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## STAAR Grade 4 Mathematics Assessment

### Numbers, Operations, and Quantitative Reasoning

##### The student will demonstrate an understanding of numbers, operations, and quantitative reasoning.
###### (4.1) Number, operation, and quantitative reasoning.

The student uses place value to represent whole numbers and decimals. The student is expected to

• A.use place value to read, write, compare, and order whole numbers through 999,999,999; and Supporting Standard
• B.use place value to read, write, compare, and order decimals involving tenths and hundredths, including money, using [concrete objects and] pictorial models. Readiness Standard
###### (4.2) Number, operation, and quantitative reasoning.

The student describes and compares fractional parts of whole objects or sets of objects. The student is expected to

• A.use [concrete objects and] pictorial models to generate equivalent fractions; Supporting Standard
• B.model fraction quantities greater than one using [concrete objects and] pictorial models; Supporting Standard
• C.compare and order fractions using [concrete objects and] pictorial models; and Supporting Standard
• D.relate decimals to fractions that name tenths and hundredths using [concrete objects and] pictorial models. Readiness Standard
###### (4.3) Number, operation, and quantitative reasoning.

The student adds and subtracts to solve meaningful problems involving whole numbers and decimals. The student is expected to

• A.use addition and subtraction to solve problems involving whole numbers; andSupporting Standard
• B.add and subtract decimals to the hundredths place using [concrete objects and] pictorial models. Supporting Standard
###### (4.4) Number, operation, and quantitative reasoning.

The student multiplies and divides to solve meaningful problems involving whole numbers. The student is expected to

• A.model factors and products using arrays and area models;Supporting Standard
• B.represent multiplication and division situations in picture, word, and number form; Supporting Standard
• C.recall and apply multiplication facts through 12 x 12; Supporting Standard
• D.use multiplication to solve problems (no more than two digits times two digits without technology); and Readiness Standard
• E.use division to solve problems (no more than one-digit divisors and three-digit dividends without technology). Readiness Standard
###### (4.5) Number, operation, and quantitative reasoning.

The student estimates to determine reasonable results. The student is expected to

• A.round whole numbers to the nearest ten, hundred, or thousand to approximate reasonable results in problem situations; andSupporting Standard
• B.use strategies including rounding and compatible numbers to estimate solutions to multiplication and division problems. Supporting Standard

### Patterns, Relationships, and Algebraic Reasoning

##### The student will demonstrate an understanding of patterns, relationships, and algebraic reasoning.
###### (4.6)Patterns, relationships, and algebraic thinking.

The student uses patterns in multiplication and division. The student is expected to

• A.use patterns and relationships to develop strategies to remember basic multiplication and division facts (such as the patterns in related multiplication and division number sentences (fact families) such as 9 x 9 = 81 and 81 ÷ 9 = 9); andSupporting Standard
• B.use patterns to multiply by 10 and 100. Supporting Standard
###### (4.7)Patterns, relationships, and algebraic thinking.

The student uses organizational structures to analyze and describe patterns and relationships. The student is expected to

• A.describe the relationship between two sets of related data such as ordered pairs in a table.Readiness Standard

### Geometry and Spatial Reasoning

##### The student will demonstrate an understanding of geometry and spatial reasoning.
###### (4.8)Geometry and spatial reasoning.

The student identifies and describes attributes of geometric figures using formal geometric language. The student is expected to

• A.identify and describe right, acute, and obtuse angles;Supporting Standard
• B.identify and describe parallel and intersecting (including perpendicular) lines using [concrete objects and] pictorial models; and Supporting Standard
• B.use essential attributes to define two- and three-dimensional geometric figures. Readiness Standard
###### (4.9)Geometry and spatial reasoning.

The student connects transformations to congruence and symmetry. The student is expected to

• B.use translations, reflections, and rotations to verify that two shapes are congruent; andReadiness Standard
• C.use reflections to verify that a shape has symmetry.Supporting Standard
###### (4.9)Geometry and spatial reasoning.

The student recognizes the connection between numbers and their properties and points on a line. The student is expected to

• A.locate and name points on a number line using whole numbers, fractions such as halves and fourths, and decimals such as tenths.Readiness Standard

### Measurement

##### The student will demonstrate an understanding of the concepts and uses of measurement.
###### (4.11)Measurement.

The student applies measurement concepts. The student is expected to estimate and measure to solve problems involving length (including perimeter) and area. The student uses measurement tools to measure capacity/volume and weight/mass. The student is expected to

• A.estimate and use measurement tools to determine length (including perimeter), area, capacity, and weight/mass using standard units SI (metric) and customary;Readiness Standard
• B.perform simple conversions between different units of length, between different units of capacity, and between different units of weight within the customary measurement system; Supporting Standard
• C.use [concrete] models of standard cubic units to measure volume; Supporting Standard
• D.estimate volume in cubic units; and Supporting Standard
• E.explain the difference between weight and mass. Supporting Standard
###### (4.12)Measurement.

The student applies measurement concepts. The student measures time and temperature (in degrees Fahrenheit and Celsius). The student is expected to

• A.use a thermometer to measure temperature and changes in temperature; andSupporting Standard
• B.use tools such as a clock with gears or a stopwatch to solve problems involving elapsed time.Supporting Standard

### Probability and Statistics

##### The student will demonstrate an understanding of probability and statistics.
###### (4.13)Probability and statistics.

The student solves problems by collecting, organizing, displaying, and interpreting sets of data. The student is expected to

• A.use [concrete objects or] pictures to make generalizations about determining all possible combinations of a given set of data or of objects in a problem situation; andSupporting Standard
• B.interpret bar graphs. Readiness Standard

### Underlying Processes and Mathematical Tools

##### These skills will not be listed under a separate reporting category. Instead, they will be incorporated into at least 75% of the test questions in reporting categories 1–5 and will be identified along with content standards.
###### (4.14)Underlying processes and mathematical tools.

The student applies Grade 4 mathematics to solve problems connected to everyday experiences and activities in and outside of school. The student is expected to

• A.identify the mathematics in everyday situations;
• B.solve problems that incorporate understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness;
• C.select or develop an appropriate problem-solving plan or strategy, including drawing a picture, looking for a pattern, systematic guessing and checking, acting it out, making a table, working a simpler problem, or working backwards to solve a problem; and
• D.use tools such as real objects, manipulatives, and technology to solve problems.
###### (4.15)Underlying processes and mathematical tools.

The student communicates about Grade 4 mathematics using informal language. The student is expected to

• A.explain and record observations using objects, words, pictures, numbers, and technology; and
• B.relate informal language to mathematical language and symbols.
###### (4.16)The student uses logical reasoning. The student is expected to

The student communicates about Grade 4 mathematics using informal language. The student is expected to

• A.make generalizations from patterns or sets of examples and nonexamples; and
• B.justify why an answer is reasonable and explain the solution process. 