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TAKS Math Objective 1 TAKS Math Objective 1 Demonstrate an understanding of numbers, operations, and Demonstrate an understanding of numbers, operations, and quantitative reasoning. quantitative reasoning. 4.1.A use place value to read, write, compare, and order whole 4.1.A use place value to read, write, compare, and order whole numbers through the millions place numbers through the millions place TAKS Information Booklet: For Your Information page 12 Spring TAAS 2002 At fourth grade, students should be able to sequence numbers 13. The chart shows the number of visitors to a museum during the or the words associated with numbers (for example, listing the names first 4 years it was open. children in order from greatest to least based on their height) and work with comparisons using pictorial models, word phrases (is less than, is Museum Visitors equal to, etc.), and symbols (>, <, =). Year Number of Visitors 1 3,415 Sample Item: page 13 2 2,809 1. María’s teacher gave her five numbers: 6, 7, 3, 8, and 5. The 3 3,092 teacher told her to make the largest number possible using all 4 2,978 these numbers and placing the 7 in the tens place. What is the largest number María could have made? Which list shows the number of visitors in order from least to A 85,673 greatest? B 78,653 C 87,653 1% A 2,809 3,415 2,978 3,092 D* 86,573 1% B 3,092 3,415 2,809 2,978 1% C 2,978 2,809 3,415 3,092 97% D** 2,809 2,978 3,092 3,415 Spring TAAS 2001 5. The population of Dallas in 1990 was two million, six hundred seventy-six thousand. How is this number written as a numeral? 04EM01401AZ99006 6% A 2,000,676 5% B 2,600,076 3% C 2,600,760 86% D* 2,676,000 4.2.A generate equivalent fractions using [concrete and] pictorial 4.2.A generate equivalent fractions using [concrete and] pictorial models models Not Tested Spring TAAS 2001 Spring TAAS 2002 18. The models are shaded to show 2 fractions. This model shows that— 1 2 1 2 4% F = 1% G = 3 8 2 6 1 2 1 2 2% H = 93% J* = 4 6 4 8 Texas Spring Grade 4 TAAS 2001/2002 and TAKS Information Booklets Grade 4 Mathematics 1 TAKS Math Objective 1 TAKS Math Objective 1 Demonstrate an understanding of numbers, operations, and Demonstrate an understanding of numbers, operations, and quantitative reasoning. quantitative reasoning. 4.2.B model fraction quantities greater than one using [concrete 4.2.B model fraction quantities greater than one using [concrete materials and] pictures materials and] pictures Will not be tested until TAKS 2003 Will not be tested until TAKS 2003 TAKS Information Booklet: For Your Information page 12 At fourth grade, students should be able to solve problems with fractions or decimals representing whole numbers, numbers greater than one, or numbers less than one. Sample Item: page 13 3. Look at the model. Which fraction is shown by the model? 9 5 A* B 4 4 4 3 C D 9 4 NOTE: Numbers greater than one may be expressed as improper fractions or mixed numbers. Texas Spring Grade 4 TAAS 2001/2002 and TAKS Information Booklets Grade 4 Mathematics 2 TAKS Math Objective 1 TAKS Math Objective 1 Demonstrate an understanding of numbers, operations, and Demonstrate an understanding of numbers, operations, and quantitative reasoning. quantitative reasoning. 4.2.C compare and order fractions using [concrete and] pictorial 4.2.C compare and order fractions using [concrete and] pictorial models models Spring TAAS 2001 Spring TAAS 2002 1. The models are shaded to show that 6 is the 7. The models are shaded to show 2 fractions. 10 same as — The models show that— 3 2 4% A 1% B 10 5 1 3 1 1 15% A > 2% B > 2 4 3 2 3 4 94% C** 1% D 5 6 1 3 1 1 82% C* < 1% D < 2 4 2 4 19. The models are shaded to show 2 fractions. The models show that — 1 4 1 4 11% A is greater than 1% B is greater than 3 6 2 6 1 4 2 2 86% C* is less than 1% D is less than 3 6 3 6 Texas Spring Grade 4 TAAS 2001/2002 and TAKS Information Booklets Grade 4 Mathematics 3 TAKS Math Objective 1 TAKS Math Objective 1 Demonstrate an understanding of numbers, operations, and Demonstrate an understanding of numbers, operations, and quantitative reasoning. quantitative reasoning. 4.2.D relates decimals to fractions that name tenths and 4.2.D relates decimals to fractions that name tenths and hundredths using models hundredths using models Spring TAAS 2001 Spring TAAS 2002 4 2. What part of the model is shaded? 3. Which model shows shaded? 10 0 7% 7% F 0.12 4% G 0.2 93% * 85% H* 1.2 4% J 12.0 0% 0% Texas Spring Grade 4 TAAS 2001/2002 and TAKS Information Booklets Grade 4 Mathematics 4 TAKS Math Objective 1 TAKS Math Objective 1 Demonstrate an understanding of numbers, operations, and Demonstrate an understanding of numbers, operations, and quantitative reasoning. quantitative reasoning. 4.3.A use addition and subtraction to solve problems involving 4.3.A use addition and subtraction to solve problems involving whole numbers whole numbers TAKS Information Booklet: For Your Information page 12 At fourth grade, students should be able to work with problems and choose among answers that have information expressed in numbers or ranges of numbers. Spring TAAS 2001 Spring TAAS 2002 28. During a weekend rally Todd rode his bicycle along the route 24. Mr. Gámez bought 250 stamps to mail letters for his business. He shown. He rode from Westwood to Jamestown on Saturday. Then used 127 of the stamps in March and 92 stamps in April. In May he he rode his bike back to Westwood along the same path on Sunday. 125 more stamps. How many stamps did he have then? How many miles did he ride altogether? 8% F 31 72% G** 156 6% H 190 13% J 219 39. Lisa has read 61 pages of her library book. If the book is 90 pages long, how many pages has Lisa NOT read? 86% A** 29 5% B 31 4% C 39 6% D 151 41. Each school day, Lee spends 360 minutes at school. He spends 185 39% F 52 mi 2% G 68 mi minutes of each day in homeroom. How many minutes of his school 2% H 78 mi 57% J** 104 mi does he spend somewhere besides homeroom? 4% A 285 min 6% B 225 min 35. A pilot flew 2,482 miles on Monday, 3,015 miles on Wednesday, and 9% C 185 min 81% D** 175 min 1,818 miles on Friday. How many miles did he fly in the 3 days? 46. The Water World Pet Store sold 104 goldfish during March, 139 1% A 4,615 mi 2% B 6,205 mi goldfish during April, and 43 goldfish during May. What was the 3% C 7,215 mi 93% D** 7,315 mi total number of goldfish sold in these 3 months? 95% F** 286 2% G 376 36. When an ice-skating show came to town in October, it was seen by 2% H 383 1% J 673 2,405 children and 1,947 adults. How many more children than adults saw the show? 49. Last month Manny’s Pizza Parlor sold 389 large pizzas and 642 5% F 568 7% G 558 medium pizzas. How many pizzas were sold altogether last month? 4% H 542 83% J* 458 95% A** 1,031 2% B 1,021 2% C 931 1% D 921 38. Fort Davis has an altitude of 5,050 feet above sea level. Flatonia has an altitude of 458 feet above sea level. How much higher above sea level is Fort Davis than Flatonia? 5% F 4,508 ft 80% G* 4,592 ft 7% H 4,602 ft 8% J 5,408 ft 04EM06403AW99130 48. Kenesha used a machine to fill balloons with air. During the first hour she filled 72 balloons. She filled 86 balloons during the second hour, and during the third hour she filled 116 balloons. What was the total number of balloons that she filled with air during the 3 hours? 84% F** 274 7% G 264 6% H 174 3% J 154 Texas Spring Grade 4 TAAS 2001/2002 and TAKS Information Booklets Grade 4 Mathematics 5 TAKS Math Objective 1 TAKS Math Objective 1 Demonstrate an understanding of numbers, operations, and Demonstrate an understanding of numbers, operations, and quantitative reasoning. quantitative reasoning. 4.3.B add and subtract decimals to the hundredths place using 4.3.B add and subtract decimals to the hundredths place using [concrete and] pictorial models [concrete and] pictorial models Spring TAAS 2001 Spring TAAS 2002 39. 2.04 - 0.96 = 35. 2.3 + 0.47 = 86% A* 1.08 8% B 1.18 81% A** 2.77 8% B 2.50 4% C 1.92 3% D 3.00 1% C 2.17 10% D 0.70 40. 1.38 + 0.62 = 40. 1.3 + 0.70 = 9% F 0.76 2% G 1 5% H 1.9 85% J* 2 85% F* 2.00 12% G 1.73 2% H 1.37 1% J 0.20 45. 1.80 - 0.34 = 44. 0.60 - 0.38 = 3% A 1.56 5% B 1.54 86% F* 0.22 3% G 0.32 90% C* 1.46 1% D 0.16 4% H 0.38 7% J 0.98 47. 1.8 + 0.82 = 48. 1.40 - 0.16 = 7% A 1.62 6% B 1.82 2% C 1.882 85% D* 2.62 8% F 1.56 4% G 1.36 3% H 1.34 85% J* 1.24 Texas Spring Grade 4 TAAS 2001/2002 and TAKS Information Booklets Grade 4 Mathematics 6 TAKS Math Objective 1 TAKS Math Objective 1 Demonstrate an understanding of numbers, operations, and Demonstrate an understanding of numbers, operations, and quantitative reasoning. quantitative reasoning. 4.4.A model factors and products using arrays and area models 4.4.A model factors and products using arrays and area models Will not be tested until TAKS 2003 Will not be tested until TAKS 2003 TAKS Information Booklet: Sample Item: page 14 4. Ben arranged some tiles in the pattern shown below. Which number sentence best represents Ben’s pattern? A 5 + 5 = 10 B 3+5=8 C 3 x 4 = 12 D* 3 x 5 = 15 4.4.B represent multiplication and division situations in picture, 4.4.B represent multiplication and division situations in picture, word, and number form word, and number form Spring TAAS 2001 Spring TAAS 2002 23. Mrs. Cassidy bought 9 packages of party plates to use for a special 21. The picture shows groups of clothes hangers. party. Each package contained 8 party plates. The party plates cost $48 altogether. Which number sentence can be used to find how many party plates in all Mrs. Cassidy bought? 19% A 48 ÷ 8 = 2% B = 48 - 9 74% C* 9x8= 5% D 9 + = 48 29. A store clerk sold 21 sets of school uniforms on Friday. Each uniform cost $35. Which number sentence can be used to find the total cost of the school uniforms? 8% A 21 + 35 = 3% B 35 - 21 = 84% C* 35 x 21 = 5% D 35 ÷ 21 = Which number sentence represents the way the hangers are grouped? 94% A** 21 ÷ 3 = 7 4% B 6 x 3 = 18 1% C 3+6=9 2% D 21 - 7 = 14 Texas Spring Grade 4 TAAS 2001/2002 and TAKS Information Booklets Grade 4 Mathematics 7 TAKS Math Objective 1 TAKS Math Objective 1 Demonstrate an understanding of numbers, operations, and Demonstrate an understanding of numbers, operations, and quantitative reasoning. quantitative reasoning. 4.4.C recall and apply multiplication facts through 12 x 12 4.4.C recall and apply multiplication facts through 12 x 12 Spring TAAS 2001 Spring TAAS 2002 37. Ms. Kazan has 6 ice-cube trays in her freezer. Each tray makes 12 36. Leah is having a roller-skating party. The cost for the party is $7 cubes. What is the greatest number of ice cubes she can make at 1 for each person. There will be 9 people at the party. How much will time with these 6 trays? the party cost in all? 6% A 18 4% B 24 3% F $64 93% G** $63 3% C 36 87% D* 72 2% H $56 2% J $54 50. A bus has 12 rows of passenger seats. There are 4 seats in each 50. John collects baseball cards. He puts 9 cards on each page of his row. How many passenger seats are on the bus? collector’s album. He has completely filled 12 pages. How many baseball cards does he have in his album? 1% F 60 93% G* 48 2% H 42 3% J 36 2% F 84 2% G 96 3% H 98 92% J* 108 Texas Spring Grade 4 TAAS 2001/2002 and TAKS Information Booklets Grade 4 Mathematics 8 TAKS Math Objective 1 TAKS Math Objective 1 Demonstrate an understanding of numbers, operations, and Demonstrate an understanding of numbers, operations, and quantitative reasoning. quantitative reasoning. 4.4.D use multiplication to solve problems involving two-digit 4.4.D use multiplication to solve problems involving two-digit numbers numbers Spring TAAS 2001 Spring TAAS 2002 30. Mr. Lewis earned $15 for giving 1 haircut. He gave 21 haircuts 23. Sharon had a collection of 60 nickels. She put the nickels in stacks each week during the last 3 weeks. What was the total amount of with the same number in each stack. Which arrangement would money he made during the 3 weeks? NOT be possible if she used all the nickels? 3% F $3,645 34% G* $945 12% A 2 stacks of 30 nickels 6% H $378 57% J $315 6% B 3 stacks of 20 nickels 8% C 4 stacks of 15 nickels 74% D* 5 stacks of 14 nickels 04EM12404BZ99299 42. A bakery ordered 27 bags of apples to make pies for the Apple 27. A cafeteria manager expects that every day 18 students from Festival. Each bag contained 15 apples. How many apples altogether each classroom will eat 2 vegetable servings each. If there are did the bakery order? 45 classrooms, how many servings of vegetables should be prepared each day for the students? 5% F 275 6% G 375 85% H* 405 4% J 415 7% A 324 10% B 405 41% C 810 42% D* 1,620 44. Jamie and her mother used 84 centimeters of ribbon to make 1 43. An office building has 32 floors. Each floor has 18 offices. What is hair bow. If they made 15 bows, how many centimeters of ribbon in the total number of offices in the building? all did they use? 3% A 756 84% B* 576 8% F 504 cm 6% G 1,240 cm 7% C 566 5% D 366 83% H* 1,260 cm 3% J 2,520 cm Texas Spring Grade 4 TAAS 2001/2002 and TAKS Information Booklets Grade 4 Mathematics 9 TAKS Math Objective 1 TAKS Math Objective 1 Demonstrate an understanding of numbers, operations, and Demonstrate an understanding of numbers, operations, and quantitative reasoning. quantitative reasoning. 4.4.E use division to solve problems involving one-digit divisors 4.4.E use division to solve problems involving one-digit divisors Spring TAAS 2001 Spring TAAS 2002 26. Each day Sam fed his dogs an equal amount of dog food from a 34. Jenny, Connie, and Trisha sold their old toys at a garage sale. They 40-pound bag. If he had 4 pounds of food remaining in the bag collected $114 and divided the money equally. Then Jenny divided after 6 days, how much did he feed his dogs each day? her money evenly between her savings account and her spending account. How much money did Jenny put in her savings account? 18% F 4 lb 11% G 5 lb 57% H* 6 lb 15% J 7 lb 37% F** $19 12% G $36 35% H $38 17% J $57 04EM11404EZ99268 41. Kari sold 42 boxes of cookies in 3 hours. She sold the same number 37. Jamal picked strawberries on his father’s farm. He picked 7 boxes of boxes each hour. How many boxes did she sell each hour? of strawberries every day. How many days did it take him to pick 98 boxes of strawberries? 4% A 11 10% B 12 80% C* 14 6% D 15 4% A 11 days 5% B 12 days 7% C 13 days 83% D** 14 days 43. Kevin made 84 popcorn balls for a bake sale. He put the popcorn 38. The Davis family paid a total of $225 for tickets to a baseball balls into plastic bags to take to the sale. He put 6 popcorn balls play-off game. They paid the same amount for each of their 9 into each bag. How many bags did Kevin need for all the popcorn tickets. How much did each ticket cost? balls? 8% F $36 7% G $27 3% A 11 7% B 12 81% H** $25 4% J $14 7% C 13 83% D* 14 46. Cory found 30 glass soda bottles in the garage. He put the bottles 42. Mrs. Sims has 91 ears of corn that she wants to store in her into cartons that held 6 bottles each. How many cartons of 6 freezer. If she puts 7 ears of corn into each freezer bag, how bottles did he have? many freezer bags will she need? 7% F 24 6% G 18 5% F 11 84% G* 13 2% H 9 85% J* 5 6% H 17 6% J 21 49. Which number sentence has a quotient of 7? 47. Mr. Jones separated 84 fourth-grade students into 6 groups, each with the same number of students. The number of students in each 10% A 48 ÷ 6 = 7% B 48 ÷ 7 = group was — 78% C* 49 ÷ 7 = 5% D 56 ÷ 7 = 5% A 16 88% B* 14 3% C 11 3% D 10 Texas Spring Grade 4 TAAS 2001/2002 and TAKS Information Booklets Grade 4 Mathematics 10 TAKS Math Objective 1 TAKS Math Objective 1 Demonstrate an understanding of numbers, operations, and Demonstrate an understanding of numbers, operations, and quantitative reasoning. quantitative reasoning. 4.5.A round whole numbers to the nearest ten, hundred, or 4.5.A round whole numbers to the nearest ten, hundred, or thousand to approximate reasonable results in problem thousand to approximate reasonable results in problem situations situations Spring TAAS 2002 TAKS Information Booklet: Sample Item: page 13 4.5.A and 4.5.B 22. Oak Tree Elementary School has 688 students, and Rock Glen Elementary School has 624 students. Which is the best 2. While waiting for a train to pass, Nathan counted estimate of the total number of students in the 2 schools? 19 railroad cars in the first minute. It took 5 minutes for the train to pass. Which is the best 5% F 1,200 91% G** 1,300 estimate of the total number of railroad cars on 3% H 1,400 1% J 1,500 the train? 04EM10405AZ99228 A 25 B 75 31. On a recent vacation Amanda’s family drove 88 miles to her C* 100 D 125 grandmother’s house. Then they drove 112 miles to a national forest. Finally they drove 109 miles back home. Which is NOTE: In estimating a product beyond basic facts to determine a the best estimate of how many miles Amanda’s family drove reasonable result, it is appropriate in this item to round 19 to altogether? 20 and then multiply by 5 to get 100. Considering the context of this problem, 100 is a reasonable answer. 12% A 200 mi 82% B** 300 mi 4% C 400 mi 2% D 500 mi Spring TAAS 2001 24. The Globe Peanut Company sold bags of peanuts at baseball games. 33. Latrell bought a camera for $72 at a discount store. The The chart shows how many bags of peanuts were sold at 3 games. same camera cost from $96 to $114 at other stores he visited. Which could be the amount Latrell saved by buying his camera at the discount store rather than at 1 of the other stores he visited? 5% A $10 32% B $20 49% C** $30 14% D $50 Which is the best estimate of the total number of bags of peanuts sold? 6% F 23,000 77% G* 22,000 8% H 21,000 8% J 20,000 27. A baseball team had 4,464 baseball caps to give away to children who attended the last game of the season. The total number of children at the game was between 3,800 and 4,100. Which is a reasonable total number of baseball caps that were left over? 04EM11404DZ99258 10% A 200 42% B 300 37% C* 500 11% D 800 Texas Spring Grade 4 TAAS 2001/2002 and TAKS Information Booklets Grade 4 Mathematics 11 TAKS Math Objective 1 TAKS Math Objective 1 Demonstrate an understanding of numbers, operations, and Demonstrate an understanding of numbers, operations, and quantitative reasoning. quantitative reasoning. 4.5.B estimate a product or quotient beyond basic 4.5.B estimate a product or quotient beyond basic facts facts Spring TAAS 2001 Spring TAAS 2002 22. Ned put his books on 3 shelves in his closet. The smallest 26. Yolanda is laying a brick border around all 4 sides of her number of books on a shelf was 27. The greatest number of garden. The distance around the garden measures books on a shelf was 34. Which could be the total number of approximately 385 inches. Each brick is about 8 inches long. books that Ned put on the shelves? Which could be the total number of bricks needed to make the border? 21% F 180 5% G 150 12% H 120 63% J* 90 4% F 10 19% G 30 57% H** 50 20% J 100 25. A boat traveled a distance of about 28 miles each hour for 6 28. Mr. Brown plays his favorite compact disc while he exercises. hours. Which is the best estimate of the total distance the The compact disc lasts 36 minutes. Which is the best boat traveled? estimate of the total number of minutes Mr. Brown exercised last month if he played his compact disc all the way through 10% A 300 mi 7% B 240 mi 53 times? 77% C* 180 mi 6% D 120 mi 8% F 1,500 min 19% G 1,800 min 69% H** 2,000 min 4% J 2,400 min 32. Glen runs between 8 and 12 kilometers each day that he runs. 29. Jolie cut a piece of ribbon into 3 pieces. Each piece was Last month Glen ran 19 days. Which could be the total between 48 centimeters and 62 centimeters long. Which number of kilometers Glen ran last month? could be the total length of the 3 pieces of ribbon? 12% F 40 km 14% G 100 km 16% A 120 cm 54% B** 160 cm 63% H* 200 km 11% J 400 km 12% C 210 cm 18% D 300 cm 33. A group of 68 students visited a museum. The school paid $4 for each student’s ticket. Which is the best estimate of the total amount of money the school paid for all 68 students to get into the museum? 6% A $200 8% B $240 80% C* $280 6% D $320 Texas Spring Grade 4 TAAS 2001/2002 and TAKS Information Booklets Grade 4 Mathematics 12 TAKS Math Objective 2 TAKS Math Objective 2 Demonstrate an understanding of patterns, relationships, and Demonstrate an understanding of patterns, relationships, and algebraic thinking. algebraic thinking. 4.6.B solve division problems related to multiplication facts (fact 4.6.B solve division problems related to multiplication facts (fact families) such as 9 x 9 = 81 and 81 ÷ 9 = 9 families) such as 9 x 9 = 81 and 81 ÷ 9 = 9 TAKS Information Booklet: For Your Information page 16 At fourth grade, students should be able to identify the number sentence that can be completed with a given term and identify the number sentence that is related to a given number sentence containing a missing term. For Your Information page 5 There will be a limited number of open-ended griddable items. For these items a four-column grid (with the last column designated as a fixed decimal point) will be provided on the answer document for students to record and bubble in their answers. Digits must be in the correct column(s) with respect to the fixed decimal point. Open-ended griddable answers will be limited to a range between 0 and 999 for fourth grade. This griddable format is intended to allow students to work the problem and determine the correct answer independently of the influences of answer choices. Sample Item: page 13 1. Which number makes this equation true? ÷9=9 Record your answer and fill in the bubbles on your answer document. Be sure to use the correct place value. NOTE: At fourth grade, griddable test items will be limited to a four-column grid with the last column designated as a fixed decimal point. Answers will range from 0 to 999. Spring TAAS 2001 Spring TAAS 2002 2. Which number sentence should have a 9 in the box? 1. Which number makes the number sentence true? 4% F 12 x = 84 92% G* 27 ÷ = 3 ÷7=5 3% H - 4 = 13 1% J + 7 = 15 04EM02406BZ99033 1% A 60 1% B 56 2% C 45 96% D** 35 17. Which number sentence should NOT have a 6 in the box? 8. In which number sentence is 7 the missing number? 4% A 18 ÷ = 3 88% B* 28 ÷ 4 = 5% F 72 ÷ 9 = 3% C 30 ÷ = 5 5% D 36 ÷ 6 = 87% G* 63 ÷ = 9 04EM13405BZ00324 4% H 54 ÷ 6 = 04EM10405BZ99244 4% J 32 ÷ = 4 Texas Spring Grade 4 TAAS 2001/2002 and TAKS Information Booklets Grade 4 Mathematics 13 TAKS Math Objective 2 TAKS Math Objective 2 Demonstrate an understanding of patterns, relationships, and Demonstrate an understanding of patterns, relationships, and algebraic thinking. algebraic thinking. 4.6.C use patterns to multiply by 10 and 100 4.6.C use patterns to multiply by 10 and 100 Will be tested on 2003 TAKS Will be tested on 2003 TAKS 4.7.A describe the relationship between two sets of related 4.7.A describe the relationship between two sets of related data such as ordered pairs in a table data such as ordered pairs in a table Spring TAAS 2002 TAKS Information Booklet: For Your Information page 16 10. Each number in Set M is related in the same way to its At fourth grade, students should be able to identify the missing number partner in Set L. 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; and describe the relationship, in symbols or in words, between paired numbers in a set of related number pairs. Sample Items: page 17 2. Herman sells peanuts by the bag. The table shows how many peanuts there are in 2, 4, and 6 bags. Which expression can be used to find the missing number in this table? 2% F 12 + 14 If Herman sells 9 bags of peanuts, how many 4% G 17 - 2 peanuts will he have sold? 69% H** 17 + 3 A 800 B* 900 C 1,000 D 1,200 25% J 21 – 2 16. James trained his dog to catch a ball. He threw the ball to 3. Lisa’s mother plans to decorate eggshells for a party. The his dog the same number of times each day. The table shows table below shows how many cartons of eggs she needs to the number of days he trained his dog and the total number buy in order to have different numbers of eggshells. of times he threw the ball. Which expression shows how to find the missing number? A 7+5 B* 7 x 12 Based on this pattern, which expression shows how to find C 120 – 7 D 120 ÷ 7 the total number of times James threw the ball in 6 days? 8% F 27 + 45 04EM02406BZ99031 7% G 6x7 14% H 45 + 6 71% J** 6 x 9 Texas Spring Grade 4 TAAS 2001/2002 and TAKS Information Booklets Grade 4 Mathematics 14 TAKS Math Objective 2 TAKS Math Objective 2 Demonstrate an understanding of patterns, relationships, and Demonstrate an understanding of patterns, relationships, and algebraic thinking algebraic thinking 4.7.A describe the relationship between two sets of related 4.7.A describe the relationship between two sets of related data such as ordered pairs in a table data such as ordered pairs in a table Spring TAAS 2001 Spring TAAS 2002 10. Alfredo practiced shooting a basketball from the 3-point See page 14. line. He took the same number of practice shots each day. Based on this pattern, which expression shows how to find the total number of shots Alfredo took during 7 days of practice? 60% F** 7 x 12 21% G 36 + 60 7% H 7 x 60 12% J 108 – 60 16. Mr. Tory recycles used paper into notepads to use in his office. The table shows how many notepads he made with different amounts of paper. According to the pattern in the table, how many notepads did Mr. Tory make with 1 pound of used paper? 71% F** 6 9% G 9 14% H 12 6% J 15 Texas Spring Grade 4 TAAS 2001/2002 and TAKS Information Booklets Grade 4 Mathematics 15 TAKS Math Objective 3 TAKS Math Objective 3 Demonstrate an understanding of geometry and spatial reasoning Demonstrate an understanding of geometry and spatial reasoning TAKS Information Booklet: For Your Information page 20 At fourth grade, students should be able to understand formal geometric terms and use geometric models shown individually or as part of a more complex figure. 4.8.A identify right, acute, and obtuse angles 4.8.A identify right, acute, and obtuse angles Spring TAAS 2001 Spring TAAS 2002 13. Which angle in the figure best represents a 20. Which triangle has an obtuse angle? right angle? 16% 4% A Angle 1 8% B Angle 2 74% C* Angle 3 13% D Angle 4 14% 61%* 9% 3AW99150 4.8.B identify models of parallel and perpendicular lines 4.8.B identify models of parallel and perpendicular lines Not Tested Spring TAAS 2001 Not Tested Spring TAAS 2002 04EM06403AW00154 Texas Spring Grade 4 TAAS 2001/2002 and TAKS Information Booklets Grade 4 Mathematics 16 TAKS Math Objective 3 TAKS Math Objective 3 Demonstrate an understanding of geometry and spatial reasoning Demonstrate an understanding of geometry and spatial reasoning 4.8.C describe shapes and solids in terms of vertices, edges, 4.8.C describe shapes and solids in terms of vertices, edges, and faces and faces TAKS Information Booklet: For Your Information page 20 At fourth grade, students should be able to understand formal geometric terms and use geometric models shown individually or as part of a more complex figure. Sample Item: page 21 2. Which of the solids named below has fewer than 4 faces? A Cube B Triangular prism C* Cylinder D Square pyramid Spring TAAS 2002 Spring TAAS 2001 12. What is the total number of vertices on the cube? 11. Which figure has exactly 6 vertices? ** 77% 11% 16% F 12 76% G** 8 7% H 6 1% J 4 7% 5% 04EM07403AW00174 Texas Spring Grade 4 TAAS 2001/2002 and TAKS Information Booklets Grade 4 Mathematics 17 TAKS Math Objective 3 TAKS Math Objective 3 Demonstrate an understanding of geometry and spatial reasoning Demonstrate an understanding of geometry and spatial reasoning 4.9.B use translations, reflections, and rotations to verify that 4.9.B use translations, reflections, and rotations to verify that two shapes are congruent two shapes are congruent TAKS Information Booklet: For Your Information page 20 At fourth grade, students should be able to identify the correct transformation when a picture or a label of a translation, reflection, or rotation is given. Sample Item: page 21 1. Which pair of figures shows a reflection? Spring TAAS 2001 Spring TAAS 2002 20. Which figure is NOT congruent to the other 3 figures? 4. Which 2 figures are congruent? 1% 2% 3% F Figures 1 and 2 1% G Figures 1 and 3 1% 2% H Figures 2 and 3 94% J** Figures 2 and 4 ** 96% 04EM03408CZ00072 4.9.C use translations, reflections, and rotations to verify that 4.9.C use translations, reflections, and rotations to verify that two shapes are congruent two shapes are congruent Not Tested TAAS 2001 Not Tested TAAS 2002 Texas Spring Grade 4 TAAS 2001/2002 and TAKS Information Booklets Grade 4 Mathematics 18 TAKS Math Objective 3 TAKS Math Objective 3 Demonstrate an understanding of geometry and spatial reasoning Demonstrate an understanding of geometry and spatial reasoning 4.10.A locate and name points on a number line using whole 4.10.A locate and name points on a number line using whole numbers, fractions as halves and fourths, and decimals numbers, fractions as halves and fourths, and decimals such as tenths such as tenths TAKS Information Booklet: For Your Information page 20 At fourth grade, students should be able to 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. Sample Item: page 21 3. Which letter on the number line below best represents 32.6? A E B F C G D* H Spring TAAS 2002 Spring TAAS 2001 6. Which number on the number line does point Q best 12. Point P on the number line best represents — represent? 1 3 76% F** 9 22% G 9 2 4 1 3 3% F 2 92% G* 2 2 4 1 3 2% H 10 1% J 10 2 4 1 1 3% H 3 2% J 3 4 2 Texas Spring Grade 4 TAAS 2001/2002 and TAKS Information Booklets Grade 4 Mathematics 19 TAKS Math Objective 4 TAKS Math Objective 4 Demonstrate an understanding of the concepts and uses of Demonstrate an understanding of the concepts and uses of measurement measurement TAKS Information Booklet: For Your Information page 24 At fourth grade, students should be able to match a measurement of weight, mass, volume, or capacity with an ordinary or familiar object using standard units. 04EM03409BZ00074 4.11.A estimate [and measure] weight using standard units 4.11.A estimate [and measure] weight using standard units including ounces, pounds, grams, and kilograms including ounces, pounds, grams, and kilograms TAKS Information Booklet: Sample Item: page 25 1. Mr. Bradford bought some hamburger meat for his family’s dinner. Which is the best estimate of the amount of meat he bought? A 3 gallons B 3 grams C 3 centimeters D* 3 pounds Spring TAAS 2001 Spring TAAS 2002 18. Mr. Alvarado weighed his large dog. Which is the best 3. Which object is most likely to have a mass of 5 grams? estimate of the weight of the dog? 5% F 9 ounces 88% G* 90 pounds 25% A Baseball 6% B Desk 59% C* Grasshopper 11% D Watermelon 7% H 900 pounds 1% J 9,000 pounds 4.11.B estimate [and measure] capacity using standard units 4.11.B estimate [and measure] capacity using standard units including milliliters, liters, cups, pints, quarts, and gallons including milliliters, liters, cups, pints, quarts, and gallons 8. Which is the best estimate of the capacity of a baby bottle? 19. Which object is most likely to have a capacity of 1 gallon? 9% F 1 milliliter 68% G* 1 cup 22% H 1 liter 1% J 1 gallon 3% A Can of soda 1% B Chicken egg 5% C Bowl of soup 91% D** Pitcher of water Texas Spring Grade 4 TAAS 2001/2002 and TAKS Information Booklets Grade 4 Mathematics 20 TAKS Math Objective 4 TAKS Math Objective 4 Demonstrate an understanding of the concepts and uses of Demonstrate an understanding of the concepts and uses of measurement measurement 4.12.A measure to solve problems involving length, including 4.12.A measure to solve problems involving length, including perimeter, time, temperature, and area perimeter, time, temperature, and area TAKS Grade 4 Information Booklet: page 24 Spring TAAS 2002 At fourth grade, students should be able to measure with the ruler on the Mathematics Chart only if the item specifically instructs them to 9. Marcus started his homework at 4:25 P.M. He finished 1 use the ruler; use the given measurements hour 15 minutes later. At what time did he finish his of a figure to solve a problem; tell time written in words or numerals, homework? 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; and find the amount of elapsed time or change in temperature. Sample Items: page 25 2. Julie was in a play at school. The play was performed every 3% A 4:40 P.M. 5% B 5:10 P.M. day from June 17 to June 28. If June 20 was 90% C** 5:40 P.M. 2% D 6:00 P.M. a Wednesday, on which day did the play begin? A* Sunday B Monday C Wednesday D Saturday 15. Cindy finished her music lesson at 5:15 P.M. Her lesson lasted 40 minutes. At what time did her lesson begin? 3. Look at the treasure map below. Use the ruler on 21% A 5:55 P.M. 11% B 4:55 P.M. the Mathematics Chart to measure the line segments 55% C** 4:35 P.M. 12% D 4:25 P.M. in inches from Start to the Treasure marked with an X. 32. The drawing shows Wendy’s bedroom and her family’s living room. What is the distance in miles from Start to the Treasure? A 4 miles B 8 miles C* 16 miles D 19 miles NOTE: See page 33 for the full sized treasure map and the ruler What is the difference in area between Wendy’s bedroom from the Mathematics Chart. and the living room? 23% F 20 square feet 8% G 60 square feet 56% H** 100 square feet 13% J 180 square feet Texas Spring Grade 4 TAAS 2001/2002 and TAKS Information Booklets Grade 4 Mathematics 21 TAKS Math Objective 4 TAKS Math Objective 4 Demonstrate an understanding of the concepts and uses of Demonstrate an understanding of the concepts and uses of measurement measurement 4.12.A measure to solve problems involving length, including 4.12.A measure to solve problems involving length, including perimeter, time, temperature, and area perimeter, time, temperature, and area Spring TAAS 2001 Spring TAAS 2002 9. Mr. Moran had a garden shaped like a rectangle. The diagram See page 21. shows the measurements. What is the area of Mr. Moran’s garden? 2% A 15 sq yd 37% B 30 sq yd 61% C* 54 sq yd 0% D 69 sq yd 04EM04412ZZ98110 14. Mr. Marcos plans to build a pen for his dogs. The rectangular pen will be 45 feet long and 25 feet wide. What will be the perimeter of the dog pen? 25% F 70 ft 2% G 120 ft 69% H** 140 ft 5% J 1,125 ft 34. Arnold played 4 games of tennis. Each game lasted the same amount of time. If all 4 games lasted a total of 1 hour 20 minutes, how long was each game? 35% F 5 h 20 min 8% G 1 h 5 min 24% H 30 min 33% J* 20 min Texas Spring Grade 4 TAAS 2001/2002 and TAKS Information Booklets Grade 4 Mathematics 22 TAKS Math Objective 5 TAKS Math Objective 5 Demonstrate an understanding of probability and statistics Demonstrate an understanding of probability and statistics 4.13.A list all possible outcomes of a probability experiment such 4.13.A list all possible outcomes of a probability experiment such as tossing a coin as tossing a coin TAKS Information Booklet: For Your Information page 26 Spring TAAS 2002 At fourth grade, students should be able to work with experimental 5. Mr. Haney needs to go to the bank, the library, and the outcomes displayed in the form of lists, tables, or diagrams. grocery store tomorrow. The charts show 5 of the 6 possible orders in which he could go to all 3 places. Sample Item: page 27 1. Bank 1. Library 1. Library 1. Bank 1. Grocery Store 1. Sari had a bag of candy. The bag contained 2 red pieces, 2 2. Grocery Store 2. Grocery Store 2. Bank 2. Library 2. Bank blue pieces, and 1 green piece of candy. 3. Library 3. Bank 3. Grocery Store 3. Grocery Store 3. Library If Sari took out 2 pieces of candy at a time, which 2 pieces could she NOT have taken out? Which possible order is missing from the charts? A Red and red B Red and blue C* Green and green D Green and blue 82% A** Grocery store, library, bank 5% B Library, bank, grocery store 11% C Bank, grocery store, library Spring TAAS 2001 3% D Grocery store, bank, library 6. The Sun-Up Café serves orange juice, grape juice, and tomato juice. Each juice is available in a small size, medium 17. Terry has a red shirt, a blue shirt, and a gray shirt. He has 1 size, and large size. If only combinations of 1 juice and 1 size pair of blue pants and 1 pair of black pants. Which diagram are shown, which drawing shows each combination exactly 1 shows every possible combination of 1 shirt and 1 pair of time? pants that he could wear? 5% 6% 10% 13% ** 78% 6% 72% * 7. Susan ordered a pizza with 3 different toppings. The choices of toppings were pepperoni, sausage, mushrooms, and cheese. The table shows all the possible combinations Susan could have ordered except 1. 9% pepperoni, sausage, mushrooms pepperoni, sausage, cheese pepperoni, mushrooms, cheese The only combination missing is — 8% A mushrooms, sausage, pepperoni 51% B* sausage, mushrooms, cheese 5% C cheese, sausage, pepperoni 36% D pepperoni, cheese, sausage Texas Spring Grade 4 TAAS 2001/2002 and TAKS Information Booklets Grade 4 Mathematics 23 TAKS Math Objective 5 TAKS Math Objective 5 Demonstrate an understanding of probability and statistics Demonstrate an understanding of probability and statistics 4.13.B use a pair of numbers to compare favorable outcomes to 4.13.B use a pair of numbers to compare favorable outcomes to all possible outcomes such as four heads out of six tosses all possible outcomes such as four heads out of six tosses of a coin of a coin Will not be tested until TAKS 2003 Will not be tested until TAKS 2003 TAKS Information Booklet: For Your Information page 26 At fourth grade, students should be able to use numbers or words to compare favorable outcomes. Sample Item: page 27 2. Jake put these letter cards in a bag. If Jake picks one letter card without looking, what is the probability that he will pick the letter card N? A* 2 out of 6 B 4 out of 6 C 2 out of 4 D 2 out of 2 Texas Spring Grade 4 TAAS 2001/2002 and TAKS Information Booklets Grade 4 Mathematics 24 TAKS Math Objective 5 TAKS Math Objective 5 Demonstrate an understanding of probability and statistics Demonstrate an understanding of probability and statistics 4.13.C interpret bar graphs 4.13.C interpret bar graphs TAKS Information Booklet: For Your Information page 26 Spring TAAS 2002 At fourth grade, students should be able to read information directly from a graph to answer a question or to interpret a graph by combining 11. The graph shows how much time Lydia spent doing chores or separating some of the information from the graph. during the last 4 days. Sample Item: page 27 3. This graph shows how many dogs were adopted at an animal shelter each month. What was the total time that Lydia spent on the 3 chores that took the longest time to do? 4% A 60 min 2% B 65 min About how many more dogs were adopted in 7% C 85 min 87% D** 100 min October and November than in June and July? A 20 B 30 14. Ms. Klein’s class voted for a class president. The graph C 35 D* 40 shows the results. Spring TAAS 2001 4. The graph shows the number of each color of the balloons in a package. How many votes were NOT for Elly? 2% F 7 13% G 8 2% H 14 83% J** 16 How many balloons were red, blue, or white? 4% F 28 6% G 35 87% H* 37 3% J 46 Texas Spring Grade 4 TAAS 2001/2002 and TAKS Information Booklets Grade 4 Mathematics 25 TAKS Math Objective 5 TAKS Math Objective 5 Demonstrate an understanding of probability and statistics Demonstrate an understanding of probability and statistics 4.13.C interpret bar graphs 4.13.C interpret bar graphs Spring TAAS 2001 Spring TAAS 2002 15. The graph shows the results of a survey of boys on the 25. The graph shows the number of copies of a sports magazine number of weeks between haircuts. that were sold during 4 weeks. How many more magazines were sold during Weeks 1 and 2 than during Weeks 3 and 4? How many boys get a haircut every 5 weeks? 75% A* 14 8% B 16 5% C 26 12% D 30 6% A 39 90% B* 38 3% C 34 0% D 19 30. Mr. Lacy sells new trucks. He recorded on a graph the colors of the new trucks he sold last year. The total number of blue trucks and black trucks that Mr. Lacy sold last year was the same as the total number of — 9% F red trucks and green trucks 5% G red trucks and blue trucks 13% H white trucks and red trucks 73% J** white trucks and green trucks Texas Spring Grade 4 TAAS 2001/2002 and TAKS Information Booklets Grade 4 Mathematics 26 TAKS Math Objective 5 TAKS Math Objective 5 Demonstrate an understanding of probability and statistics Demonstrate an understanding of probability and statistics 4.13.C interpret bar graphs 4.13.C interpret bar graphs Spring TAAS 2001 Spring TAAS 2002 21. The graph shows the number of computer games See page 26. that were sold at Al’s Computer Connection during 4 months of the year. Mr. Glenn, a salesperson at the store, sold half of all the games sold in March. How many games did Mr. Glenn sell in March? 8% A 40 11% B 15 78% C** 10 2% D 5 31. The graph shows the number of cans of each flavor of soda that the Brooks family took on a picnic. How many more grape and orange sodas did they have than colas? 13% A 6 6% B 9 74% C** 12 6% D 25 Texas Spring Grade 4 TAAS 2001/2002 and TAKS Information Booklets Grade 4 Mathematics 27 The following TEKS knowledge and skills statements and student 4.14 The student applies Grade 4 mathematics to solve expectations will be added to the TAKS. problems connected to everyday experiences and activities in and outside of school. TAKS Math Objective 6 The student is expected to: Demonstrate an understanding of the mathematical processes and tools used in problem solving (C) select or develop an appropriate problem-solving strategy, including 4.14 The student applies Grade 4 mathematics to solve • drawing a picture, problems connected to everyday experiences and • looking for a pattern, activities in and outside of school. • systematic guessing, The student is expected to: • acting it out, (A) identify the mathematics in everyday situations • making a table, • working a simpler problem, or (B) use a problem-solving model that incorporates • working backwards • understanding the problem to solve a problem. • making a plan, • carrying out the plan, and TAKS Information Booklet: Sample Item: page 30 • evaluating the solution for reasonableness 2. Keri’s age and her younger sister’s age together equal 16 years. Keri’s age is 3 times greater than her sister’s. How TAKS Information Booklet: For Your Information page 29 old are the sisters? At fourth grade, students should be able to select the description of a mathematical situation when provided a A 3 and 9 written or pictorial prompt; identify the information that is needed to B* 4 and 12 solve a problem; select or describe the next step C 6 and 10 or a missing step that would be most appropriate in a problem-solving D 3 and 13 situation; identify the question that is being asked or answered. 4.15 The student communicates about Grade 4 Sample Items: page 30-31 mathematics using informal language. The student is expected to: 1. Four people collect toy cars as shown on the table. (B) relate informal language to mathematical language and symbols TAKS Information Booklet: For Your Information page 29 At fourth grade, students should be able to match informal language to mathematical language or symbols. Since Abe had more toy cars than everyone else, 4.16 The student uses logical reasoning to make sense of his he decided to give 8 of his cars to Dee. Which statement is or her world. NOT true after Abe gave away 8 of The student is expected to: his cars? (A) make generalizations from patterns or sets of examples and nonexamples A Gus will have the least number of cars. B Ray will have the most number of cars. TAKS Information Booklet: For Your Information page 29 C Dee will have more cars than Gus. D* Abe will have more cars than Dee. At fourth grade, students should be able to select the generalization of the common characteristic among examples and select an example 3. Greta had 60 ounces of juice in a pitcher. After she poured from among nonexamples or a nonexample from among examples based an equal amount of juice into each of 8 on a given characteristic. A nonexample is a counterexample or an glasses, there were 20 ounces of juice left in the pitcher. example that shows a general statement to be false. What should Greta do to find how many ounces of juice she poured into each glass? A* Subtract 20 from 60 and then divide the difference by 04EM12413CZ00292 8 B Divide 20 by 8 and then subtract the quotient from 60 C Add 20 and 8 and then subtract the sum from 60 D Divide 60 by 8 and then subtract the quotient from 20 Texas Spring Grade 4 TAAS 2001/2002 and TAKS Information Booklets Grade 4 Mathematics 28