These rigorous, higher-level thinking questions are made in STAAR format, have multiple choice answers, and address these skills:

 

SET 1:
•Compare & order whole numbers to 1,000,000,000 and decimals to the hundredths; represent comparisons using >, <, or =.
•Expanded notation – whole numbers through 1,000,000,000
•Interpret value of value position as 10 times the position to the right and as 1/10 of the value of the place to the left
•Interpret value of whole numbers up to 1,000,000,000 and decimals to the hundredths in numerals and words
•Number lines – decimals to the tenths or hundredths place
•Relate decimals to fractions (tenths & hundredths)
•Represent decimals (tenths & hundredths) using concrete & visual models and money
•Round whole numbers to the nearest place value through the hundred thousands place

Standards Covered:
TEKS: 4.2A, 4.2B, 4.2C, 4.2D, 4.2E, 4.2F, 4.2G, 4.2H
CCSS: 4.NBT.A.1, 4.NBT.A.2, 4.NBT.A.3, 4.NF.C.6, 4.NF.C.7

SET 2:
•Add/subtract whole numbers & decimals to the hundredths place
•Apply mathematics to problems in everyday life, society, & the workplace
•Communicate mathematical ideas, reasoning, & their implications using multiple representations
•Determine products of a number and 10 or 100 using properties of operations and place value
•Divide up to a 4-digit dividend by a 1-digit divisor
•Evaluate reasonableness of sums and differences of fractions using benchmark fractions (0, ¼, ½, ¾, and 1)
•Multiply up to a 4-digit number by a 1-digit number and a 2-digit number by a 2-digit number
•One- & two-step problems involving multiplication & division and interpreting remainders
•Represent fractions & decimals to the tenths or hundredths as distances from zero on number line
•Represent product of 2-digit numbers using arrays, area models, & equations
•Represent value of whole numbers through 1,000,000,000 & decimals to the hundredths place using expanded notation & numerals
•Round to nearest 10, 100, or 1,000 to estimate solutions
•Select mathematical tools to solve problems (i.e., real objects, manipulatives, mental math, estimation, number sense, etc.)
•Solve addition/subtraction of fractions with equal denominators using objects & pictorial models
•Use problem-solving model
•Use strip diagrams to solve multi-step problems

Standards Covered:
TEKS: 4.1A, 4.1B, 4.1C, 4.1D, 4.2B, 4.2C, 4.4A, 4.4B, 4.4C, 4.4D, 4.4E, 4.4F, 4.4G, 4.4H, 4.5A
CCSS: 4.NBT.A.2, 4.NBT.A.3, 4.NBT.B.4, 4.NBT.B.5, 4.NBT.B.6, 4.OA.A.3, 5.NBT.B.7

SET 3:
•Apply mathematics to problems arising in everyday life, society, and the workplace
•Analyze mathematical relationships to connect and communicate mathematical ideas
•Communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate
•Compare two fractions with different numerators and different denominators and represent the comparison using the symbols >, =, or <
•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
•Determine if two given fractions are equivalent using a variety of methods
•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
•Relate decimals to fractions that name tenths and hundredths
•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
•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
•Represent data on a frequency table, dot plot, or stem‐and‐leaf plot marked with whole numbers and fractions
•Represent fractions and decimals to the tenths or hundredths as distances from zero on a number line
•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

Standards Covered:
TEKS: 4.1A, 4.D, 4.1F, 4.2G, 4.3A, 4.3B, 4.3C, 4.3D, 4.3E, 4.3F, 4.3G, 4.9A, 4.9B
CCSS: 4.MD.B.4, 4.NF.A.1, 4.NF.A.2, 4.NF.B.3, 4.NF.B.3.A, 4.NF.B.3.B, 4.NF.B.3.C, 4.NF.C.6, 4.NF.C.7

 

SET 4:
•Analyze mathematical relationships to connect and communicate mathematical ideas
•Apply knowledge of right angles to identify acute, right, and obtuse angles
•Apply mathematics to problems arising in everyday life, society, and the workplace
•Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines or angles of a specific size
•Communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, graphs, & language as appropriate
•Convert measurements from a smaller unit into a larger unit or vice versa (customary and metric)
•Identify & draw one or more lines of symmetry for a two-dimensional figure
•Identify points lines, line segments, rays, angles, and perpendicular and parallel lines
•Identify relative sizes of measurement units within the customary and metric systems
•Select tools and techniques to solve problems
•Solve problems related to perimeter and area of rectangles
•Solve problems that deal with measurements of length, intervals of time, liquid volumes, mass, & money using addition, subtraction, multiplication, or division
•Use models to determine the formulas for the perimeter of a rectangle

Standards Covered:
TEKS: 4.1, 4.1A, 4.1C, 4.1D, 4.1F, 4.5C, 4.5D, 4.6A, 4.6B, 4.6C, 4.6D, 4.8, 4.8A, 4.8B, 4.8C
CCSS: 4.G.A.1, 4.G.A.2, 4.G.A.3, 4.MD.A.1, 4.MD.A.2, 4.MD.A.3

SET 5:
• Add and subtract whole numbers and decimals to the hundredths place using the standard algorithm.
• Determine the approximate measures of angles in degrees to the nearest whole number using a protractor.
• Determine the measure of an unknown angle formed by two non-overlapping adjacent angles given one or both angle measures.
• Illustrate degrees as the units used to measure an angle, where 1/360 of any circle is 1 degree and an angle that "cuts" n/360 out of any circle whose center is at the angle's vertex has a measure of n degrees. Angle measures are limited to whole numbers.
• Illustrate the measure of an angle as the part of a circle whose center is at the vertex of the angle that is "cut-out" by the rays of the angle. Angle measures are limited to whole numbers.
• 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.
• Represent data on a frequency table, dot plot, or stem-and-leaf plot marked with whole numbers and fractions.
• Represent multi-step problems involving the four operations with whole numbers using strip diagrams and equations with a letter standing for the unknown quantity.
• Represent problems with 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.
• 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.
• Solve problems related to perimeter and area of rectangles where dimensions are whole numbers.
•Solve problems that deal with measurements of length, intervals of time, liquid volumes, mass, & money using addition, subtraction, multiplication, or division
•Solve with fluency one-step and two-step problems involving multiplication and division, including interpreting remainders.

Standards Covered:
TEKS: 4.E, 4.4A, 4.4H, 4.5A, 4.5B,4.5D, 4.7A, 4.7B, 4.7C, 4.7E, 4.8C, 4.9A, 4.9B

CCSS: 4.MD.A.2, 4.MD.A.3, 4.MD.B.4, 4.MD.C.5, 4.MD.C.6, 4.MD.C.7, 4.NF.B.3.B, 4.OA.A.3, 6.SP.B.4

SET 6:
•Add and subtract whole numbers and decimals to the hundredths place using the standard algorithm.
•Analyze mathematical relationships to connect and communicate mathematical ideas
•Apply mathematics to problems arising in everyday life, society, and the workplace.
•Calculate profit in a given situation.
•Communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate.
•Compare the advantages and disadvantages of various savings options.
•Compare two fractions with numerators and different denominators and represent the comparison using the symbols >, =, or <.
•Create and use representations to organize, record, and communicate mathematical ideas.
•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.
•Describe how to allocate a weekly allowance among spending; saving, including for college; and sharing.
•Describe the basic purpose of financial institutions, including keeping money safe, borrowing money, and lending.
•Determine if two given fractions are equivalent using a variety of methods.
•Distinguish between fixed and variable expenses.
•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.
•Relate decimals to fractions that name tenths and hundredths.
•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.
•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.
•Represent fractions and decimals to the tenths or hundredths as distances from zero on a number line.
•Select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems.
•Solve problems that deal with measurements of length, intervals of time, liquid volumes, mass, and money using addition, subtraction, multiplication, or division as appropriate.
•Solve with fluency one- and two-step problems involving multiplication and division, including interpreting remainders.
•Use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution.

Standards Covered:
TEKS: 4.1A, 4.1B, 4.1C, 4.1D, 4.1E, 4.1F, 4.2G, 4.3A, 4.3B, 4.3C, 4.3D, 4.3E, 4.3F, 4.3G, 4.4A, 4.4H, 4.8C, 4.10A, 4.10B, 4.10C, 4.10D, 4.10E
CCSS: 4.MD.A.2, 4.NBT.B.4, 4.NF.A.1, 4.NF.A.2, 4.NF.B.3, 4.NF.B.3.A, 4.NF.C.6, 4.OA.A.3, CEE 4.2.5, CEE 4.3.2, CEE 4.3.6, CEE 8.2.5

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