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Interactive resources you can assign in your digital classroom from TpT.
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Pre-made digital activities. Add highlights, virtual manipulatives, and more.
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Math Assessments for 4th Grade | Progress Monitoring for the Whole School Year

Grade Levels
4th, Homeschool
Standards
Resource Type
Formats Included
  • Zip
  • Internet Activities
  • Google Apps™
Pages
98 pages
$12.00
List Price:
$15.00
You Save:
$3.00
$12.00
List Price:
$15.00
You Save:
$3.00
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Includes Google Apps™
The Teacher-Author indicated this resource includes assets from Google Workspace (e.g. docs, slides, etc.).

Also included in

  1. This 4th grade math bundle includes math assessments, journals, spiral review activities and more. It's a large collection of printable and digital math activities to use with your fourth graders! With this resource you'll have a go to library of resources to save you tons of time planning and prepp
    $56.00
    $85.00
    Save $29.00

Description

If you are looking for standards-based math assessments to use with your 4th grade students for progress monitoring throughout the whole school year, then you are going to love this resource! There are three fourth grade math assessments for each Common Core Standard with ten questions each, so you can quickly evaluate students’ performance, progress monitor, provide data-driven instruction, and collect report card data. The best part is that this resource is now printable and digital, so you can choose how you will implement it with your students.

Use them as:

◼️ pre and post tests

◼️ test prep

◼️ review

◼️ practice pages

◼️ or simply as an evaluation tool for collecting data throughout the school year

THESE ARE ALSO AVAILABLE FOR ➔ 1st GRADE2nd GRADE3rd GRADE 5th GRADE

WHAT IS INCLUDED:

✔ 3 print and go assessment pages for each of the 28 Common Core standards with 10 questions each to save you tons of prep time

digital versions of all the assessments so your students can access them online or in-person

✔ answer keys to make grading quick and easy for you

✔ a data notebook for students to use to graph their own scores, which not only helps you motivate students to work toward mastery of skills, but also supports you in having your students practice growth mindset

✔ a teacher grade book specific to the assessments so you can track student growth easily

✔ graphic organizers to help you with planning data-driven instruction that will impress your administrators

5 REASONS TEACHERS LOVE THIS RESOURCE:

► The math assessments each have 10 questions, which makes them quick and easy to document growth. It's a big time-saver for you!

► Each Common Core standard has its own assessment, so you can see how students are doing with all grade level concepts and skills. In addition, there are three versions of each standard, which makes them perfect for benchmarking and tracking student growth.

► The consistent format of the assessments help reduce student anxiety, which allows them to truly show what they know.

► In addition to being used as an assessment, they can be used as a review for district assessments, homework, or morning work.

► They are great for sharing with parents during conferences, as a way to provide examples of misconceptions and growth.

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Total Pages
98 pages
Answer Key
Included
Teaching Duration
1 Year
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Standards

to see state-specific standards (only available in the US).
Look for and express regularity in repeated reasoning. Mathematically proficient students notice if calculations are repeated, and look both for general methods and for shortcuts. Upper elementary students might notice when dividing 25 by 11 that they are repeating the same calculations over and over again, and conclude they have a repeating decimal. By paying attention to the calculation of slope as they repeatedly check whether points are on the line through (1, 2) with slope 3, middle school students might abstract the equation (𝑦 – 2)/(𝑥 – 1) = 3. Noticing the regularity in the way terms cancel when expanding (𝑥 – 1)(𝑥 + 1), (𝑥 – 1)(𝑥² + 𝑥 + 1), and (𝑥 – 1)(𝑥³ + 𝑥² + 𝑥 + 1) might lead them to the general formula for the sum of a geometric series. As they work to solve a problem, mathematically proficient students maintain oversight of the process, while attending to the details. They continually evaluate the reasonableness of their intermediate results.
Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression 𝑥² + 9𝑥 + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(𝑥 – 𝑦)² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers 𝑥 and 𝑦.
Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions.
Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts.
Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.

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