Everglades K-12 Publishing, Inc.evergladesk12.com/Picts/Grade 4 - SAMPLE.pdf · Everglades K‐12 Publishing’s Mathematics Florida Standards Grade 4 Do not project or photocopy

Everglades K-12 Publishing, Inc. Visit our Web site at: www.evergladesk12.com

Publisher/Founder Kevin Bechert, President Authors

Rosalie Fazio was a Broward County Elementary District Trainer after teaching intermediate mathematics for 27 years. Rosalie designed and conducted manipulative-based mathematics workshops that correlated national and state standards for the nation’s sixth largest school district. She has served on numerous state committees that established guidelines and aligned items for Florida’s Comprehensive Assessment Test. Rosalie has been actively involved in professional organizations at the national, state, and local levels. Sharon Greenwald was a classroom teacher for 27 years, instructing grades K-5 in New Jersey, New Hampshire, Massachusetts, and Florida. For the past 13 years, she was an Elementary Mathematics District Trainer in Broward County, Florida. In this capacity, Sharon designed and facilitated manipulative-based mathematics workshops for the nation’s sixth largest school district. She has also been actively involved in professional organizations and has presented workshop sessions at the national, state, and local levels. Sharon served on several state Department of Education committees that reviewed and aligned items for Florida’s Comprehensive Assessment Test.

Reviewers Firth Ellis – Denver Public Schools, Denver, CO Rosanna Monaco – P.S. 86, The Kingsbridge Heights School, Bronx, NY Anne Meikle – South Park School District, South Park, PA Victoria Pease – St. Lucie County Public Schools, St. Lucie County, FL Christina Worley – St. Lucie County Public Schools, St. Lucie County, FL Editorial Design Production Kevin Bechert Kevin Bechert Kevin Bechert Sean D. Hummel Tim O’Halloran Anne Meikle

Everglades K-12 Publishing, Inc. 2141 S.W. 28th Way Fort Lauderdale, Florida 33312 © 2015 Everglades K-12 Publishing, Inc. All rights reserved. ISBN #978-1-938785-42-9 Florida School Book Depository #46-352-1 No part of this book may be reproduced or projected, in whole or in part, in any form without prior written permission from the publisher. 10 9 8 7 6 5 4 3 2 1

EvergladesK‐12Publishing’sMathematicsFloridaStandardsGrade4

Donotprojectorphotocopythispage.It’sthelaw!page5

TableofContentswithStandards

Domain1–OperationsandAlgebraicThinking................................................................................10

Usethefouroperationswithwholenumberstosolveproblems.

MAFS.4.OA.1.1...............................................................................................................................................11

Interpretamultiplicationequationasacomparison,e.g.,interpret35=5×7asastatementthat35is5timesasmanyas7and7timesasmanyas5.Representverbalstatementsofmultiplicativecomparisonsasmultiplicationequations.

MAFS.4.OA.1.2...............................................................................................................................................17

Multiplyordividetosolvewordproblemsinvolvingmultiplicativecomparison,e.g.,byusingdrawingsandequationswithasymbolfortheunknownnumbertorepresenttheproblem,distinguishingmultiplicativecomparisonfromadditivecomparison.

MAFS.4.OA.1.3...............................................................................................................................................25

Solvemultistepwordproblemsposedwithwholenumbersandhavingwhole‐numberanswersusingthefouroperations,includingproblemsinwhichremaindersmustbeinterpreted.Representtheseproblemsusingequationswithaletterstandingfortheunknownquantity.Assessthereasonablenessofanswersusingmentalcomputationandestimationstrategiesincludingrounding.

MAFS.4.OA.1.a.....................................................................................................................................31

Determinewhetheranequationistrueorfalsebyusingcomparativerelationalthinking.Forexample,withoutadding60and24,determinewhethertheequation60+24=57+27istrueorfalse.

MAFS.4.OA.1.b.....................................................................................................................................32 Determinetheunknownwholenumberinanequationrelatingfour

wholenumbersusingcomparativerelationalthinking.Forexample,solve76+9=n+5fornbyarguingthatnineisfourmorethanfive,sotheunknownwholenumbermustbefourgreaterthan76.

Gainfamiliaritywithfactorsandmultiples.

MAFS.4.OA.2.4...............................................................................................................................................33

Findallfactorpairsforawholenumberintherange1–100.Recognizethatawholenumberisamultipleofeachofitsfactors.Determinewhetheragivenwholenumberintherange1–100isamultipleofagivenone‐digitnumber.Determinewhetheragivenwholenumberintherange1–100isprimeorcomposite.

Generateandanalyzepatterns.

MAFS.4.OA.3.5...............................................................................................................................................41

Generateanumberorshapepatternthatfollowsagivenrule.Identifyapparentfeaturesofthepatternthatwerenotexplicitintheruleitself.



Domain2–NumberandOperationsinBaseTen.............................................................................48

Generalizeplacevalueunderstandingformulti‐digitwholenumbers.

MAFS.4.NBT.1.1............................................................................................................................................49

Recognizethatinamulti‐digitwholenumber,adigitinoneplacerepresentstentimeswhatitrepresentsintheplacetoitsright.

MAFS.4.NBT.1.2............................................................................................................................................55

Readandwritemulti‐digitwholenumbersusingbase‐tennumerals,numbernames,andexpandedform.Comparetwomulti‐digitnumbersbasedonmeaningsofthedigitsineachplace,using>,=,and<symbolstorecordtheresultsofcomparisons.

MAFS.4.NBT.1.3............................................................................................................................................62

Useplacevalueunderstandingtoroundmulti‐digitwholenumberstoanyplace.

Useplacevalueunderstandingandpropertiesofoperationstoperformmulti‐digitarithmetic.

MAFS.4.NBT.2.4............................................................................................................................................67

Fluentlyaddandsubtractmulti‐digitwholenumbersusingthestandardalgorithm.

MAFS.4.NBT.2.5............................................................................................................................................74

Multiplyawholenumberofuptofourdigitsbyaone‐digitwholenumber,andmultiplytwotwo‐digitnumbers,usingstrategiesbasedonplacevalueandthepropertiesofoperations.Illustrateandexplainthecalculationbyusingequations,rectangulararrays,and/orareamodels.

MAFS.4.NBT.2.6............................................................................................................................................82

Findwhole‐numberquotientsandremainderswithuptofour‐digitdividendsandone‐digitdivisors,usingstrategiesbasedonplacevalue,thepropertiesofoperations,and/ortherelationshipbetweenmultiplicationanddivision.Illustrateandexplainthecalculationbyusingequations,rectangulararrays,and/orareamodels.

Domain3–NumberandOperations–Fractions..............................................................................90Extendunderstandingoffractionequivalenceandordering.

MAFS.4.NF.1.1................................................................................................................................................91 Explainwhyafractiona/bisequivalenttoafraction(n×a)/(n×b)byusing

visualfractionmodels,withattentiontohowthenumberandsizeofthepartsdiffereventhoughthetwofractionsthemselvesarethesamesize.Usethisprincipletorecognizeandgenerateequivalentfractions.



MAFS.4.NF.1.2................................................................................................................................................98 Comparetwofractionswithdifferentnumeratorsanddifferentdenominators,

e.g.,bycreatingcommondenominatorsornumerators,orbycomparingtoabenchmarkfractionsuchas1/2.Recognizethatcomparisonsarevalidonlywhenthetwofractionsrefertothesamewhole.Recordtheresultsofcomparisonswithsymbols>,=,or<,andjustifytheconclusions,e.g.,byusingavisualfractionmodel.

Buildfractionsfromunitfractionsbyapplyingandextendingpreviousunderstandingsofoperationsonwholenumbers.

MAFS.4.NF.2.3.............................................................................................................................................107

Understandafractiona/bwitha>1asasumoffractions1/b.

a. Understandadditionandsubtractionoffractionsasjoiningandseparatingpartsreferringtothesamewhole.

b. Decomposeafractionintoasumoffractionswiththesamedenominatorinmorethanoneway,recordingeachdecompositionbyanequation.Justifydecompositions,e.g.,byusingavisualfractionmodel.

c. Addandsubtractmixednumberswithlikedenominators,e.g.,byreplacingeachmixednumberwithanequivalentfraction,and/orbyusingpropertiesofoperationsandtherelationshipbetweenadditionandsubtraction.

d. Solvewordproblemsinvolvingadditionandsubtractionoffractions

referringtothesamewholeandhavinglikedenominators,e.g.,byusingvisualfractionmodelsandequationstorepresenttheproblem.

MAFS.4.NF.2.4.............................................................................................................................................114

Applyandextendpreviousunderstandingsofmultiplicationtomultiplyafractionbyawholenumber.

a. Understandafractiona/basamultipleof1/b.

b. Understandamultipleofa/basamultipleof1/b,andusethisunderstandingtomultiplyafractionbyawholenumber.

c. Solvewordproblemsinvolvingmultiplicationofafractionbyawholenumber,e.g.,byusingvisualfractionmodelsandequationstorepresenttheproblem.

Understanddecimalnotationforfractions,andcomparedecimalfractions.

MAFS.4.NF.3.5.............................................................................................................................................120

Expressafractionwithdenominator10asanequivalentfractionwithdenominator100,andusethistechniquetoaddtwofractionswithrespectivedenominators10and100.

MAFS.4.NF.3.6.............................................................................................................................................128

Usedecimalnotationforfractionswithdenominators10or100.



MAFS.4.NF.3.7.............................................................................................................................................135

Comparetwodecimalstohundredthsbyreasoningabouttheirsize.Recognizethatcomparisonsarevalidonlywhenthetwodecimalsrefertothesamewhole.Recordtheresultsofcomparisonswiththesymbols>,=,or<,andjustifytheconclusions,e.g.,byusingavisualmodel.

Domain4–MeasurementandData.......................................................................................................143

Solveproblemsinvolvingmeasurementandconversionofmeasurementsfromalargerunittoasmallerunit.

MAFS.4.MD.1.1...........................................................................................................................................144

Knowrelativesizesofmeasurementunitswithinonesystemofunitsincludingkm,m,cm;kg,g;lb,oz.;l,ml;hr,min,sec.Withinasinglesystemofmeasurement,expressmeasurementsinalargerunitintermsofasmallerunit.Recordmeasurementequivalentsinatwo‐columntable.

MAFS.4.MD.1.2...........................................................................................................................................154

Usethefouroperationstosolvewordproblemsinvolvingdistances,intervalsoftime,liquidvolumes,massesofobjects,andmoney,includingproblemsinvolvingsimplefractionsordecimals,andproblemsthatrequireexpressingmeasurementsgiveninalargerunitintermsofasmallerunit.Representmeasurementquantitiesusingdiagramssuchasnumberlinediagramsthatfeatureameasurementscale.

MAFS.4.MD.1.3...........................................................................................................................................160

Applytheareaandperimeterformulasforrectanglesinrealworldandmathematicalproblems.

Representandinterpretdata.

MAFS.4.MD.2.4...........................................................................................................................................169

Makealineplottodisplayadatasetofmeasurementsinfractionsofaunit(1/2,1/4,1/8).Solveproblemsinvolvingadditionandsubtractionoffractionsbyusinginformationpresentedinlineplots.

Geometricmeasurement:understandconceptsofangleandmeasureangles.MAFS.4.MD.3.5...........................................................................................................................................177

Recognizeanglesasgeometricshapesthatareformedwherevertworaysshareacommonendpoint,andunderstandconceptsofanglemeasurement:

a. Anangleismeasuredwithreferencetoacirclewithitscenteratthecommonendpointoftherays,byconsideringthefractionofthecirculararcbetweenthepointswherethetworaysintersectthecircle.Ananglethatturnsthrough1/360ofacircleiscalleda“one‐degreeangle,”andcanbeusedtomeasureangles.

b. Ananglethatturnsthroughnone‐degreeanglesissaidtohaveananglemeasureofndegrees.



MAFS.4.MD.3.6...........................................................................................................................................187

Measureanglesinwhole‐numberdegreesusingaprotractor.Sketchanglesofspecifiedmeasure.

MAFS.4.MD.3.7...........................................................................................................................................197

Recognizeanglemeasureasadditive.Whenanangleisdecomposedintonon‐overlappingparts,theanglemeasureofthewholeisthesumoftheanglemeasuresoftheparts.Solveadditionandsubtractionproblemstofindunknownanglesonadiagraminrealworldandmathematicalproblems,e.g.,byusinganequationwithasymbolfortheunknownanglemeasure.

Domain5–Geometry....................................................................................................................................209

Drawandidentifylinesandangles,andclassifyshapesbypropertiesoftheirlinesandangles.

MAFS.4.G.1.1................................................................................................................................................210

Drawpoints,lines,linesegments,rays,angles(right,acute,obtuse),andperpendicularandparallellines.Identifytheseintwo‐dimensionalfigures.

MAFS.4.G.1.2................................................................................................................................................218 Classifytwo‐dimensionalfiguresbasedonthepresenceorabsenceofparallel

orperpendicularlines,orthepresenceorabsenceofanglesofaspecifiedsize.Recognizerighttrianglesasacategory,andidentifyrighttriangles.

MAFS.4.G.1.3................................................................................................................................................225 Recognizealineofsymmetryforatwo‐dimensionalfigureasalineacrossthe

figuresuchthatthefigurecanbefoldedalongthelineintomatchingparts.Identifyline‐symmetricfiguresanddrawlinesofsymmetry.

Everglades K-‐12 Publishing’s Mathematics Florida Standards Grade 4 Domain 3 – Number and Operations – Fractions – MAFS.4.NF.1.2

Do not project or photocopy this page. It’s the law! page 98

In both fractions, one whole has been divided into 3 equal parts. One of these 3 parts will be less than two of these 3 parts.

€

13

<23.

Comparing Fractions

Extend understanding of fraction equivalence and ordering.

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.

Now that Wylie understands equivalent fractions, he can compare fractions, identifying whether one fractional part of a whole is larger or smaller than another fractional part of the same size whole.

Wylie uses the symbols “>” (greater than) and “<” (less than) to compare fractions. Deciding whether one fraction is greater than or less than another can be done in a few different ways.

Wylie knows it is easy to compare fractions when the denominators are the same.



€

3×24×2

=68

€

68

<78

€

34

<78

__________________________________________________________________________________________________

Example 1: Compare fractions by creating common denominators. Place <, >, or = in the space to compare the following.

€

34 ☐

€

78

It is not easy to compare fractions when the denominators are not the same. To do this, create equivalent fractions with common denominators.

In this example, multiplying

€

34 by

€

22 will create an equivalent fraction with a

denominator that is the same as

€

78.

Now that

€

34

=68, it is easy to see that

€

68 is less than

€

78.

€

34 is less than

€

78.

Example 2: Justify that

€

34 <

€

78.

Use a number line to show that

€

34

<78.

Partition the number line and plot the points to show the following.

Fourths are multiplied by

€

22 to create eighths.

€

34

=68 and

€

68 is less than

€

78. So,

€

34 is less than

€

78.



Example 3: Compare fractions by creating common numerators. Place <, >, or = in the frame to compare the following fractions.

€

23 ☐

€

45

Another strategy used to compare fractions easily is to create fractions with common

numerators. To do this, multiply

€

23 by

€

22 to create an equivalent

fraction that has the same numerator as

€

45 .

€

23×

×

22

=46

Now that

€

23

=46, compare

€

46 and

€

45. In the same size whole,

€

46

<45

fifths are bigger than sixths. Four smaller pieces have to be less

€

23

<45

than four bigger pieces.

€

46 is less than

€

45.

€

23

=46, so

€

23 is less than

€

45.

Example 4: Justify

€

23

<45.

Use an area model to show that

€

23

<45.

Partition the thirds to show the following. Multiplying thirds by 2 creates the same number of shaded pieces as in the fifths, the number in the numerator.

€

23

=46, so

€

46

<45. Therefore,

€

23

<45.



Benchmark of Half – The shaded portions of this chart represent fractions that are equivalent to one-‐half.

€

24 ,

€

36 ,

€

48 ,

€

510

When the numerator is one-‐half of the denominator the fraction is equal to one half.

This understanding helps when comparing fractions that are close to one-‐half.

€

510

=12

€

36

=12

€

410

<12

€

36

=12

€

410

<36

€

48

=12

€

36

=12

€

58

>12

€

26

<12

€

58

>26

€

612

=12

€

24

=12

€

512

<12

€

34

>12

€

512

<34

Recognizing benchmarks of one-‐half when fractions are close to one-‐half is another strategy used to compare fractions.

Example 5: Place <, >, or = in each frame to compare the following fractions. Explain your reasoning.

(a)

€

410 ☐

€

36 (b)

€

58 ☐

€

26

(c)

€

512 ☐

€

34

Each of these fractions is close to one-‐half. Reasoning that they are either greater than, equal to, or less than one-‐half, helps compare these fractions when they refer to the same size whole.

(a)

€

410

<36 (b)

€

58

>26 (c)

€

512

<34



€

78 and

€

45 are each

missing one piece to equal one whole. The missing eighth is smaller than the missing fourth, so it is closer to 1 whole.

€

78

>45

€

47 is close to

€

48 or

one-‐ half.

€

56 is close to

€

66 or one

whole.

€

47

<56

€

918 is equal to

€

12 .

€

45

is missing one piece to equal one

whole.

€

45 is closer

to one whole.

€

918

<45

Another strategy that helps compare fractions is to recognize fractions that are close to one whole.

1 WHOLE

€

12

€

12

€

13

€

13

€

13

€

14

€

14

€

14

€

14

€

15

€

15

€

15

€

15

€

15

€

16

€

16

€

16

€

16

€

16

€

16

€

17

€

17

€

17

€

17

€

17

€

17

€

17

€

18

€

18

€

18

€

18

€

18

€

18

€

18

€

18

€

19

€

19

€

19

€

19

€

19

€

19

€

19

€

19

€

19

€

110

€

110

€

110

€

110

€

110

€

110

€

110

€

110

€

110

€

110

Example 6: Place <, >, or = in each space to compare the following fractions. Explain your reasoning.

(a)

€

78 ☐

€

45 (b)

€

47 ☐

€

56 (c)

€

918 ☐

€

45

(a)

€

78

>45 (b)

€

47

<56 (c)

€

918

<45

Recognizing fractions that represent quantities greater than one is also a strategy that is used to compare fractions.

Benchmark of One – The shaded parts of this chart represent all but one part of each whole bar.

In each of these fractions the numerator is one less than the denominator. As the denominator or number of equal parts increases, the fractional parts are getting closer to one whole.

€

12 ,

€

23,

€

34,

€

45,

€

56,

€

67,

€

78,

€

89,

€

910



Fractions equivalent to 1 are easily recognizable because the numerator and denominator are the same number.

€

88

=

€

66

=

When the numerator of the fraction is greater than the denominator, quickly recognize it as a fraction having a value that is greater than 1. These fractions are called fractions greater than one or improper fractions.

€

118

=

Example 7: Plot and label the fractions below on the number line. Place <, >, or = in the space to compare the fractions. Explain your reasoning.

€

78 ☐

€

54

€

78 is less than

€

54 because

€

54 is greater than one whole. The numerator in

€

54 is

greater than the denominator.

€

78 is almost one whole.

€

78

<54

€

76

=



Now Try These:

For 1-‐ 4, Matching Item Response: Place an “x” into the square that correctly compare the fractions.

For 5 – 6, Multi-‐Select Response

Choose all of the fractions that complete the inequality.

> !!

€

12

!!

€

48

!!

€

23

!!

€

26

!!

€

410

!!

€

63

6. Choose all the fractions that complete the inequality.

!!

€

1310 >

!!

€

84

!!

€

1112

!!

€

99

!!

€

42

!!

€

1414

7. Multiple Choice Response

Choose the fraction that completes the inequality.

!!

€

24<

!!

€

23

!!

€

25

!!

€

26

!!

€

28

< > =

!!

€

23 ☐

!!

€

56

!!

€

712 ☐!!

€

910

!!

€

29 ☐!!

€

45

!!

€

76 ☐

!!

€

67

1.

2.

3.

4.



For 8 – 10, Natural Language:

8. Zack and Ramona each ordered a

pan pizza. Zack ate

€

23 of his pizza

and Ramona ate

€

48 of her pizza.

Who ate more pizza? Justify your answer.

_______________________________________ _______________________________________

_______________________________________

9. Rita and her sister, Rose, run each morning. This morning Rita ran

€

910

mile and Rose ran

€

87 mile.

Who ran the longer distance? Explain how you know. _______________________________________

_______________________________________ _______________________________________

10. Equation Response

Mrs. Curcio needed about a pound of hamburger meat for dinner. There were two packages left in the meat case at the market. One

weighed

€

78 pound and the other

weighed

€

916 pound. Which one

should she purchase? Explain how you know.

_______________________________________ _______________________________________

_______________________________________

11 – 12, Graphic Response – Hot Spot Place <, >, or = in the space. Partition the fraction models to justify your answer.

11.

€

15 ☐

€

23

12. !!

€

12 ☐

!!

€

14



For 13 – 16, Graphic Response – Graphing; Drag and Drop

Plot and label the fractions below on the number line. Place <, >, or = in the space to compare the fractions. Be ready to explain your reasoning.

13. !!

€

1314 ☐

€

98

14.

€

1110 ☐

€

99100

15.

€

58 ☐

€

34

16.

€

48 ☐

€

54

< > =

Everglades K-‐12 Publishing’s Mathematics Florida Standards Grade 4 Domain 4 – Measurement and Data – MAFS.4.MD.1-‐7 -‐ Formative 4

page 1

Solve problems involving measurement and conversion of measurements from larger unit to a smaller unit. Represent and interpret data.

Geometric measurement: understand concepts of angle and measure angles.

Formative Assessment 4

This Assessment has a variety of question types. Solve and Answer all of the problems. The bold print will let you know which kind of response is needed.


Mom needed to buy 1 quart of milk. There were no quart containers of milk in the dairy case. Which of the following should mom buy if she wants the amount of milk to equal one quart? MAFS.4.MD.1.1

2 ounces 2 cups 2 pints 2 gallons

2. Equation Response The four-‐man relay team is

practicing for the 1-‐kilometer relay race. How many meters will one team member run if each runs an equal distance? MAFS.4.MD.1.2

£££meters

For3a – b, Multi-‐Select Response

3. Mr. Parker had 17 feet of fencing to put around his garden. Which of the following measures is equivalent to 17 feet? MAFS.4.MD.1.1

€

1 512 yards

51 yards

€

523 yards

5 yards 2 feet 3b. The rectangle represents Mr.

Parker’s garden. Choose all the measures that represent the amount of fencing that Mr. Parker used. MAFS.4.MD.1.3

3 yards 6 inches 3 yards 18 inches

€

312 yards

€

336 yards

€

216 yard

€

113 yard


page 2

4. Multi-‐Select Response

Which of the following correctly name angles in the model below? MAFS.4.MD.3.7

€

∠MNO

€

∠NLO

€

∠N

€

∠LNM


a. Mr. and Mrs. Cook brought their son, Max, to the baseball stadium to watch a playoff baseball game. The game started at 1:15 p.m. and lasted for 3 hours and 50 minutes. At what time did the baseball game end? MAFS.4.MD.1.2

££:££pm

b. It took Mr. and Mrs. Cook 45 minutes to get home. If they left as soon as the game was over, what time did they get home?

££:££pm

For 6a and 6b, use the following. Sandra is shopping for a roll of scotch tape. The amount of tape on three rolls is listed below.

6a. Graphic Response – Hot Spot Draw a line on each of the number lines below to show the length of each roll of scotch tape. MAFS.4.MD.1.2

Brand X

Brand Y

Brand Z

6b. Natural Language Response

All three rolls are the same price. Sandra wants to buy the one that has the most. Which one should she buy? Explain your choice in your own words. MAFS.4.MD.1.2

Length of Scotch Tape

Brand X

€

113 yard

Brand Y 36 inches

Brand Z 2 feet 6 inches

Length in Yards

Length in Yards

Length in Yards


page 3


In degrees, what is the measure of the following angle? MAFS.4.MD.3.6

£££ degrees

8. Multi-‐Select Response

Choose three of the following that would correctly name the angle below. MAFS.4.MD.3.5

<XYZ <ZYX <YXZ <Y

9. Table Response

a. Complete the table below. MAFS.4.MD.1.1

b. Natural Language Response

Explain on the lines below how to find the number of ounces in 8 pounds.

______________________________________ ______________________________________

______________________________________ 10. Matching Item Response

Place an “×” under each category that describes the angles below. MAFS.4.MD.3.5

pounds ounces

1

2

3

4

5


page 4

For 11 a – b, use the problem below

The fourth grade students in Mr. Stein’s science class were studying the life cycle of the Madagascar hissing cockroach. The lengths of the insects kept in the science lab are recorded below.

11a. Graphic Response – Hot Spot

Complete the line plot using the information from the table above. MAFS.4.MD.2.4

11b. Equation Response If all the insects measuring

€

112 inches were placed end to end, what would be

their total length? MAFS.4.MD.2.4

inches

Length of insects

Tallies Frequency

€

12

€

114

€

112

€

134

2

€

212

Length of Insects in Inches


page 5

For 12 – 13, Equation Response

12. Complete the statement: 3 hours = _____ seconds.

MAFS.4.MD.1.1

£££££ seconds

13. What is the measure, in degrees, of

€

∠x? MAFS.4.MD.3.7

££

14a. Graphic Response – Drawing/Graphing

The serving size written on a one-‐pound box of pasta is

€

14 pound. Use the

number line to correctly show how many servings there are in three pounds of pasta. MAFS.4.MD.1.2

14b. Equation Response

How many one-‐pound boxes of pasta are needed to serve 24 people? MAFS.4.MD.1.2

£boxes


page 6

For 15 – 16, Graphic Response -‐ Drawing

15. Draw another ray so that it forms a 65° angle. MAFS.4.MD.3.5

16. One ray of

€

∠ABC is drawn on the protractor. Draw another ray so that

€

∠ABC

measures 120°. MAFS.4.MD.3.6


page 7

17. Hank is setting up two fish tanks. One holds 11 gallons of water and the other

holds 13 gallons. He needs to put

€

14 pound of gravel on the bottom of the tanks

for every gallon of water that the fish tank holds. a. Graphic Response -‐ Drag and Drop

Draw a line from each fish tank to the number line to correctly show how many pounds of gravel each fish tank needs. MAFS.4.MD.1.1

b. Equation Response

How much gravel does Hank need for both tanks? pounds


Which is one way NOT to name the angle below. MAFS.4.MD.3.5

€

∠XYZ

€

∠YZX

€

∠Y

€

∠ZYX


The area of the square sandbox at Everglades Elementary School is 9 square yards. The custodian wants to put a fence around the sandbox. The fencing costs $5 a foot. How much will it cost, in dollars, to put a fence around the sandbox? MAFS.4.MD.1.3

$£££

9 yd2

11 gallons 13 gallons


page 8

20. Matching Item Response

Choose all of the measures that correctly describe the size of the angles below. MAFS.4.MD.3.7


Use your protractor to find the measure, in degrees, of

€

∠ RST. MAFS.4.MD.3.6

£££ degrees

≤90° ≥ 90° 90° ≥180°


page 9

For 22 a and b, use the diagram below.

For a – b, Multiple Choice Response

22a. What is the measure of

€

∠EBC? MAFS.4.MD.3.7

32° 90° 122° 180° 148˚

22b. Which of the following expression could be used to find the measure of

€

∠EBC? MAFS.4.MD.3.7

58° + x 90° − 58° 90° − 58° + 90° 58° + x + 90°

23. Graphic Response – Drawing/Graphing

Use your protractor to draw

€

∠QRS so that it measures 75˚. MAFS.4.MD.3.6

x


page 10

24. Graphic Response – Drawing/Graphing

The perimeter of a rectangular construction site is 148 yards. The width of the site is 24 yards. Draw a rectangular model of the site and label the length and the width. MAFS.4.MD.1.3

25. Matching Item Response

Complete the sentence by placing an “x” in the column of the most reasonable unit of measure. MAFS.4.MD.1.1

millimeters centimeters meters kilometers

The length of a baseball bat is about 1 _____________.

The distance from Fort Lauderdale to Orlando is about 200____.

The width of a doorway is about 100 ___________.

The length of an ant is about 2 ______________.

Documents

Everglades K-12 Publishing, Inc.evergladesk12.com/Picts/Grade 4 - SAMPLE.pdf · Everglades K‐12 Publishing’s Mathematics Florida Standards Grade 4 Do not project or photocopy