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2015 4th Grade STAARReporting Category 1 : Numerical Representations and Relationships4.2 (A)- interpret the value of each place-value position as 10 times the position to the right and as one-tenth of the value of the place to its left; Supporting Standard
Vocabulary: place value, position, one-tenth, digit, valueWhen Taught? Multi-Coding: 4.1(B), (G) Cognitive Level:
Level IV- Analyze
Correct Answer Regional Data
Campus/ District Data
Analysis of Distracters
A/F True for the underline digit when compared to the circled digit.
*B/G Correct AnswerC/H Multiplies 7 x 10 because the
student has a misconception about place value and how the positions are related to each other.
D/J Multiplies the denominator of 10 in 1/10 by 7, because the student has a misconception about place value and how the positions are related to each other.
Instructional Implications: Provide students with real world contextual situations that help students construct what is happening when you are multiplying by 10 and dividing by 10 (same as multiplying by 1/10). Students typically think that when you are multiplying by 10 you are just adding a zero or placing a zero. This misconception hinders students understanding of our place value system. Having students understand that when you are multiplying 10 and dividing by 10 is a place value shift will help them with this standard.
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2015 4th Grade STAARReporting Category 1 : Numerical Representations and Relationships4.2 (B)- represent the value of the digit in whole numbers through 1,000,000,000 and decimals to the hundredths using expanded notation and numerals; Readiness Standard
Vocabulary: value, digit, decimal, tenths, hundredths, millions, billion, expanded notation, numeralWhen Taught? Multi-Coding: 4.1 (A),(B),
(D), (F)Cognitive Level:Level: III- Apply
Correct Answer Regional Data Campus/ District Data Analysis of DistractersA/F Misinterprets tenths as tensB/G Place value errorC/H Place value error*D/J Correct Answer
Instructional Implications: Use base ten blocks to represent numbers and have students construct how many groups of ones, how many groups of tens, how many groups of hundreds, etc…Help students connect this with expanded notation.
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2015 4th Grade STAARReporting Category 1 : Numerical Representations and Relationships4.2 (G)- relate decimals to fractions that name tenths and hundredths; and Readiness Standard
Vocabulary: decimals, fractions, tenths, and hundredthsWhen Taught? Multi-Coding: 4.1 (A), (B),
(F)Cognitive Level:Level III- Apply
Correct Answer Regional Data Campus/ District Data Analysis of DistractersA/F Incorrectly converts a
decimal into a fraction. Student is not paying attention to what the two represents in 2.5.
B/G Student does not pay attention to the two wholes in 2.5
*C/H Correct AnswerD/J Incorrectly converts a
decimal into a fraction with a place value error.
Instructional Implications: Students must understand that fractions and decimals represent the same concepts. They need to make connections between fractions with denominators of 10 and 100 and decimals. It is important for students to experience a range of problem types when making connections between decimals and fractions. Sample problem types: 1) given the fraction, write the decimal equivalent; 2) given the decimal, write the fraction equivalent 3) given a fraction and decimal, determine if they are
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equivalent representations.
2015 4th Grade STAARReporting Category 1 : Numerical Representations and Relationships4.3 (A)- represent a fraction a/b as a sum of fractions 1/b, where a and b are whole numbers and b > 0, including when a > b; Supporting Standard
Vocabulary: unit fraction, sum, expression, equivalentWhen Taught? Multi-Coding: 4.1 (B), (F) Cognitive Level:
Level II- Understand
Correct Answer Regional Data
Campus/ District Data
Analysis of Distracters
A/F Conceptual Error- Interprets the six in the numerator as 1/6 and the 5 in the denominator as 1/5.
*B/G Correct AnswerC/H Conceptual Error- Interprets the
six in the numerator as 6/1 and the 5 in the denominator as 1/5.
D/J Conceptual Error- misinterprets the meaning of the numerator and denominator
Instructional Implications: Provide opportunities for students to use manipulatives to see how a unit fraction (1/5) composes to create a common fraction and improper fractions (ex. 6/5.) One manipulative that works well for this is unifix cubes. It can also show how common fractions and improper fractions can decompose into unit fractions.
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2015 4th Grade STAARReporting Category 1 : Numerical Representations and Relationships4.3 (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; Supporting Standard
Vocabulary: decompose, fraction, sum, denominator, pictorial model, symbolic representation, equationWhen Taught? Multi-Coding: 4.1 (B), (E), (F) Cognitive Level:
Level IV- Analyze
Correct Answer Regional Data Campus/ District Data Analysis of Distracters
*A/F Correct AnswerB/G Careless ErrorC/H Conceptual Error-
Adds the denominators.
D/J Conceptual ErrorInstructional Implications: Provide opportunities for students to use manipulatives to see how a fraction can be composed from other common fractions. One manipulative that works well for this is unifix cubes. It can also show how common fractions can decompose into other common fractions.
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2015 4th Grade STAARReporting Category 1 : Numerical Representations and Relationships4.3 (C)- determine if two given fractions are equivalent using a variety of methods; Supporting Standard
Vocabulary: fraction, equivalentWhen Taught? Multi-Coding: 4.1 (B), (G) Cognitive Level:
Level V- Evaluate
Correct Answer Regional Data Campus/ District Data Analysis of DistractersA/F Conceptual ErrorB/G Conceptual ErrorC/H Mixes up the numerator and
denominator *D/J Correct Answer
Instructional Implications: Provide students opportunities to find equivalent fractions in a variety of ways. Finding common denominators is only one way to find equivalent fractions. Students need to be given time to explain their understanding orally and written.
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2015 4th Grade STAARReporting Category 1 : Numerical Representations and Relationships4.3 (D)- compare two fractions with different numerators and different denominators and represent the comparison using the symbols >, =, or <; and Readiness Standard
Vocabulary: compare, fraction, numerator, denominator, greaterWhen Taught? Multi-Coding: 4.1 (A), (B), (G) Cognitive Level:
Level V- Evaluate
Correct Answer Regional Data Campus/ District Data
Analysis of Distracters
A/F Conceptual Error- Student thinks the greater the denominator, greater the fraction.
B/G Misinterprets who completed each portion of the homework.
C/H Conceptual Error- Student thinks the greater the denominator, greater the fraction.
*D/J Correct AnswerInstructional Implications: Provide students with opportunities to compare fractions that are set in real life contextual situations. Students should have a variety of ways to compare fractions. One is comparing using benchmark fraction like zero, one-half, and one.
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2015 4th Grade STAARReporting Category 2: Computations and Algebraic Relationships4.3 (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; and Readiness Standard
Vocabulary: fractions, denominators, pictorial models, number line, properties of operationsWhen Taught? Multi-Coding: 4.1 (A), (B), (E), (F) Cognitive Level:
Level III- Apply
Correct Answer Regional Data Campus/ District Data Analysis of DistractersA/F Adds numerators and
denominators togetherB/G Adds numerators of the two
given fractions and keeps the denominator the same.
*C/H Correct AnswerD/J Simplifies the fraction incorrectly
Instructional Implications: A pictorial model that builds to a number line is a strip diagram. This is what is being used in the diagram above. Students need opportunities to use strip diagrams when working with fractions. Provide real-life situations for students to solve while comparing fractions as well.
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2015 4th Grade STAARReporting Category 2: Computations and Algebraic Relationships4.3 (F)- evaluate the reasonableness of sums and differences of fractions using benchmark fractions 0, 1/4, 1/2, 3/4, and 1, referring to the same whole. Supporting Standard
Vocabulary: evaluate, reasonableness, sum, difference, fraction, benchmark fraction, half, fourth, three-fourthsWhen Taught? Multi-Coding: 4.1 (A), (B), (G) Cognitive Level:
Level V- Evaluate
Correct Answer Regional Data Campus/ District Data
Analysis of Distracters
*A/F Correct AnswerB/G The student inverted the fraction
with the association of the nameC/H The student does not understand
that 3/7 which is associated with Hailey is less than half.
D/J The student does not understand that it would take 4/7 to make the whole and this is the portion Wendy painted. This is more than half.
Instructional Implications: Provide opportunities for students to reason about the size of the fractions when comparing two of them. When students are reasoning have them use benchmark fractions to help them determine which is more or less. For example 3/8 and 4/10- 4/10 is larger than 3/8, because 4/10 is 1/10 away from half and 3/8 is 1/8 away from half; therefore 4/10 is larger because 1/10 is a smaller distance to half then 1/8. Using a number line will help students begin to see how these fractions relate to benchmark fractions.
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2015 4th Grade STAARReporting Category 2: Computations and Algebraic Relationships4.4 (A)- add and subtract whole numbers and decimals to the hundredths place using the standard algorithm; Readiness Standard
Vocabulary: add, subtract, decimal, tenths, hundredths, length When Taught? Multi-Coding: 4.1 (A), (B), (F) Cognitive Level:
Level III- Apply
Correct Answer Regional Data Campus/ District Data
Analysis of Distracters
A/F Subtracted Seikan Tunnel from Gotthard Bae
B/G Regrouped incorrectly in the tens and ones
*C/H Correct AnswerD/J Did not regroup at all
Instructional Implications: Provide opportunities with multi-step problems. Visual representations such as a strip diagram can be an effective way for teaching students how to categorize problems based on their structure and determine a solution method appropriate for the underlying structure. Students should have a problem solving model that they use to help persevere through the problem. It should include analyze given information, formulating a plan, determining a solution, justifying a solution, and evaluating for reasonableness. Provide opportunities to share a variety of strategies to compute decimals including the traditional algorithm.
2015 4th Grade STAARReporting Category 2: Computations and Algebraic Relationships
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4.4 (H) - solve with fluency one- and two-step problems involving multiplication and division, including interpreting remainders. Readiness Standard
Vocabulary: solve, fluency, multiplication, division, interpreting remaindersWhen Taught? Multi-Coding: 4.1 (A), (B),
(F)Cognitive Level:Level III- Apply
Correct Answer Regional Data Campus/ District Data Analysis of Distracters*A/F Correct AnswerB/G Computation ErrorC/H Computation ErrorD/J Interprets the remainder
incorrectly for the situationInstructional Implications: Provide opportunities to solve all types of division problems. This is an example of measurement or quotative division. You know the total amount and the number in each, but you are looking for the number of groups. Visual representations such as a strip diagram can be an effective way for teaching students how to categorize problems based on their structure and determine a solution method appropriate for the underlying structure. Students should have a problem solving model that they use to help persevere through the problem. It should include analyze given information, formulating a plan, determining a solution, justifying a solution, and evaluating for reasonableness. Students need be given opportunities to explain what the remainders means for different situations. This can be done orally and written.
2015 4th Grade STAARReporting Category 2: Computations and Algebraic Relationships
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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; and Readiness Standard
Vocabulary: represent, multi-step, operation, strip diagram, equation, unknown quantityWhen Taught? Multi-Coding: 4.1 (A), (B),(D),
(F)Cognitive Level:Level IV- Analyze
Correct Answer Regional Data Campus/ District Data
Analysis of Distracters
A/F Did not consider the 42 inches of tape she already had
*B/G Correct AnswerC/H Used the numbers that were in
the problem without correct understanding
D/J Used the numbers that were in the problem without correct understanding
Instructional Implications: Visual representations such as a strip diagram can be an effective way for teaching students how to categorize problems based on their structure and determine a solution method appropriate for the underlying structure. These can be used in daily problem solving, as an organizer for their important information in a problem. Students should have a problem solving model that they use to help persevere through the problem. It should include analyze given information, formulating a plan, determining a solution, justifying a solution, and evaluating for reasonableness. Students need be given opportunities to explain what the remainders means for different situations. This can be done orally and written.
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2015 4th Grade STAARReporting Category 2: Computations and Algebraic Relationships4.5 (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. Readiness Standard
Vocabulary: input- output table, numerical expression, generate, sequence, position, relationshipWhen Taught? Multi-Coding: 4.1 (B), (D), (F) Cognitive Level:
Level IV- Analyze
Correct Answer Regional Data Campus/ District Data Analysis of DistractersA/F Student is looking down in the
output columnB/G Student only looks at input of 2
x 40 = 80*C/H Correct AnswerD/J Student only looks at the first
row in the table. Input of 1 x 79 = 79
Instructional Implications: Students need to understand that when looking at an input output table they are looking at the relationship between what is being put in and what is coming out. A game you can play with your students is guess my rule. Have students give you a number and then tell them what the output would be each time. For example, a student might give you the number 10 and you say 15. Then someone gives you the number 23 and you say 28. After doing this a few times, have students explain what is happening when they are inputting a number.
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2015 4th Grade STAARReporting Category 3: Geometry and Measurement4.5 (D) - solve problems related to perimeter and area of rectangles where dimensions are whole numbers. Readiness Standard
Vocabulary: perimeter, area of rectanglesWhen Taught? Multi-Coding: 4.1 (A),(B), (C), (E),
(F)Cognitive Level:Level III- Apply
Correct Answer Regional Data Campus/ District Data
Analysis of Distracters
A/F Subtract 150 from 400- Only took into account one side of the rectangle
B/G Added 150 + 150 and subtracted the sum from 400. Did not understand that 100 was the dimension of both widths.
C/H Subtract 150 from 400 and then divide by 2. The student only took into account one given side length of the rectangle.
*D/J Correct AnswerInstructional Implications: Provide hands on activities for students to participate in that allow them to find the perimeter of rectangles. They also need to be given opportunities to find a side length when give the perimeter and one side length. Students should be able to explain the process in which to determine how to solve for a side length when only the perimeter and side length are given.
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2015 4th Grade STAARReporting Category 3: Geometry and Measurement4.6 (D) - classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines or the presence or absence of angles of a specified size. Readiness Standard
Vocabulary: two-dimensional figures, parallel, perpendicular, angle, square, pentagon, triangle, trapezoid, line segmentWhen Taught? Multi-Coding: 4.1 (B), (F) Cognitive Level:
Level II- Understand
Correct Answer Regional Data Campus/ District Data Analysis of Distracters
A/F Attribute ErrorB/G Attribute Error
*C/H Correct AnswerD/J Attribute Error
Instructional Implications: Provide opportunities for students to explore two-dimensional figures and list the attributes of each of the figures. Vocabulary instruction is going to be key in helping students construct a kid friendly definition and some type of visualization to along with the word in this geometry standard.
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2015 4th Grade STAARReporting Category 3: Geometry and Measurement4.7 (C)- determine the approximate measures of angles in degrees to the nearest whole number using a protractor; Readiness Standard
Vocabulary: approximate, measure, angle, degree, protractorWhen Taught? Multi-Coding: 4.1 (B), (C), (F) Cognitive Level:
Level III- Apply
Correct Answer Regional Data Campus/ District Data
Analysis of Distracters
*A/F Correct AnswerB/G Read the top of the protractorC/H Rounded the angle measureD/J Combined the top of the
protractor measure with the bottom measure on the protractor that the angle was near.
Instructional Implications: Provide opportunities for students to construct a protractor using a non-standard tool to begin with in instruction. The tool can begin as a circle and then transition in to a semi-circle. Students need to understand the importance of identifying the angle as acute, obtuse, and right to help them know which part of the protractor they need to use when measuring an angle.
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2015 4th Grade STAARReporting Category 3: Geometry and Measurement4.7 (D)- draw an angle with a given measure; and Supporting Standard
Vocabulary: protractor, angle, measure, construct, ray, pointWhen Taught? Multi-Coding: 4.1(A), (B), (C),
(F)Cognitive Level:Level III- Apply
Correct Answer Regional Data Campus/ District Data Analysis of DistractersA/F Reads the top part of the
protractor as 65 instead of 165, which is still the wrong part of the protractor to be looking at for an acute angle.
*B/G Correct AnswerC/H Read the top part of the
protractor.D/J Conceptual Error
Instructional Implications: Students need to understand the importance of identifying the angle as acute, obtuse, and right to help them know which part of the protractor they need to use when measuring an angle. AngLegs can be a very helpful tool to help students create angles with given measures.
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2015 4th Grade STAARReporting Category 3: Geometry and Measurement4.7 (E) - determine the measure of an unknown angle formed by two non-overlapping adjacent angles given one or both angle measures. Supporting Standard
Vocabulary: measure, angle, non-overlapping, adjacent angle, complimentary, supplementary, right angle, straight angleWhen Taught? Multi-Coding: 4.1 (B), (E), (F) Cognitive Level:
Level III- Apply
Correct Answer Regional Data
Campus/ District Data Analysis of Distracters
A/F Measure of angle 1B/G Measure of both angles added
together*C/H Correct AnswerD/J Calculation Error- subtracts
incorrectly- regrouping errorInstructional Implications: Students need to construct that a right angle is 90 degrees and a straight angle is 180 degrees. This can be done in the early stages of angle development, when they are constructing what a degree is. Students need to be given opportunities to find an unknown angle when given one angle of a right angle and straight angle. Give students the total measure of an acute angle and the measure of one angle within it and determine the unknown angle. Do the same with an obtuse angle.
2015 4th Grade STAARReporting Category 3: Geometry and Measurement
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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. Readiness Standard
Vocabulary: measurement, length, time, interval, liquid, volume, mass, money, addition, subtraction, multiplication, divisionWhen Taught? Multi-Coding: 4.1(A), (B), (F) Cognitive Level:
Level III- Apply
Correct Answer Regional Data Campus/ District Data Analysis of DistractersA/F Calculation error- Subtraction
error with regrouping*B/G Correct AnswerC/H Found the total amount of
money Vivian had to begin with before buying the poster
D/J Calculation error- Subtraction error with regrouping
Instructional Implications: Provide a variety of problems that include all operations that have a measurement context. These can be incorporated into daily problem solving. Students should have a problem solving model that they use to help persevere through the problem. It should include analyze given information, formulating a plan, determining a solution, justifying a solution, and evaluating for reasonableness. Provide opportunities to share a variety of strategies to compute decimals including the traditional algorithm.
2015 4th Grade STAARReporting Category 4: Data Analysis and Personal Financial Literacy
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4.9 (A)- represent data on a frequency table, dot plot, or stem-and-leaf plot marked with whole numbers and fractions; and Readiness Standard
Vocabulary: data, frequency table, dot plot, stem-and-leaf plot, fractionWhen Taught? Multi-Coding: 4.1(A), (B), (D), (F) Cognitive Level:
Level IV- Analyze
Correct Answer Regional Data Campus/ District Data Analysis of DistractersA/F Mixes data from 0 and 1 pets
on the dot plotB/G Mixes data from 3 and 4 pets
on the dot plotC/H Miscounts the number of dots
on 0 and 2 pets on the dot plot*D/J Correct Answer
Instructional Implications: Provide opportunities for students to collect data and display it in all types of graphs. Discuss the importance of looking at all of the data when comparing it to another source. Provide students with experiences with different values of keys to dot plots. Provide opportunities for students to describe data using comparison statements.
2015 4th Grade STAAR20 | P a g e
Reporting Category 4: Data Analysis and Personal Financial Literacy4.9 (B)- solve one- and two-step problems using data in whole number, decimal, and fraction form in a frequency table, dot plot, or stem-and-leaf plot. Supporting Standard
Vocabulary: decimal, fraction from, frequency table, dot plot, stem-and-leaf plotWhen Taught? Multi-Coding: 4.1(A), (B), (E), (F) Cognitive Level:
Level III- Apply
Correct Answer Regional Data Campus/ District Data Analysis of Distracters*A/F Correct AnswerB/G Calculation ErrorC/H Calculation ErrorD/J Calculation Error
Instructional Implications: Students need to understand how to use a problem solving model and how to analyze given information in the question They will need to understand how to read and interpret a stem-and-leaf plot and how important the key is to understand the graph. Teachers need to expose students to various types of questions that ask student to interpret and find specific values and how to combine/subtract those values when appropriate.
2015 4th Grade STAARReporting Category 4: Data Analysis and Personal Financial Literacy4.10 (B)- calculate profit in a given situation; and Supporting Standard
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Vocabulary: calculate, profit, situation, expense, incomeWhen Taught? Multi-Coding: 4.1(A), (B), (F) Cognitive Level:
Level III- Apply
Correct Answer Regional Data Campus/ District Data Analysis of DistractersA/F Found the total amount of
income from the pens sold.B/G Calculation Error- Subtraction
regrouping error*C/H Correct AnswerD/J Calculation Error- Subtraction
regrouping errorInstructional Implications: The vocabulary is key in this standard. Profit, expense, and income are words that can be used throughout the year while working on any calculations. These type questions can be embedded in the daily problem solving routine. Students should have a problem solving model that they use to help persevere through the problem. It should include analyze given information, formulating a plan, determining a solution, justifying a solution, and evaluating for reasonableness.
2015 4th Grade STAARReporting Category 4: Data Analysis and Personal Financial Literacy4.10 (E) - describe the basic purpose of financial institutions, including keeping money safe, borrowing
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money, and lending. Supporting Standard
Vocabulary: financial institution, money, borrow, safe, lending, service, bank, credit union, withdrawal, interest, accountWhen Taught? Multi-Coding: 4.1(A), (B), (G) Cognitive Level:
Level III- Apply
Correct Answer Regional Data Campus/ District Data Analysis of DistractersA/F Does not understand the
purpose of a financial institute.*B/G Correct AnswerC/H Does not understand the
purpose of a financial institute.D/J Does not understand the
purpose of a financial institute.Instructional Implications: Provide opportunities for people from financial institutions to come into the classroom to speak about what they offer. Have weekly discussions that bring this idea out in the classroom.
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