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Product Description

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 2 Computations and Algebraic Relationship TEKS (4.4BCDEFH, 4.5AB) and CCSS (4.OA.A.2, 4.OA.A.3, 4.OA.C.5, 4.NBT.A.1, 4.NBT.B.5, 4.NBT.B.6).

♥ 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.

♦ 4.4(H) Solve with fluency one- and two-step problems involving multiplication and division, including interpreting remainders.

♦ 4.5(A) Represent multi-step problems involving the four operations with whole numbers using strip diagrams and equations with a letter standing for the unknown quantity.

♦ 4.5(B) Represent problems using an input-output table and numerical expressions to generate a number pattern that follows a given rule representing the relationship of the values in the resulting sequence and their position in the sequence.

♦ 4.4(B) Determine products of a number and 10 or 100 using properties of operations and place value understandings.

♦ 4.4(C) Represent the product of 2 two-digit numbers using arrays, area models, or equations, including perfect squares through 15 by 15. ♦ 4.4(D) Use strategies and algorithms, including the standard algorithm, to multiply up to a four-digit number by a one-digit number and to multiply a two-digit number by a two-digit number. Strategies may include mental math, partial products, and the commutative, associative, and distributive properties.

♦ 4.4(E) Represent the quotient of up to a four-digit whole number divided by a one-digit whole number using arrays, area models, or equations.

♦ 4.4(F) Use strategies and algorithms, including the standard algorithm, to divide up to a four-digit dividend by a one-digit divisor.

♦ 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.OA.A.2 Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison.

♦ 4.OA.A.3 Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.

♦ 4.OA.C.5 Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. For example, given the rule "Add 3" and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way.

♦ 4.NBT.A.1 Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 ÷ 70 = 10 by applying concepts of place value and division.

♦ 4.NBT.B.5 Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

♦ 4.NBT.B.6 Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

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

17 pages

Answer Key

Included

Teaching Duration

N/A

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