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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?
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
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.

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

Sample Item: page 13

1.        Which number makes this equation true?

 ÷9=9

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
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
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
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

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