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Grade 4 Mathematics

Item Specifications

The release of the updated FSA Test Item Specifications is intended to provide greater specificity for item writers

in developing items to be field tested in 2016. The revisions in the specifications will NOT affect the Spring 2015

Florida Standards Assessments. The enhanced explanations, clarifications, and sample items should assist item writers

and other stakeholders in understanding the Florida Standards and the various types of test items that can be

developed to measure student proficiency in the applicable content areas for 2016 and beyond.

Grade4MathematicsItemSpecifications

FloridaStandardsAssessments

ThedraftFloridaStandardsAssessments(FSA)TestItemSpecifications(Specifications)

arebasedupontheFloridaStandardsandtheFloridaCourseDescriptionsasprovidedin

CPALMs.TheSpecificationsarearesourcethatdefinesthecontentandformatofthe

testandtestitemsforitemwritersandreviewers.Eachgradelevelandcourse

SpecificationsdocumentindicatesthealignmentofitemswiththeFloridaStandards.It

alsoservestoprovideallstakeholderswithinformationaboutthescopeandfunctionof

theFSA.

ItemSpecificationsDefinitions

Alsoassessesreferstostandard(s)closelyrelatedtotheprimarystandardstatement.

Clarificationstatementsexplainwhatstudentsareexpectedtodowhenrespondingto

thequestion.

Assessmentlimitsdefinetherangeofcontentknowledgeanddegreeofdifficultythat

shouldbeassessedintheassessmentitemsforthestandard.

Itemtypesdescribethecharacteristicsofthequestion.

Contextdefinestypesofstimulusmaterialsthatcanbeusedintheassessmentitems.

ContextAllowablereferstoitemsthatmaybutarenotrequiredtohave

context.

ContextNocontextreferstoitemsthatshouldnothavecontext.

ContextRequiredreferstoitemsthatmusthavecontext.

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March20,2015

Grade4MathematicsItemSpecifications

FloridaStandardsAssessments

The Florida Standards Assessments (FSA) are composed of test items that include

traditional multiplechoice items, items that require students to type or write a response,

and technologyenhanced items (TEI). Technologyenhanced items are computerdelivered

items that require students to interact with test content to select, construct, and/or support

their answers.

Currently, there are nine types of TEIs that may appear on computerbased assessments for

FSA Mathematics. For Grades 3 and 4 assessments, which will be paperbased tests in 2014

2015, and for students with an IEP or 504 plan that specifies a paperbased accommodation,

TEIs will be modified or replaced with test items that can be scanned and scored

electronically.

For samples of each of the item types described below, see the FSA Training Tests.

TechnologyEnhanced Item Types Mathematics

1. Editing Task Choice The student clicks a highlighted word or phrase, which

reveals a dropdown menu containing options for correcting an error as well

as the highlighted word or phrase as it is shown in the sentence to indicate

that no correction is needed. The student then selects the correct word or

phrase from the dropdown menu. For paperbased assessments, the item is

modified so that it can be scanned and scored electronically. The student fills

in a circle to indicate the correct word or phrase.

2. Editing Task The student clicks on a highlighted word or phrase that may be

incorrect, which reveals a text box. The directions in the text box direct the

student to replace the highlighted word or phrase with the correct word or

phrase. For paperbased assessments, this item type may be replaced with

another item type that assesses the same standard and can be scanned and

scored electronically.

3. Hot Text

a. Selectable Hot Text Excerpted sentences from the text are presented

in this item type. When the student hovers over certain words, phrases,

or sentences, the options highlight. This indicates that the text is

selectable (hot). The student can then click on an option to select it.

For paperbased assessments, a selectable hot text item is modified

so that it can be scanned and scored electronically. In this version, the

student fills in a circle to indicate a selection.

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Grade4MathematicsItemSpecifications

FloridaStandardsAssessments

b. DragandDrop Hot Text Certain numbers, words, phrases, or

student hovers over these areas, the text highlights. The student can

then click on the option, hold down the mouse button, and drag it to a

graphic or other format. For paperbased assessments, draganddrop

hot text items will be replaced with another item type that assesses the

same standard and can be scanned and scored electronically.

4. Open Response The student uses the keyboard to enter a response into a text

field. These items can usually be answered in a sentence or two. For paperbased

assessments, this item type may be replaced with another item type that assesses

the same standard and can be scanned and scored electronically.

5. Multiselect The student is directed to select all of the correct answers from

among a number of options. These items are different from multiplechoice items,

which allow the student to select only one correct answer. These items appear in

the online and paperbased assessments.

6. Graphic Response Item Display (GRID) The student selects numbers, words,

phrases, or images and uses the draganddrop feature to place them into a graphic.

This item type may also require the student to use the point, line, or arrow tools to

create a response on a graph. For paperbased assessments, this item type may be

replaced with another item type that assesses the same standard and can be scanned

and scored electronically.

7. Equation Editor The student is presented with a toolbar that includes a variety of

mathematical symbols that can be used to create a response. Responses may be in

the form of a number, variable, expression, or equation, as appropriate to the test

item. For paperbased assessments, this item type may be replaced with a modified

version of the item that can be scanned and scored electronically or replaced with

another item type that assesses the same standard and can be scanned and scored

electronically.

8. Matching Item The student checks a box to indicate if information from a column

header matches information from a row. For paperbased assessments, this item

type may be replaced with another item type that assesses the same standard and

can be scanned and scored electronically.

9. Table Item The student types numeric values into a given table. The student

may complete the entire table or portions of the table depending on what is being

asked. For paperbased assessments, this item type may be replaced with another

item type that assesses the same standard and can be scanned and scored

electronically.

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Grade4MathematicsItemSpecifications

FloridaStandardsAssessments

Mathematical Practices:

The Mathematical Practices are a part of each course description for Grades 38, Algebra 1,

Geometry, and Algebra 2. These practices are an important part of the curriculum. The

Mathematical Practices will be assessed throughout.

Make sense of problems and persevere in solving them.

MAFS.K12.MP.1.1:

MAFS.K12.MP.2.1:

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the meaning of a problem and looking for entry points to its solution.

They analyze givens, constraints, relationships, and goals. They make

conjectures about the form and meaning of the solution and plan a

solution pathway rather than simply jumping into a solution attempt.

They consider analogous problems, and try special cases and simpler

forms of the original problem in order to gain insight into its

solution. They monitor and evaluate their progress and change

course if necessary. Older students might, depending on the context

of the problem, transform algebraic expressions or change the

viewing window on their graphing calculator to get the information

they need. Mathematically proficient students can explain

correspondences between equations, verbal descriptions, tables, and

graphs or draw diagrams of important features and relationships,

graph data, and search for regularity or trends. Younger students

might rely on using concrete objects or pictures to help

conceptualize and solve a problem. Mathematically proficient

students check their answers to problems using a different method,

and they continually ask themselves, Does this make sense? They

can understand the approaches of others to solving complex

problems and identify correspondences between different

approaches.

Reason abstractly and quantitatively.

Mathematically proficient students make sense of quantities and

their relationships in problem situations. They bring two

complementary abilities to bear on problems involving quantitative

relationships: the ability to decontextualizeto abstract a given

situation and represent it symbolically and manipulate the

representing symbols as if they have a life of their own, without

necessarily attending to their referentsand the ability to

contextualize, to pause as needed during the manipulation process in

order to probe into the referents for the symbols involved.

March20,2015

Grade4MathematicsItemSpecifications

FloridaStandardsAssessments

representation of the problem at hand; considering the units

involved; attending to the meaning of quantities, not just how to

compute them; and knowing and flexibly using different properties

of operations and objects.

Construct viable arguments and critique the reasoning of

others.

MAFS.K12.MP.3.1:

MAFS.K12.MP.4.1:

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assumptions, definitions, and previously established results in

constructing arguments. They make conjectures and build a logical

progression of statements to explore the truth of their conjectures.

They are able to analyze situations by breaking them into cases, and

can recognize and use counterexamples. They justify their

conclusions, communicate them to others, and respond to the

arguments of others. They reason inductively about data, making

plausible arguments that take into account the context from which

the data arose. Mathematically proficient students are also able to

compare the effectiveness of two plausible arguments, distinguish

correct logic or reasoning from that which is flawed, andif there is

a flaw in an argumentexplain what it is. Elementary students can

construct arguments using concrete referents such as objects,

drawings, diagrams, and actions. Such arguments can make sense

and be correct, even though they are not generalized or made formal

until later grades. Later, students learn to determine domains to

which an argument applies. Students at all grades can listen or read

the arguments of others, decide whether they make sense, and ask

useful questions to clarify or improve the arguments.

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, twoway tables, graphs,

flowcharts and formulas. They can analyze those relationships

mathematically to draw conclusions. They routinely interpret their

March20,2015

Grade4MathematicsItemSpecifications

FloridaStandardsAssessments

MAFS.K12.MP.5.1:

whether the results make sense, possibly improving the model if it

has not served its purpose.

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.

Attend to precision.

MAFS.K12.MP.6.1:

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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.

March20,2015

Grade4MathematicsItemSpecifications

FloridaStandardsAssessments

MAFS.K12.MP.7.1:

MAFS.K12.MP.8.1:

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 x + 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) 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.

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)(x + x +

1), and (x 1)(x + x + 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.

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Grade4MathematicsItemSpecifications

FloridaStandardsAssessments

Calculators:

General Designations:

Calculator:

Items only appear on Calculator Sessions.

Calculator Neutral:

Items appear on Calculator and No Calculator Sessions.

No Calculator:

Items only appear on No Calculator Sessions.

Types of Calculators:

Grades 36

No calculator permitted for paperbased or computerbased tests.

Grades 78

Online scientific calculator provided in the CBT platform for Sessions 2 and 3 of the Grades 7

and 8 FSA Mathematics tests.

Online calculator may be accessed in the FSA Portal for use in the classroom.

CBT students may request and use a handheld scientific calculator during Sessions 2 and 3.

See below for a list of prohibited functionalities for handheld scientific calculators. Calculators

that allow these prohibited functionalities may not be used.

Students with paperbased accommodations must be provided a handheld scientific

calculator for Sessions 2 and 3. See below for a list of prohibited functionalities for handheld

scientific calculators. Calculators that allow these prohibited functionalities may not be used.

EndofCourse (EOC)

Online scientific calculator provided in the CBT platform for Session 2 of the Algebra 1,

Algebra 2, and Geometry tests.

Online calculator may be accessed in the FSA Portal for use in the classroom.

CBT students may request and use a handheld scientific calculator during Session 2. See

below for a list of prohibited functionalities for handheld scientific calculators. Calculators that

allow these prohibited functionalities may not be used.

Students with paperbased accommodations must be provided a handheld scientific

calculator for Session 2. See below for a list of prohibited functionalities for handheld scientific

calculators. Calculators that allow these prohibited functionalities may not be used.

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Grade4MathematicsItemSpecifications

FloridaStandardsAssessments

Calculator Functionality:

Students will need access to the following calculator functions:

2

Square root ()

3 or for Grade 8 and EOCs

for Algebra 1 and Algebra 2

Trigonometric functions for Geometry and Algebra 2

log and/or ln for Algebra 2

Students may not use a handheld calculator that has ANY of the following prohibited

functionalities:

CAS (an ability to solve algebraically) or a solver of any kind

regression capabilities

a table

unit conversion other than conversions between degrees and radians (e.g., feet to inches)

ability to simplify radicals

graphing capability

matrices

a display of more than one line

textediting functionality (edit, copy, cut, and paste)

the ability to perform operations with complex numbers

the ability to perform prime factorization

the ability to find gcd or lcm

wireless or Bluetooth capability or Internet accessibility

QWERTY keyboard or keypad

need for an electrical outlet

calculator peripherals

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Grade4MathematicsItemSpecifications

FloridaStandardsAssessments

Reference Sheets:

Reference sheets and ztables will be available as online references (in a popup window). A

paper version will be available for paperbased tests.

Reference sheets with conversions will be provided for FSA Mathematics assessments in

Grades 48 and EOC Mathematics assessments.

There is no reference sheet for Grade 3.

For Grades 4, 6, and 7, Geometry, and Algebra 2, some formulas will be provided on the

reference sheet.

For Grade 5 and Algebra 1, some formulas may be included with the test item if needed to

meet the intent of the standard being assessed.

For Grade 8, no formulas will be provided; however, conversions will be available on a

reference sheet.

For Algebra 2, a ztable will be available.

Grade

Conversions

Some Formulas

ztable

3

No

No

No

4

On Reference Sheet

On Reference Sheet

No

5

On Reference Sheet

With Item

No

6

On Reference Sheet

On Reference Sheet

No

7

On Reference Sheet

On Reference Sheet

No

8

On Reference Sheet

No

No

Algebra 1

On Reference Sheet

With Item

No

Algebra 2

On Reference Sheet

On Reference Sheet

Yes

Geometry

On Reference Sheet

On Reference Sheet

No

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Grade4MathematicsItemSpecifications

FloridaStandardsAssessments

ContentStandard MAFS.4.OAOperationsandAlgebraicThinking

MAFS.4.OA.1Usethefouroperationswithwholenumberstosolveproblems.

MAFS.4.OA.1.1Interpretamultiplicationequationasacomparison,e.g.,

interpret35=57asastatementthat35is5timesasmanyas7and7timesas

manyas5.Representverbalstatementsofmultiplicativecomparisonsas

multiplicationequations.

AssessmentLimits Wholenumberfactorsmaynotexceed10x10.

Itemmustincludeaverbaldescriptionofanequationoramultiplication

equation.

Multiplicationsituationsmustbeacomparison(e.g.,timesasmany).

Calculator

No

ItemTypes

EquationEditor

GRID

MatchingItem

MultipleChoice

Multiselect

OpenResponse

Context

Allowable

SampleItem

ItemType

GRID

Alanahas8timesasmanymodelcarsasJohn.Johnhas2modelcars.Createa

multiplicationequationthatrepresentsthesituation.

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FloridaStandardsAssessments

SampleItem

Reggiehas12timesasmanymodelcarsasJackson.Jacksonhas5modelcars.

SelectalltheequationsthatshowhowmanycarsReggiehas.

5x12=?

5+12=?

12+5=?

12(5)=?

12(12+5)=?

ItemType

Multiselect

MultipleChoice

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Grade4MathematicsItemSpecifications

FloridaStandardsAssessments

ContentStandard MAFS.4.OAOperationsandAlgebraicThinking

MAFS.4.OA.1Usethefouroperationswithwholenumberstosolveproblems.

MAFS.4.OA.1.2Multiplyordividetosolvewordproblemsinvolving

multiplicativecomparison,e.g.,byusingdrawingsandequationswithasymbol

fortheunknownnumbertorepresenttheproblem,distinguishingmultiplicative

comparisonfromadditivecomparison.

AssessmentLimits Multiplicationsituationmustbeacomparison(e.g.,timesasmany).

Operationsarelimitedtomultiplicationanddivision.

Limitmultiplicationanddivisionto2digitby1digitoramultipleof10bya

1digit.

Calculator

No

ItemTypes

EquationEditor

GRID

MultipleChoice

Context

Required

SampleItem

ItemType

Cassiehas30marbles.Abdulhasmmarbles.IfCassiehas10timesasmany

EquationEditor

marblesasAbdul,writeanequationthatshowshowmanymarblesAbdulhas.

EquationEditor

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Grade4MathematicsItemSpecifications

FloridaStandardsAssessments

ContentStandard MAFS.4.OAOperationsandAlgebraicThinking

MAFS.4.OA.1Usethefouroperationswithwholenumberstosolveproblems.

MAFS.4.OA.1.3Solvemultistepwordproblemsposedwithwholenumbersand

havingwholenumberanswersusingthefouroperations,includingproblemsin

whichremaindersmustbeinterpreted.Representtheseproblemsusing

equationswithaletterstandingfortheunknownquantity.Assessthe

reasonablenessofanswersusingmentalcomputationandestimationstrategies

includingrounding.

AssessmentLimits Itemsrequiringpreciseorexactsolutionsarelimitedto:

additionandsubtractionwithin1,000.

multiplicationof2digitby1digitoramultipleof10bya1digit.

divisionof2digitby1digit.

Itemsmaycontainamaximumof3steps.

Itemsinvolvingremaindersmustrequirethestudenttointerpretand/orusethe

remainderwithrespecttothecontext.

Variablesmustberepresentedbyaletter,andvariablesmustbedefinedor

describedinthecontext.

Calculator

No

ItemTypes

EquationEditor

MultipleChoice

Multiselect

OpenResponse

Context

Required

SampleItem

ItemType

Jackbought2umbrellas.Eachumbrellacosts$13.Hebought3hats,eachcosting

EquationEditor

$4.HowmuchdidJackspendinall?

Jackwantstobuythesamenumberofhatsfor3ofhisfriends.Hehas$57dollars,

andeachhatcosts$5.WhatisthelargestnumberofhatsthatJackbuysforeach

friend?

EquationEditor

Jackbought2umbrellasand3hatsandspentbetween$30and$50.Each

umbrellacoststhesameamount.Eachhatcoststhesameamount.Thepriceofa

hatis$4.WhatistheleastamountJackcouldhavespentonanumbrella?Whatis

themostJackcouldhavespentonanumbrella?

EquationEditor

OpenResponse

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Grade4MathematicsItemSpecifications

FloridaStandardsAssessments

ContentStandard MAFS.4.OAOperationsandAlgebraicThinking

MAFS.4.OA.1Usethefouroperationswithwholenumberstosolveproblems.

MAFS.4.OA.1aDeterminewhetheranequationistrueorfalsebyusing

comparativerelationalthinking.Forexample,withoutadding60and24,

determinewhethertheequation60+24=57+27istrueorfalse.

AssessmentLimits Wholenumberequationsarelimitedto:

additionandsubtractionwithin1,000.

multiplicationof2digitby1digitoramultipleof10bya1digit.

divisionof2digitby1digit.

Variablesrepresentedbyaletterareallowable.

Calculator

No

ItemTypes

EquationEditor

GRID

MultipleChoice

Multiselect

OpenResponse

Context

Allowable

SampleItem

ItemType

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March20,2015

Grade4MathematicsItemSpecifications

FloridaStandardsAssessments

ContentStandard MAFS.4.OAOperationsandAlgebraicThinking

MAFS.4.OA.1Usethefouroperationswithwholenumberstosolveproblems.

MAFS.4.OA.1bDeterminetheunknownwholenumberinanequationrelating

fourwholenumbersusingcomparativerelationalthinking.Forexample,solve

76+9=n+5fornarguingthatnineisfourmorethanfive,sotheunknown

numbermustbefourgreaterthan76.

AssessmentLimits Wholenumberequationsarelimitedto:

additionandsubtractionwithin1,000.

multiplicationof2digitby1digitoramultipleof10bya1digit.

divisionof2digitby1digit.

Variablesrepresentedbyaletterareallowable.

Calculator

No

ItemTypes

EquationEditor

GRID

MultipleChoice

Multiselect

Context

Allowable

SampleItem

ItemType

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Grade4MathematicsItemSpecifications

FloridaStandardsAssessments

ContentStandard MAFS.4.OAOperationsandAlgebraicThinking

MAFS.4.OA.2Gainfamiliaritywithfactorsandmultiples.

MAFS.4.OA.2.4Investigatefactorsandmultiples.

MAFS.4.OA.2.4aFindallfactorpairsandmultiplesintherangeof1100.

MAFS.4.OA.2.4bRecognizethatawholenumberisamultipleofeachofits

factors.

MAFS.4.OA.2.4cDeterminewhetheragivenwholenumberintherange1100

isprimeorcomposite.

AssessmentLimits Itemsmayonlycontainwholenumbersbetween1100.

Vocabularymayincludeprime,composite,factor,ormultiple.

Calculator

No

ItemTypes

EquationEditor

GRID

MatchingItem

MultipleChoice

Multiselect

TableItem

Context

Allowable

SampleItem

Whatareallthefactorsof10?

A. 1,10

B. 2,5

C. 1,5,10

D. 1,2,5,10

Whichfactorsdo36and42haveincommon?

1

2

3

4

6

7

Sarahisarrangingthechairsforarecital.Shewantstoputthe16chairsintoa

rectangulararray.CompletethetabletoshowthreewaysthatSarahcanarrange

thechairs.

Number

ofRows

Arrangement1

Arrangement2

Arrangement3

NumberofChairs

inEachRow

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ItemType

MultipleChoice

Multiselect

TableItem

Grade4MathematicsItemSpecifications

FloridaStandardsAssessments

SampleItem

Selectallthenumbersbetween80and100thathaveexactly4factors,oneof

whichis5.

ItemType

Multiselect

80

85

90

95

100

MatchingItem

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March20,2015

Grade4MathematicsItemSpecifications

FloridaStandardsAssessments

ContentStandard MAFS.4.OAOperationsandAlgebraicThinking

MAFS.4.OA.3Generateandanalyzepatterns.

MAFS.4.OA.3.5Generateanumberorshapepatternthatfollowsagivenrule.

Identifyapparentfeaturesofthepatternthatwerenotexplicitintheruleitself.

Forexample,giventheruleAdd3andthestartingnumber1,generatetermsin

theresultingsequenceandobservethatthetermsappeartoalternatebetween

oddandevennumbers.Explaininformallywhythenumberswillcontinueto

alternateinthisway.

AssessmentLimits Itemsmayonlycontainwholenumbersfrom0to1,000.

Operationsinrulesarelimitedtoaddition,subtraction,multiplication,and

division.

Itemsmaynotcontainrulesthatexceedtwoproceduraloperations.

Divisionrulesmaynotrequirefractionalresponses.

Rulesmaynotbeprovidedalgebraically(e.g.,x+5).

Itemsmustprovidetherule.

Calculator

No

ItemTypes

EquationEditor

GRID

MatchingItem

MultipleChoice

Multiselect

OpenResponse

TableItem

Context

Allowable

SampleItem

ItemType

EquationEditor

Thefirstnumberinapatternis5.ThepatternfollowstheruleAdd3.

Whatisthenextnumberinthepattern?

Thefirstnumberinapatternis80.ThepatternfollowstheruleDivideby2.

TableItem

Completethetabletoshowthenextthreenumbersinthepattern.

Numbersinthe

Pattern

80

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March20,2015

Grade4MathematicsItemSpecifications

FloridaStandardsAssessments

SampleItem

ItemType

OpenResponse

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March20,2015

Grade4MathematicsItemSpecifications

FloridaStandardsAssessments

ContentStandard MAFS.4.NBTNumberandOperationsinBaseTen

MAFS.4.NBT.1Generalizeplacevalueunderstandingformultidigitwhole

numbers.

MAFS.4.NBT.1.1Recognizethatinamultidigitwholenumber,adigitinone

placerepresentstentimeswhatitrepresentsintheplacetoitsright.For

example,recognizethat70070=10byapplyingconceptsofplacevalueand

division.

AssessmentLimits Itemsmaycontainwholenumberswithin1,000,000.

Itemsmaynotcomparedigitsacrossmorethan1placevalue.

Calculator

No

ItemTypes

EquationEditor

MultipleChoice

OpenResponse

Context

Nocontext

SampleItem

ItemType

Howmanytimesgreateristhevalueofthe4in640,700thanthevalueofthe4in EquationEditor

64,070?

MultipleChoice

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March20,2015

Grade4MathematicsItemSpecifications

FloridaStandardsAssessments

ContentStandard MAFS.4.NBTNumberandOperationsinBaseTen

MAFS.4.NBT.1Generalizeplacevalueunderstandingformultidigitwhole

numbers.

MAFS.4.NBT.1.2Readandwritemultidigitwholenumbersusingbaseten

numerals,numbernames,andexpandedform.Comparetwomultidigit

numbersbasedonmeaningsofthedigitsineachplace,using>,=,and<symbols

torecordtheresultsofcomparisons.

AssessmentLimit

Givenvaluesanditemsolutionsmayonlybewholenumbersbetween1and

1,000,000.

Calculator

No

ItemTypes

EquationEditor

GRID

MatchingItem

MultipleChoice

Multiselect

Context

Allowable

SampleItem

ItemType

MultipleChoice

Whichphraserepresents253?

A. Twohundredthree

B. Twohundredfiftythree

C. Twentyfiveandthree

D. Twothousandandfiftythree

Write6x10,000+5x1,000+2x100+3x1asanumber.

EquationEditor

Matchthenameofeachnumberwithitsnumericform.

Sixhundredfivethousand

Sixhundredthousandfifty

650,000

MatchingItem

Selectalltheoptionswith54,625writteninexpandedform.

5tenthousands,46hundreds,25ones

5tenthousands,4thousands,62hundreds,5ones

50thousands,46hundreds,20tens,5ones

50thousands,40hundreds,60tens,25ones

54thousands,6hundreds,2tens,5ones

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Multiselect

Grade4MathematicsItemSpecifications

FloridaStandardsAssessments

SampleItem

ItemType

Multiselect

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FloridaStandardsAssessments

ContentStandard MAFS.4.NBTNumberandOperationsinBaseTen

MAFS.4.NBT.1Generalizeplacevalueunderstandingformultidigitwhole

numbers.

MAFS.4.NBT.1.3Useplacevalueunderstandingtoroundmultidigitwhole

numberstoanyplace.

AssessmentLimit

Givenvaluesanditemsolutionsmayonlybewholenumbersbetween1,000and

1,000,000.

Calculator

No

ItemTypes

EquationEditor

MatchingItem

Multiselect

TableItem

Context

Nocontext

SampleItem

ItemType

Multiselect

Whichnumbersroundto4,100whenroundedtothenearesthundred?

4,008

4,140

4,060

4,109

4,049

Completethetabletoshowhoweachoriginalnumberwasroundedtomakethe

newnumber.

Original

3,545

14,675

16,789

New

3,500

15,000

16,800

Nearest100

MatchingItem

Nearest1,000

EquationEditor

A.Round590,340tothenearesthundredthousand.

B.Round590,340tothenearesttenthousand.

TableItem

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FloridaStandardsAssessments

ContentStandard MAFS.4.NBTNumberandOperationsinBaseTen

MAFS4.NBT.2Useplacevalueunderstandingandproperties.

MAFS.4.NBT.2.4Fluentlyaddandsubtractmultidigitwholenumbersusingthe

standardalgorithm.

AssessmentLimits Itemsmayonlycontainwholenumberfactorsandsolutionsgreaterthan1,000

andwithin1,000,000.

Additionexpressionsmaycontainuptothreeaddends.

Calculator

No

ItemTypes

EquationEditor

GRID

MultipleChoice

Context

Nocontext

SampleItem

ItemType

EquationEditor

Anadditionproblemisshown.

63,829

24,343

+1,424

Calculatethesum.

Whatisthedifferenceof31,678and28,995?

EquationEditor

Enterthemissingdigittocompletethesubtractionstatement.

EquationEditor

409,845

16,675

213,170

MultipleChoice

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FloridaStandardsAssessments

ContentStandard MAFS.4.NBTNumberandOperationsinBaseTen

MAFS.4.NBT.2Useplacevalueunderstandingandpropertiesofoperationsto

performmultidigitarithmetic.

MAFS.4.NBT.2.5Multiplyawholenumberofuptofourdigitsbyaonedigit

wholenumber,andmultiplytwotwodigitnumbers,usingstrategiesbasedon

placevalueandthepropertiesofoperations.Illustrateandexplainthe

calculationbyusingequations,rectangulararrays,and/orareamodels.

AssessmentLimit

Itemsmayrequiremultiplying:fourdigitsbyonedigit,threedigitsbyonedigit,

twodigitsbyonedigit,ortwodigitsbytwodigits.

Calculator

No

ItemTypes

EquationEditor

GRID

Multiselect

OpenResponse

Context

Nocontext

SampleItem

ItemType

Multiselect

Selectalltheexpressionsthathaveaproductof420.

35x12

(3x5)x(10x2)

(40x10)x(2x4)

40x20

14x30

EquationEditor

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Grade4MathematicsItemSpecifications

FloridaStandardsAssessments

ContentStandard MAFS.4.NBTNumberandOperationsinBaseTen

MAFS.4.NBT.2Useplacevalueunderstandingandpropertiesofoperationsto

performmultidigitarithmetic.

MAFS.4.NBT.2.6Findwholenumberquotientsandremainderswithuptofour

digitdividendsandonedigitdivisors,usingstrategiesbasedonplacevalue,the

propertiesofoperations,and/ortherelationshipbetweenmultiplicationand

division.Illustrateandexplainthecalculationbyusingequations,rectangular

arrays,and/orareamodels.

AssessmentLimit

Calculator

ItemTypes

Itemsmaynotrequirefindingaquotientwithinthefactorpairsof10x10.

No

EquationEditor

GRID

MultipleChoice

Multiselect

Context

Nocontext

SampleItem

ItemType

Whatis1,356dividedby3?

EquationEditor

Multiselect

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FloridaStandardsAssessments

ContentStandard MAFS.4.NFNumbersandOperationsFractions

MAFS.4.NF.1Extendunderstandingoffractionequivalenceandordering.

MAFS.4.NF.1.1 Explainwhyafraction isequivalenttoafraction

byusing

visualfractionmodels,withattentiontohowthenumberandsizeoftheparts

differeventhoughthetwofractionsthemselvesarethesamesize.Usethis

principletorecognizeandgenerateequivalentfractions.

AssessmentLimits Denominatorsofgivenfractionsarelimitedto:2,3,4,5,6,8,10,12,100.

Fordenominatorsof10and100,focusmaynotbeonequivalencebetween

these2denominators,sincethisisaddressedspecificallyinstandards

MAFS.4.NF.57,butshouldbemoreonequivalencebetweenfractionswith

denominatorsof2,4,and5,andfractionswithdenominatorsof10and100,

e.g., = , =

,etc.

Fractionsmustrefertothesamewhole,includinginmodels.

Fractionmodelsarelimitedtonumberlines,rectangles,squares,andcircles.

Fractions canbefractionsgreaterthan1andstudentsmaynotbeguidedto

putfractionsinlowesttermsortosimplify.

Equivalentfractionsalsoincludefractions

Itemsmaynotrequiregeneratingequivalentfractionswithdenominatorsof10

and100.

Calculator

No

ItemTypes

EquationEditor

GRID

MatchingItem

MultipleChoice

Multiselect

OpenResponse

Context

Allowable

SampleItem

ItemType

Karimodeledafractionbyshadingpartsofthecircleasshown.

GRID

SelectsectionstomodelafractionequivalenttoKarisfraction.

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FloridaStandardsAssessments

SampleItem

ItemType

Selectallthemodelsthathavebeenshadedtorepresentfractionsequivalentto . Multiselect

Multiselect

Whichfractionsareequivalentto ?

Coreytriedtofindafractionequivalentto .Hisworkisshown.

3

5

3

5

1

2

10

WhichstatementdescribesCoreyserror?

A. Itisimpossibletofindafractionequivalentto .

B. Hedidnotmultiply byafractionequalto1.

C. Heincorrectlymultiplied and .

D. Heshouldhavedividedby .

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MultipleChoice

Grade4MathematicsItemSpecifications

FloridaStandardsAssessments

SampleItem

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ItemType

Multiselect

March20,2015

Grade4MathematicsItemSpecifications

FloridaStandardsAssessments

ContentStandard MAFS.4.NFNumberandOperationsFractions

MAFS.4.NF.1Extendunderstandingoffractionequivalenceandordering.

MAFS.4.NF.1.2Comparetwofractionswithdifferentnumeratorsanddifferent

denominators,e.g.,bycreatingcommondenominatorsornumerators,orby

comparingtoabenchmarkfractionsuchas .Recognizethatcomparisonsare

validonlywhenthetwofractionsrefertothesamewhole.Recordtheresultsof

comparisonswithsymbols>,=,or<,andjustifytheconclusions,e.g.,byusinga

visualfractionmodel.

AssessmentLimits Denominatorsofgivenfractionsarelimitedto:2,3,4,5,6,8,10,12,100.

Benchmarkfractionsarelimitedto: , , .

Fractions maybefractionsgreaterthan1andstudentsmaynotbeguidedto

putfractionsinlowesttermsortosimplify.

Twofractionsbeingcomparedmusthavebothdifferentnumeratoranddifferent

denominator.

Calculator

No

ItemTypes

EquationEditor

GRID

MatchingItem

MultipleChoice

Multiselect

OpenResponse

Context

Allowable

SampleItem

ItemType

OpenResponse

Karihastwofractionmodels,eachdividedintoequalsizedsections.Thefraction

representedbyModelAisgreaterthanthefractionrepresentedbyModelB.

ModelAisdividedinto8sections,and2sectionsareshaded.

ModelBisdividedinto12sections.

WhatdoyouknowaboutthenumberofsectionsshadedinModelB?Explainyour

answer.

MatchingItem

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FloridaStandardsAssessments

ContentStandard MAFS.4.NFNumberandOperationsFractions

MAFS.4.NF.2Buildfractionsfromunitfractionsbyapplyingandextending

previousunderstandingsofoperationsonwholenumbers.

MAFS.4.NF.2.3Understandafraction witha>1asasumoffractions .

MAFS.4.NF.2.3aUnderstandadditionandsubtractionoffractionsasjoiningand

separatingpartsreferringtothesamewhole.

MAFS.4.NF.2.3bDecomposeafractionintoasumoffractionswiththesame

denominatorinmorethanoneway,recordingeachdecompositionbyan

equation.Justifydecompositions,e.g.,byusingavisualfractionmodel.

Examples:

; 2

MAFS.4.NF.2.3cAddandsubtractmixednumberswithlikedenominators,e.g.,

byreplacingeachmixednumberwithanequivalentfraction,and/orbyusing

propertiesofoperationsandtherelationshipbetweenadditionandsubtraction.

MAFS.4.NF.2.3dSolvewordproblemsinvolvingadditionandsubtractionof

fractionsreferringtothesamewholeandhavinglikedenominators,e.g.,by

usingvisualfractionmodelsandequationstorepresenttheproblem.

AssessmentLimits Denominatorsofgivenfractionsarelimitedto:2,3,4,5,6,8,10,12,100.

Mixednumbersandfractionsmustcontainlikedenominators.

Itemsmustreferencethesamewhole.

Visualfractionmodelsarelimitedtocircularmodels,rectangularmodels,and

numberlinemodels.

Calculator

No

ItemTypes

EquationEditor

GRID

MatchingItem

MultipleChoice

Multiselect

OpenResponse

Context

Allowable.RequiredforMAFS.4.NF.2.3d

SampleItem

ItemType

EquationEditor

Whatisthevalueof

?

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FloridaStandardsAssessments

SampleItem

Whatisthevalueofthefollowingexpression?

2

10

10

A.

ItemType

MultipleChoice

B.

C.

D.

EquationEditor

Howmuchflour,incups,doesSuehaveleft?

EquationEditor

Whatisthesumof2 and1 ?

A.Enteryouranswerasamixednumber.

B.Enteryouranswerasafraction.

Multiselect

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Grade4MathematicsItemSpecifications

FloridaStandardsAssessments

ContentStandard MAFS.4.NFNumberandOperationsFractions

MAFS.4.NF.2Buildfractionsfromunitfractionsbyapplyingandextending

previousunderstandingofoperationsonwholenumbers.

MAFS.4.NF.2.4Applyandextendpreviousunderstandingsofmultiplicationto

multiplyafractionbyawholenumber.

MAFS.4.NF.2.4aUnderstandafraction asamultipleof .Forexample,usea

visualfractionmodeltorepresent astheproduct5

5

conclusionbytheequation

,recordingthe

understandingtomultiplyafractionbyawholenumber.Forexample,usea

visualfractionmodeltoexpress3

(Ingeneral,

as6

,recognizingthisproductas .

MAFS.4.NF.2.4cSolvewordproblemsinvolvingmultiplicationofafractionbya

wholenumber,e.g.,byusingvisualfractionmodelsandequationstorepresent

theproblem.Forexample,ifeachpersonatapartywilleat ofapoundofroast

beef,andtherewillbe5peopleattheparty,howmanypoundsofroastbeefwill

beneeded?Betweenwhattwowholenumbersdoesyouranswerlie?

AssessmentLimits Fractionsmayonlybemultipliedbyawholenumber.

Denominatorsofgivenfractionsarelimitedto:2,3,4,5,6,8,10,12,100.

Calculator

None

ItemTypes

EquationEditor

GRID

MultipleChoice

Multiselect

Context

Allowable

SampleItem

ItemType

EquationEditor

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FloridaStandardsAssessments

ContentStandard MAFS.4.NFNumberandOperationsFractions

MAFS.4.NF.3Understanddecimalnotationforfractions,andcomparedecimal

fractions.

MAFS.4.NF.3.5Expressafractionwithdenominator10asanequivalentfraction

withdenominator100,andusethistechniquetoaddtwofractionswith

respectivedenominators10and100.Forexample,express as ,andadd

.

AssessmentLimits Denominatorsmustbeeither10or100.

Decimalnotationmaynotbeassessedatthisstandard.

Commondenominatorandequivalentfractionsareacceptablevocabulary.

Calculator

No

ItemTypes

Context

SampleItem

EquationEditor

MatchingItem

MultipleChoice

Multiselect

Allowable

Createafractionwithadenominatorof100thatisequivalentto .

ItemType

EquationEditor

MultipleChoice

Whichfractionisequivalentto ?

A.

B.

C.

D.

EquationEditor

Anequationisshown.

+=

Whatisthemissingfraction?

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FloridaStandardsAssessments

SampleItem

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ItemType

EquationEditor

March20,2015

Grade4MathematicsItemSpecifications

FloridaStandardsAssessments

ContentStandard MAFS.4.NFNumberandOperationsFractions

MAFS.4.NF.3 Understand decimal notation for fractions, and compare decimal

fractions.

MAFS.4.NF.3.6Usedecimalnotationforfractionswithdenominators10or100.

Forexample,rewrite0.62as ;describealengthas0.62meters;locate0.62

onanumberlinediagram.

AssessmentLimits Denominatorsarelimitedto10and100.

Decimalnotationislimitedtotenthsandhundredths.

Itemsmaycontaindecimalsorfractionsgreaterthan1and/ormixednumbers.

Calculator

No

ItemTypes

EquationEditor

GRID

MatchingItem

MultipleChoice

Multiselect

Context

Nocontext

SampleItem

ItemType

Twovaluesareshown.

GRID

0.25

0.83

UsetheAddPointtooltocorrectlyplotthesevaluesonthenumberline.

Selectallthefractionsthatareequivalentto0.8.

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Multiselect

Grade4MathematicsItemSpecifications

FloridaStandardsAssessments

SampleItem

ItemType

EquationEditor

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FloridaStandardsAssessments

ContentStandard MAFS.4.NFNumberandOperationsFractions

MAFS.4.NF.3 Understand decimal notation for fractions, and compare decimal

fractions.

MAFS.4.NF.3.7 Compare two decimals to hundredths by reasoning about their

size.Recognizethatcomparisonsarevalidonlywhenthetwodecimalsreferto

thesamewhole.Recordtheresultsofcomparisonswiththesymbols>,=,or<,

andjustifytheconclusions,e.g.,byusingavisualmodel.

AssessmentLimits Decimalsmayreferencethesamewholeentity.

Decimalsarelimitedtotenthsandhundredths.

Decimalsmaybegreaterthan1.

Itemsmaynotrequireacomparisonofvisualmodelsinisolation.

Calculator

No

ItemTypes

EquationEditor

GRID

MatchingItem

MultipleChoice

Multiselect

OpenResponse

TableItem

Context

Allowable

SampleItem

ItemType

GRID

Eachmodelshownrepresents1whole.

Clicktoshadesectionsinthemodelstorepresent0.2and0.3.

Then,selectthecorrectcomparisonsymbol.

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Grade4MathematicsItemSpecifications

FloridaStandardsAssessments

SampleItem

Anumberlineisshown.

A.Drageachnumbertoitscorrectlocationonthenumberline.

B.Selectthecorrectcomparisonsymbol.

Mr.Shelbyboughtanewplant.Theplantgrew2.6centimetersinthefirstweek

and3.42centimetersthesecondweek.

Selectallthetruecomparisonsoftheplantgrowthforthetwoweeks.

2.6>3.42

3.42>2.6

2.6<3.42

3.42<2.6

2.6=3.42

ZachandKarlaeachhaveseedstheywillplantinaclassgarden.Zachsflower

seedsweigh1.5grams.Karlasseedsweigh1.46grams.

Selectthecorrectsymbolforeachcomparison.

< > =

1.51.46

1.461.5

ThelocationsofpointsKandLonthenumberlinerepresentdecimalnumbers.

ExplainwhythevalueofpointLisgreaterthanthevalueofpointK.

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ItemType

GRID

Multiselect

MatchingItem

OpenResponse

Grade4MathematicsItemSpecifications

FloridaStandardsAssessments

SampleItem

ItemType

Allisonwrotedownadecimalnumberthatisgreaterthan0.58butlessthan0.62. EquationEditor

WhatisonenumberAllisoncouldhavewrittendown?

GRID

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Grade4MathematicsItemSpecifications

FloridaStandardsAssessments

ContentStandard MAFS.4.MDMeasurementandData

MAFS.4.MD.1Solveproblemsinvolvingmeasurementandconversionof

measurementsfromalargerunittoasmallerunit.

MAFS.4.MD.1.1Knowrelativesizesofmeasurementunitswithinonesystemof

unitsincludingkm,m,cm;kg,g;lb,oz.;l,ml;hr,min,sec.Withinasinglesystem

ofmeasurement,expressmeasurementsinalargerunitintermsofasmaller

unit.Recordmeasurementequivalentsinatwocolumntable.Forexample,

knowthat1ftis12timesaslongas1in.Expressthelengthofa4ftsnakeas48

in.Generateaconversiontableforfeetandincheslistingthenumberpairs

(1,12),(2,24),(3,36),...

AssessmentLimits Measurementsmayonlybewholenumbers.

Multiplicationislimitedto2digitnumbersby1digitnumbersoramultipleof10

bya1digit.

Allowableunitsofmeasurementinclude:kilometer,meter,centimeter,

millimeter,liter,milliliter,kilogram,gram,milligram,mile,yard,foot,inch,

gallon,quart,pint,cup,ton,pound,andounce.

Calculator

No

ItemTypes

EquationEditor

GRID

MatchingItem

MultipleChoice

Multiselect

TableItem

Context

Allowable

SampleItem

ItemType

Multiselect

Selectallthemeasurementsthatareabout1yardlong.

Thelengthofastudentsdesk

Theheightofaclassroom

Thewidthofaclassroomdoor

Thelengthofamovieticket

Theheightofabuilding

Theheightsofthreeboxesareshown.Dragonemeasurementintoeachopenbox

toordertheheightsfromshortesttotallest.

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GRID

Grade4MathematicsItemSpecifications

FloridaStandardsAssessments

SampleItem

ItemType

TableItem

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Grade4MathematicsItemSpecifications

FloridaStandardsAssessments

ContentStandard MAFS.4.MDMeasurementandData

MAFS.4.MD.1Solveproblemsinvolvingmeasurementandconversionof

measurementsfromalargerunittoasmallerunit.

MAFS.4.MD.1.2Usethefouroperationstosolvewordproblemsinvolving

distances,intervalsoftime,andmoney,includingproblemsinvolvingsimple

fractionsordecimals.Representfractionalquantitiesofdistanceandintervalsof

timeusinglinearmodels(Computationalfluencywithfractionsanddecimalsis

notthegoalforstudentsatthisgradelevel.)

AssessmentLimits Measurementconversionsarefromlargerunitstosmallerunits.

Calculationsarelimitedtosimplefractionsordecimals.

Operationsmayincludeaddition,subtraction,multiplication,anddivision.

Itemcontextsarenotlimitedtodistances,intervalsoftime,andmoney.

Calculator

No

ItemTypes

EquationEditor

GRID

MultipleChoice

Context

Required

ItemType

SampleItem

EquationEditor

Gretchenisbakingpies.Sheneeds cupofbutterforeachpie.Onestickofbutter

is cup.

HowmanysticksofbutterdoesGretchenneedtomake4pies?

GRID

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FloridaStandardsAssessments

ContentStandard MAFS.4.MDMeasurementandData

MAFS.4.MD.1Solveproblemsinvolvingmeasurementandconversionof

measurementsfromalargerunittoasmallerunit.

MAFS.4.MD.1.3Applytheareaandperimeterformulasforrectanglesinreal

worldandmathematicalproblems.Forexample,findthewidthofarectangular

roomgiventheareaoftheflooringandthelength,byviewingtheareaformula

asamultiplicationequationwithanunknownfactor.

AssessmentLimits Figuresarelimitedtorectanglesorcompositefigurescomposedofrectangles.

Fractionsarelimitedtolikedenominators.

Limitmultiplicationanddivisionto2digitby1digitoramultipleof10by1digit.

Quotientsmayonlybewholenumbers.

Limitadditionandsubtractiontosolutionswithin1,000.

Whenconstructingrectangles,theminimumgridsizeis20pixels,andinthe

contextofasituation,onegridmustbelabeledwiththeappropriate

dimension.Thatdimensionshouldbe1____,asitemsatthisstandard

maynotassessscale.

Calculator

No

ItemTypes

EquationEditor

GRID

MultipleChoice

Multiselect

Context

Allowable

SampleItem

ItemType

Arectangularrug,withdimensionsgiveninfeet(ft),isshown.

EquationEditor

Whatisthearea,insquarefeet,oftherug?

Astoreownerneedsarugwithanareaofatleast420squarefeet.

Selectallthesizesofrugsthestoreownercouldchoose.

40feetx2feet

60feetx7feet

70feetx6feet

4feetx20feet

20feetx4feet

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Multiselect

Grade4MathematicsItemSpecifications

FloridaStandardsAssessments

SampleItem

Theperimeterofarectangularrugis20feet.

UsetheConnectLinetooltodrawarectanglethatshowsonepossiblesizeofthe

rug.

ItemType

GRID

EquationEditor

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FloridaStandardsAssessments

ContentStandard MAFS.4.MDMeasurementandData

MAFS.4.MD.2Representandinterpretdata.

MAFS.4.MD.2.4Makealineplottodisplayadatasetofmeasurementsin

fractionsofaunit , , .Solveproblemsinvolvingadditionandsubtraction

offractionsbyusinginformationpresentedinlineplots.Forexample,fromaline

plotfindandinterpretthedifferenceinlengthbetweenthelongestandshortest

specimensinaninsectcollection.

AssessmentLimits Measurementunitsarelimitedtohalves,quarters,andeighths.

Additionandsubtractionoffractionsislimitedtofractionswithlike

denominators.

Limitmultiplicationanddivisionto2digitby1digitoramultipleof10by1digit.

Limitadditionandsubtractiontosolutionswithin1,000.

Calculator

No

ItemTypes

EquationEditor

GRID

MultipleChoice

Context

Allowed

SampleItem

ItemType

Longjumpmeasurementsaregiven.

GRID

LongJump

Measurements

(infeet)

4

4

4

4

3

3

Clickabovethenumberlinetocreateacorrectlineplotofthedata.

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FloridaStandardsAssessments

SampleItem

Bennyrecordedtheresultsforhistopfourlongjumps.Thetotallengthofallhis

jumpswas57feet.

Clickabovethenumberlinetocreateapossiblelineplotforthesedata.

ItemType

GRID

Bennyrecordedtheresultsforhistopfourlongjumps.Thetotallengthofallhis

jumpswas57feet.Thefirsttwojumpsareshownonthenumberline.

ClickabovethenumberlinetoshowthepossiblelengthsofBennyslasttwo

jumps.

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GRID

Grade4MathematicsItemSpecifications

FloridaStandardsAssessments

SampleItem

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ItemType

EquationEditor

March20,2015

Grade4MathematicsItemSpecifications

FloridaStandardsAssessments

ContentStandard MAFS.4.MDMeasurementandData

MAFS.4.MD.3Geometricmeasurement:understandconceptsofangleand

measureangles.

MAFS.4.MD.3.5Recognizeanglesasgeometricshapesthatareformedwherever

tworaysshareacommonendpoint,andunderstandconceptsofangle

measurement.

MAFS.4.MD.3.5aAnangleismeasuredwithreferencetoacirclewithitscenter

atthecommonendpointoftherays,byconsideringthefractionofthecircular

arcbetweenthepointswherethetworaysintersectthecircle.Ananglethat

turnsthrough1/360ofacircleiscalledaonedegreeangle,andcanbeusedto

measureangles.

MAFS.4.MD.3.5bAnanglethatturnsthroughnonedegreeanglesissaidto

haveananglemeasureofndegrees.

AlsoAssesses:

MAFS.4.MD.3.6Measureanglesinwholenumberdegreesusingaprotractor.

Sketchanglesofspecifiedmeasure.

AssessmentLimits Itemsmaycontainwholenumberdegreemeasureswithin0and360.

Foridentification,anglesarelessthan360.

Forconstruction,anglesarelessthan180.

Itemsmaynotrequireestimationofanglemeasures.

Calculator

No

ItemTypes

EquationEditor

GRID

MatchingItem

MultipleChoice

Multiselect

Context

Allowablefor4.MD.3.5;nocontextfor4.MD.3.6.

SampleItem

ItemType

Selectthecategoryofmeasureforeachangle.

MatchingItem

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FloridaStandardsAssessments

SampleItem

AnglePmeasures68.OnerayofanglePisshown.

ItemType

GRID

ClickontheprotractortoshowanotherraythatwillcreateangleP.

EquationEditor

Anangleisshown.

Whatisthemeasure,indegrees,oftheangle?

MultipleChoice

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FloridaStandardsAssessments

SampleItem

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ItemType

MultipleChoice

March20,2015

Grade4MathematicsItemSpecifications

FloridaStandardsAssessments

ContentStandard MAFS.4.MDMeasurementandData

MAFS.4.MD.3Geometricmeasurement:understandconceptsofangleand

measureangles.

MAFS.4.MD.3.7Recognizeanglemeasureasadditive.Whenanangleis

decomposedintononoverlappingparts,theanglemeasureofthewholeisthe

sumoftheanglemeasuresoftheparts.Solveadditionandsubtractionproblems

tofindunknownanglesonadiagraminrealworldandmathematicalproblems,

e.g.,byusinganequationwithasymbolfortheunknownanglemeasure.

AssessmentLimit Wholenumberdegreemeasures,sums,anddifferencesmayonlybewithin0

and360.

Calculator

No

ItemTypes

EquationEditor

MatchingItem

MultipleChoice

Multiselect

Context

Allowable

SampleItem

ItemType

MultipleChoice

Whatisthemeasureoftheunknownangle?

A.

B.

C.

D.

40

100

120

180

Kyleisaddinganglestocreateotherangles.

SelecttheanglesKylecanusetocreatea128angle.

SelecttheanglesthatKylecanusetocreatea55angle.

64 34 30 25

128

55

54|P a g e

March20,2015

MatchingItem

Grade4MathematicsItemSpecifications

FloridaStandardsAssessments

SampleItem

Adiagramisshown.

ItemType

EquationEditor

Whatisthesumofalltheanglesthatarelabeled?

EquationEditor

55|P a g e

March20,2015

Grade4MathematicsItemSpecifications

FloridaStandardsAssessments

ContentStandard MAFS.4.GGeometry

MAFS.4.G.1Drawandidentifylinesandangles,andclassifyshapesby

propertiesoftheirlinesandangles.

MAFS.4.G.1.1Drawpoints,lines,linesegments,rays,angles(right,acute,

obtuse),andperpendicularandparallellines.Identifytheseintwodimensional

figures.

AssessmentLimits

Itemsmaynotrequirestudentstonameagivenfigure.

Itemsmaynotrequireknowledgeoruseoforderedpairsoradefined

coordinategridsystem.

Itemsmayrequirestudentstodrawafigurebasedonmultipleattributes(e.g.,

anacutetriangle),withtheexceptionofrighttriangles.

Calculator

No

ItemTypes

GRID

MatchingItem

MultipleChoice

Multiselect

OpenResponse

Context

Allowable

SampleItem

ItemType

Whichangleisacute?

MultipleChoice

56|P a g e

March20,2015

Grade4MathematicsItemSpecifications

FloridaStandardsAssessments

SampleItem

Selectalltheattributesthatapplytoeachsetoflines.

ItemType

MatchingItem

A.UsetheConnectLinetooltodrawanacuteangle.

B.UsetheConnectLinetooltodrawanobtuseangle.

GRID

GRID

57|P a g e

March20,2015

Grade4MathematicsItemSpecifications

FloridaStandardsAssessments

ContentStandard MAFS.4.GGeometry

MAFS4.G.1Drawandidentifylinesandangles,andclassifyshapesbyproperties

oftheirlinesandangles.

MAFS.4.G.1.2Classifytwodimensionalfiguresbasedonthepresenceor

absenceofparallelorperpendicularlines,orthepresenceorabsenceofangles

ofaspecifiedsize.Recognizerighttrianglesasacategory,andidentifyright

triangles.

AssessmentLimits Triangles:equilateral,equiangular,isosceles,scalene,acute,right,obtuse.

Quadrilaterals:parallelograms,rectangles,squares,rhombi,trapezoids.

Otherpolygonsmaybeincludedwhereappropriate.

No

Calculator

ItemTypes

GRID

MatchingItem

MultipleChoice

Multiselect

OpenResponse

Context

NoContent

SampleItem

ItemType

Multiselect

Selectalltheobtusetriangles.

Whichfigureisanacutetriangle?

MultipleChoice

58|P a g e

March20,2015

Grade4MathematicsItemSpecifications

FloridaStandardsAssessments

SampleItem

Selectallthepropertiesthatalwaysbelongtoeachshape.

Hasaright

angle

Has

perpendicular

lines

Hasparallel

lines

Right

Triangle

Rhombus

Rectangle

ItemType

MatchingItem

Theshapeshavebeensortedintotwogroups.

OpenResponse

Explainwhattwoattributeswereusedtosorttheshapes.

Theshapeshavebeensortedintotwogroups.

OpenResponse

Explainwhattwoattributeswereusedtosorttheshapes.

Multiselect

59|P a g e

March20,2015

Grade4MathematicsItemSpecifications

FloridaStandardsAssessments

ContentStandard MAFS.4.GGeometry

MAFS.4.G.1Drawandidentifylinesandangles,andclassifyshapesby

propertiesoftheirlinesandangles.

MAFS.4.G.1.3Recognizealineofsymmetryforatwodimensionalfigureasa

lineacrossthefiguresuchthatthefigurecanbefoldedalongthelineinto

matchingparts.Identifylinesymmetricfiguresanddrawlinesofsymmetry.

AssessmentLimit

Itemsthatrequireconstructinglinesofsymmetrymustspecifytheshape

categorywithregardtothenumberofsides(quadrilateral,triangle,

pentagon,etc.).

Calculator

No

ItemTypes

EquationEditor

GRID

MatchingItem

MultipleChoice

Multiselect

Context

Allowable

SampleItem

ItemType

Multiselect

Selectallthefiguresthathaveatleastonelineofsymmetry.

Howmanylinesofsymmetrydoesthefollowingfigurehave?

Afigureisshown.

EquationEditor

Howmanylinesofsymmetrydoesthefigurehave?

60|P a g e

EquationEditor

March20,2015

Grade4MathematicsItemSpecifications

FloridaStandardsAssessments

SampleItem

ItemType

MultipleChoice

61|P a g e

March20,2015

Grade4MathematicsItemSpecifications

FloridaStandardsAssessments

Customary Conversions

1

1

1

1

foot = 12 inches

yard = 3 feet

mile = 5,280 feet

mile = 1,760 yards

1

1

1

1

pint = 2 cups

quart = 2 pints

gallon = 4 quarts

1 pound = 16 ounces

1 ton = 2,000 pounds

Metric Conversions

1 meter = 1000 millimeters

1 kilometer = 1000 meters

1 liter = 1000 milliliters

1 gram = 1000 milligrams

1 kilogram = 1000 grams

Time Conversions

1

1

1

1

1

minute = 60 seconds

hour = 60 minutes

day = 24 hours

year = 365 days

year = 52 weeks

Formulas

A = lw

P = 2l + 2w

62|P a g e

March20,2015

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