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!
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 3 Geometry and Measurement TEKS (4.5D, 4.8ABC) and CCSS (4.MD.A.1, 4.MD.A.2, 4.MD.A.3).
♥ 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.
♦ 4.5(D) Solve problems related to perimeter and area of rectangles where dimensions are whole numbers.
♦ 4.8(C) Solve problems that deal with measurements of length, intervals of time, liquid volumes, mass, and money using addition, subtraction, multiplication, or division as appropriate.
♦ 4.8(A) Identify relative sizes of measurement units within the customary and metric systems.
♦ 4.8(B) Convert measurements within the same measurement system, customary or metric, from a smaller unit into a larger unit or a larger unit into a smaller unit when given other equivalent measures represented in a table.
♦ 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.MD.A.1 Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in.
♦ 4.MD.A.2 Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale.
♦ 4.MD.A.3 Apply the area and perimeter formulas for rectangles in real world and mathematical problems. For example, find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor.
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