2 Student Expectation (4.6.C) Use patterns to multiply by 10 and 100. Describe the relationship, in symbols or in words, between paired numbers in a set of related number pairs. Work with tables of related number pairs that may not begin with 1 and/or may not be sequential. Info 2002 2003 2004 2003 2004 TAKS Grade 4 Problems - 25 Tested in 2005 #18 & 26 2006 TAKS Grade 4 Problems - 26 2006 TAKS Grade 4 Problems - 27 Objective 2 Student Expectation (4.7.A) Describe the relationship between two sets of related data such as ordered pairs in a table. Identify the missing number in a number sentence or in a set of related number pairs. Describe the arithmetic operation that could be used to find a missing number in a set of related number pairs. Describe the relationship, in symbols or in words, between paired numbers in a set of related number pairs. Info 2002 Info 2004 TAKS Grade 4 Problems - 28 2003 2003 Tested in 2005 #22 & 38 2006 TAKS Grade 4 Problems - 29 2006 2006 TAKS Grade 4 Problems - 30 Objective 3 Student Expectation (4.8.A) Identify right, acute, and obtuse angles. Understand formal geometric terms. Use geometric models shown individually or as part of a more complex figure (for example, parallel lines may be shown as part of a rectangle). 2003 2004 Tested in 2005 #36 TAKS Grade 4 Problems - 31 2006 TAKS Grade 4 Problems - 32 Objective 3 Student Expectation (4.8.B) Identify models of parallel and perpendicular lines. Understand formal geometric terms. Use geometric models shown individually or as part of a more complex figure (for example, parallel lines may be shown as part of a rectangle). 2003 2004 Tested in 2005 #30 TAKS Grade 4 Problems - 33 2006 TAKS Grade 4 Problems - 34 Objective 3 Objective 3 Student Expectation (4.8.C) Describe shapes and solids in terms of vertices, edges, and faces. Info 2002 Info 2004 Tested in 2005 #39 TAKS Grade 4 Problems - 35 2003 2004 2006 TAKS Grade 4 Problems - 36 Objective 3 Objective 3 Student Expectation (4.9.A) Demonstrate translations, reflections, and rotations using concrete models. Identify the correct transformation when a picture or a label of a translation, reflection, or rotation is given. Info 2002 TAKS Grade 4 Problems - 37 Objective 3 Objective 3 Student Expectation (4.9.B) Use translations, reflections, and rotations to verify that two shapes are congruent. 2003 2004 Tested in 2005 #4 TAKS Grade 4 Problems - 38 2006 TAKS Grade 4 Problems - 39 Objective 3 Objective 3 Student Expectation (4.9.C) Use reflections to verify that a shape has symmetry. 2003 2004 2006 Tested in 2005 #17 TAKS Grade 4 Problems - 40 Objective 3 Objective 4 Student Expectation (4.10.A) Locate and name points on a number line using whole numbers, fractions such as halves and fourths, and decimals such as tenths. Work with number lines that may or may not show the location of zero but will have at least two points numbered to identify the interval being used. Info 2002 Info 2004 TAKS Grade 4 Problems - 41 2003 2004 Tested in 2005 #33 TAKS Grade 4 Problems - 42 2006 TAKS Grade 4 Problems - 43 Objective 3 Objective 4 Student Expectation (4.11.A) Estimate and measure weight using standard units including ounces, pounds, grams, and kilograms. Utilize the conversions and formulas on the Mathematics Chart to solve problems. Recognize abbreviations of measurement units. Match a measurement of weight, mass, volume, or capacity with an ordinary or familiar object using standard units. Info 2002 2003 2004 Tested in 2005 #10 2006 TAKS Grade 4 Problems - 44 Objective 3 Objective 4 Student Expectation (4.11.B) Estimate and measure capacity using standard units including milliliters, liters, cups, pints, quarts, and gallons. Utilize the conversions and formulas on the Mathematics Chart to solve problems. Recognize abbreviations of measurement units. Match a measurement of weight, mass, volume, or capacity with an ordinary or familiar object using standard units. Info 2004 2004 2003 Tested in 2005 #13 & 42 TAKS Grade 4 Problems - 45 2006 TAKS Grade 4 Problems - 46 Objective 3 Objective 4 Student Expectation (4.12.A) Measure to solve problems involving length, including perimeter, time, temperature, and area. Utilize the conversions and formulas on the Mathematics Chart to solve problems. Measure with the ruler on the Mathematics Chart only if the item specifically instructs them to use the ruler. Use the given measurements of a figure to solve a problem. Tell time written in words or numerals, which can be shown on digital or analog (traditional) clocks. Solve problems with temperatures given in degrees Fahrenheit (°F) or degrees Celsius (°C). Convert among units within the same system. Find the amount of elapsed time or change in temperature. Info 2002 Info 2004 Info 2002 Info 2004 TAKS Grade 4 Problems - 47 2003 2003 2003 2003 TAKS Grade 4 Problems - 48 2004 2004 2004 TAKS Grade 4 Problems - 49 2004 2006 Tested in 2005 #6, 15, & 24 TAKS Grade 4 Problems - 50 2006 TAKS Grade 4 Problems - 51 2006 2006 TAKS Grade 4 Problems - 52 Objective 3 Objective 5 Student Expectation (4.13.A) List all possible outcomes of a probability experiment such as tossing a coin. Work with experimental outcomes displayed in the form of lists, tables, or diagrams. Info 2002 2003 Tested in 2005 #5 & #16 2006 TAKS Grade 4 Problems - 53 Objective 3 Objective 5 Student Expectation (4.13.B) Use a pair of numbers to compare favorable outcomes to all possible outcomes such as four heads out of six tosses of a coin. Use numbers or words to compare favorable outcomes. Info 2002 2003 TAKS Grade 4 Problems - 54 2004 2004 2006 Tested in 2005 #8 TAKS Grade 4 Problems - 55 Objective 5 Student Expectation (4.13.C) Interpret bar graphs. Read information directly from a graph to answer a question or to interpret a graph by combining or separating some of the information from the graph. Read graphs that are oriented either vertically or horizontally. Info 2002 Info 2004 Tested in 2005 #40 TAKS Grade 4 Problems - 56 2003 2003 2004 2004 TAKS Grade 4 Problems - 57 2006 2006 TAKS Grade 4 Problems - 58 Objective 3 Objective 6 Student Expectation (4.14.A) Identify the mathematics in everyday situations. Select the description of a mathematical situation when provided a written or pictorial prompt. Identify the information that is needed to solve a problem. Identify the question that is being asked or answered. Info 2004 2003 2003 TAKS Grade 4 Problems - 59 2004 2004 Tested in 2005 #32 2006 2006 TAKS Grade 4 Problems - 60 Objective 3 Objective 6 Student Expectation (4.14.B) Use a problem-solving model that incorporates understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness. Identify the question that is being asked or answered. Info 2002 2003 2003 Tested in 2005 #31 TAKS Grade 4 Problems - 61 2004 2004 2006 Tested in 2005 #23 2006 TAKS Grade 4 Problems - 62 Objective 3 Objective 6 Student Expectation (4.14.C) Select or develop an appropriate problem-solving 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. Info 2002 2003 TAKS Grade 4 Problems - 63 2004 Tested in 2005 #7 & 34 2006 TAKS Grade 4 Problems - 64 2006 TAKS Grade 4 Problems - 65 Objective 3 Objective 6 Student Expectation (4.14.D) Use tools such as real objects, manipulatives, and technology to solve problems. TAKS Grade 4 Problems - 66 Objective 3 Objective 6 Student Expectation (4.15.A) Explain and record observations using objects, words, pictures, numbers, and technology. TAKS Grade 4 Problems - 67 Objective 3 Objective 6 Student Expectation (4.15.B) Relate informal language to mathematical language and symbols. Select or describe the next step or a missing step that would be most appropriate in a problem solving situation. Match informal language to mathematical language or symbols. Info 2002 2003 2003 2004 Tested in 2005 #11 & 27 TAKS Grade 4 Problems - 68 2006 TAKS Grade 4 Problems - 69 Objective 6 Student Expectation (4.16.A) Make generalizations from patterns or sets of examples and nonexamples. Select the generalization of the common characteristic among examples. Select an example from among nonexamples or a nonexample from among examples based on a given characteristic. A nonexample is a counterexample or an example that shows a general statement to be false. Understand that nonsensical words may be used to label sets of examples and/or nonexamples. 2003 2004 TAKS Grade 4 Problems - 70 2004 Tested in 2005 #28 2006 TAKS Grade 4 Problems - 71 Objective 6 Student Expectation (4.16.B) Justify why an answer is reasonable and explain the solution process. TAKS Grade 4 Problems - 72 TAKS Grade 4 Problems - 73 TAKS Grade 4 Problems - 74 TAKS Grade 4 Problems - 75