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Looking for multi-step standardized formatted practice assessments? These assessments could be used as review, practice, mini assessments, test prep, pre-post assessments, and small group. Great for RTI! TEKS and Common Core Alignment included!

**♥***This resource is also available in my ***4th Grade STAAR Practice BUNDLE.** The Bundle contains 14 assessments covering All the 4th Grade Tested TEKS.

In this resource Processing Standards are embedded in every item, items are written specifically to address the TEKS, multi-step problems are included, and purposeful wrong answer choices are used in order to identify possible student misconceptions. Every effort is taken to mirror the STAAR including use of the same font, types of graphics, and wording style.

** What’s Included?**

♥ Two 10-question STAAR formatted assessments that address Reporting Category 1 Numerical Representations/Relationships and Reporting Category 2 Computations and Algebraic Relationships TEKS (4.3ABCDEF) and CCSS (4.NF.A.1, 4.NF.A.2, 4.NF.B.3, 4.NF.B.3.A, 4.NF.B.3.B, 4.NF.B.3.D).

♥ A list of Readiness, Supporting, Processing and Common Core Standards.

♥ A Testing Blueprint which codes items by Readiness, Supporting, and Processing Standards as well as Common Core Standards.*This makes it simple to identify skills needing intervention! *

♥ A Student Answer Document is also included.

**TEKS INCLUDED:**

**Readiness Standards: **

♦ 4.3(D) Compare two fractions with different numerators and different denominators and represent the comparison using the symbols >, =, or <.

♦ 4.3(E) Represent and solve addition and subtraction of fractions with equal denominators using objects and pictorial models that build to the number line and properties of operations.

**Supporting Standards: **

♦ 4.3(A) Represent a fraction a/b as a sum of fractions 1/b, where a and b are whole numbers and b, including when a & b.

♦ 4.3(B) Decompose a fraction in more than one way into a sum of fractions with the same denominator using concrete and pictorial models and recording results with symbolic representations.

♦ 4.3(C) Determine if two given fractions are equivalent using a variety of methods.

♦ 4.3(F) Evaluate the reasonableness of sums and differences of fraction using benchmark fractions 0, 1/4, 1/2, 3/4, and 1, referring to the same whole.

**Processing Standards:**

♦ 4.1(A) Apply mathematics to problems arising in everyday life, society, and the workplace.

♦ 4.1(B) Use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution.

♦ 4.1(C) Select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems.

♦ 4.1(D) Communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate.

♦ 4.1(E) Create and use representations to organize, record, and communicate mathematical ideas.

♦ 4.1(F) Analyze mathematical relationships to connect and communicate mathematical ideas.

♦ 4.1(G) Display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication.

** Common Core Standards:**

♦ 4.NF.A.1 Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions.

♦ 4.NF.A.2 Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.

♦ 4.NF.B.3 Understand a fraction a/b with a > 1 as a sum of fractions 1/b.

♦ 4.NF.B.3.A Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.

♦ 4.NF.B.3.B Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation.

♦ 4.NF.B.3.D Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators, e.g., by using visual fraction models and equations to represent the problem.

Terms of Use

Copyright ©Catherine Solanik. All rights reserved by author. This product is to be used by the original downloader only. Copying for more than one teacher, classroom, department, school, or school system is prohibited. This product may not be distributed or displayed digitally for public view. Failure to comply is a copyright infringement and a violation of the Digital Millennium Copyright Act (DMCA). Clipart and elements found in this PDF are copyrighted and cannot be extracted and used outside of this file without permission or license. Intended for classroom and personal use only.

♥ I hope this description helps to clarify! If you have any questions or would like to contact me feel free to email me at cat@catherinesolanik.com.

**Visit My Store for More Resources.**

Catherine Solanik

In this resource Processing Standards are embedded in every item, items are written specifically to address the TEKS, multi-step problems are included, and purposeful wrong answer choices are used in order to identify possible student misconceptions. Every effort is taken to mirror the STAAR including use of the same font, types of graphics, and wording style.

♥ Two 10-question STAAR formatted assessments that address Reporting Category 1 Numerical Representations/Relationships and Reporting Category 2 Computations and Algebraic Relationships TEKS (4.3ABCDEF) and CCSS (4.NF.A.1, 4.NF.A.2, 4.NF.B.3, 4.NF.B.3.A, 4.NF.B.3.B, 4.NF.B.3.D).

♥ A list of Readiness, Supporting, Processing and Common Core Standards.

♥ A Testing Blueprint which codes items by Readiness, Supporting, and Processing Standards as well as Common Core Standards.

♥ A Student Answer Document is also included.

♦ 4.3(D) Compare two fractions with different numerators and different denominators and represent the comparison using the symbols >, =, or <.

♦ 4.3(E) Represent and solve addition and subtraction of fractions with equal denominators using objects and pictorial models that build to the number line and properties of operations.

♦ 4.3(A) Represent a fraction a/b as a sum of fractions 1/b, where a and b are whole numbers and b, including when a & b.

♦ 4.3(B) Decompose a fraction in more than one way into a sum of fractions with the same denominator using concrete and pictorial models and recording results with symbolic representations.

♦ 4.3(C) Determine if two given fractions are equivalent using a variety of methods.

♦ 4.3(F) Evaluate the reasonableness of sums and differences of fraction using benchmark fractions 0, 1/4, 1/2, 3/4, and 1, referring to the same whole.

♦ 4.1(A) Apply mathematics to problems arising in everyday life, society, and the workplace.

♦ 4.1(B) Use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution.

♦ 4.1(C) Select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems.

♦ 4.1(D) Communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate.

♦ 4.1(E) Create and use representations to organize, record, and communicate mathematical ideas.

♦ 4.1(F) Analyze mathematical relationships to connect and communicate mathematical ideas.

♦ 4.1(G) Display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication.

♦ 4.NF.A.1 Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions.

♦ 4.NF.A.2 Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.

♦ 4.NF.B.3 Understand a fraction a/b with a > 1 as a sum of fractions 1/b.

♦ 4.NF.B.3.A Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.

♦ 4.NF.B.3.B Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation.

♦ 4.NF.B.3.D Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators, e.g., by using visual fraction models and equations to represent the problem.

Terms of Use

Copyright ©Catherine Solanik. All rights reserved by author. This product is to be used by the original downloader only. Copying for more than one teacher, classroom, department, school, or school system is prohibited. This product may not be distributed or displayed digitally for public view. Failure to comply is a copyright infringement and a violation of the Digital Millennium Copyright Act (DMCA). Clipart and elements found in this PDF are copyrighted and cannot be extracted and used outside of this file without permission or license. Intended for classroom and personal use only.

♥ I hope this description helps to clarify! If you have any questions or would like to contact me feel free to email me at cat@catherinesolanik.com.

Catherine Solanik

Total Pages

19 pages

Answer Key

Included

Teaching Duration

N/A

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