4th Grade Math STAAR: Numbers, Operations, & Quantitative Reasoning

4th Grade Math STAAR: Numbers, Operations, & Quantitative Reasoning
4th Grade Math STAAR: Numbers, Operations, & Quantitative Reasoning
4th Grade Math STAAR: Numbers, Operations, & Quantitative Reasoning
4th Grade Math STAAR: Numbers, Operations, & Quantitative Reasoning
4th Grade Math STAAR: Numbers, Operations, & Quantitative Reasoning
4th Grade Math STAAR: Numbers, Operations, & Quantitative Reasoning
4th Grade Math STAAR: Numbers, Operations, & Quantitative Reasoning
4th Grade Math STAAR: Numbers, Operations, & Quantitative Reasoning
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26 Colorful Task Cards Meant to Support 4th Grade STAAR

4th Grade Math
STAAR Reporting Category 1:
Numbers, Operations, and Quantitative Reasoning

Based on the STAAR Blueprints provided by TEA, the largest percentage of questions on the 4th Grade STAAR math test will come from Reporting Category 1: Numbers, Operations, and Quantitative Reasoning. Help your students review these important concepts and skills with this colorful set of task cards that has been carefully crafted to match the wording and rigor of the TEKS and STAAR.

Standards Supported by These Task Cards
(4.1) The student is expected to:
use place value to read, write, compare, and order whole numbers through 999,999,999; and
(B) use place value to read, write, compare, and order decimals involving tenths and hundredths, including money, using concrete objects and pictorial models.

(4.2) The student is expected to:
(A) use concrete objects and pictorial models to generate equivalent fractions;
that name tenths and hundredths using concrete objects and pictorial models.
(B) model fraction quantities greater than one using concrete objects and pictorial models;
(C) compare and order fractions using concrete objects and pictorial models; and
(D) relate decimals to fractions that name tenths and hundredths using concrete objects and pictorial models.

(4.3) The student is expected to:
(A) use addition and subtraction to solve problems involving whole numbers; and
(B) add and subtract decimals to the hundredths place using concrete objects and pictorial models.

(4.4) The student is expected to:
(B) represent multiplication and division situations in picture, word, and number form;
(C) recall and apply multiplication facts through 12 x 12;
(D) use multiplication to solve problems (no more than two digits times two digits without technology); and
(E) use division to solve problems (no more than one-digit divisors and three-digit dividends).

(4.5) The student is expected to:
(A) round whole numbers to the nearest ten, hundred, or thousand to approximate reasonable results in problem situations; and
(B) use strategies including rounding and compatible numbers to estimate solutions to multiplication and division problems.

(B) use place value to read, write, compare, and order decimals involving tenths and hundredths, including money, using concrete objects and pictorial models.
(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;
(B) model fraction quantities greater than one using concrete objects and pictorial models;
(C) compare and order fractions using concrete objects and pictorial models; and
(D) relate decimals to fractions that name tenths and hundredths using concrete objects and pictorial models.
(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; and
(B) add and subtract decimals to the hundredths place using concrete objects and pictorial models.
(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;
(B) represent multiplication and division situations in picture, word, and number form;
(C) recall and apply multiplication facts through 12 x 12;
(D) use multiplication to solve problems (no more than two digits times two digits without technology); and
(E) use division to solve problems (no more than one-digit divisors and three-digit dividends without technology).
(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; and
(B) use strategies including rounding and compatible numbers to estimate solutions to multiplication and division problems.

An answer key and recording document are included.
Total Pages
12 pages
Answer Key
Included
Teaching Duration
N/A
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