Download Math Student Assessment Gr 4 Number - Mid

Name: _____________________ Class: ____________________ Date: ________________
Multiple Choice
Identify the letter of the choice that best completes the statement or answers the question.
____ 1. Elizabeth took $20.00 to the movies. She spent $5.50 on her ticket, $2.25 on popcorn,
and $1.25 on pop. How much money did she have left?
a. $10.00
b. $10.50
c. $12.00
d. $11.00
b. 706
c. 806
d. 816
c. 20
d. 2
____ 2. 4,836 6 =
a. 86
____ 3. If 600 A = 300, what is A?
a. 200
b. 30
____ 4. Which two numbers are multiples of both 4 and 5?
a. 40, 20
b. 20, 25
c. 10, 20
d. 5, 15
____ 5. Lois bought 4 eight-packs of pop on sale for a family cookout. Her sister bought 6
eight-packs. How many bottles of pop did they have?
a. 24 bottles
b. 10 bottles
c. 48 bottles
4th grade Number and Operations, Core and Extended Core GLCEs only
Manistee ISD and Mid-Michigan Consortium DRAFT 8/11/05
d. 80 bottles
p. 1
____ 6. Which two numbers are factors of the number 24?
a. 2, 7
b. 0, 24
c. 6, 8
d. 3, 9
b. 438
c. 428
d. 426
____ 7. 1284 3 =
a. 3,852
____ 8. Which number is the same as one fourth?
a. 0.4
b. 0.04
c. 0.25
d. 0.75
____ 9. Which fraction is equivalent to 6/8? You can use the number line to help you figure
this out.
a. 7/9
b. 1/2
c. 9/16
4th grade Number and Operations, Core and Extended Core GLCEs only
Manistee ISD and Mid-Michigan Consortium DRAFT 8/11/05
d. 3/4
p. 2
____10. One fourth is shaded. How many twelfths are shaded?
a.
9
12
b. 1
12
c.
4
12
d. 3
12
____11. The hockey team ordered pizza, drinks, and ice cream for their team party. The bill
was $37.80. How much did each of the 9 players have to pay?
a. $3.75
b. $4.20
c. $5.10
d. $6.25
____12. Diana bought 12 bags of candy for Halloween. Each bag had about 48 candies. Which
is the best estimate of how many pieces of candy they had?
a. 300
b. 400
c. 600
4th grade Number and Operations, Core and Extended Core GLCEs only
Manistee ISD and Mid-Michigan Consortium DRAFT 8/11/05
d. 700
p. 3
____13. Sari was asked to describe how to find the answer to 28 x 7 to her class. Which
explanation makes the most sense?
a. I added 20 + 7 to get 27 and I added 20 + 8 to get 28. Then I multiplied
27 by 28 to get 756. So 28 x 7 = 756.
b. I multiplied 20 x 8 to get 160. Then I multiplied 20 x 7 to get 140. I
added 160 + 140 to get 300. So 28 x 7 = 300.
c. I multiplied 20 x 7 and got 140. Then I did 8 x 7 and got 56. So I added
140 to 56 to get 196. So, 28 x 7 = 196.
d. I multiplied 8 x 7 and got 56. Then I did 2 x 7 and got 14. So I added
56 and 14 to get 70. So, 28 x 7 = 70.
____14. Which number is the same as .5?
a. one half
b. 5/1
c. five hundredths
d. 5/1000
____15. Which answer means the same as $12.49?
a. one and two forty nines
b. twelve and forty nine
c. twelve and forty nine tenths
d. twelve and forty nine hundredths
4th grade Number and Operations, Core and Extended Core GLCEs only
Manistee ISD and Mid-Michigan Consortium DRAFT 8/11/05
p. 4
____16. Eric bought 4 collector cards for 25 dollars each. The guy next in line also bought 4
cards. He said he had spent two times as much for each of his cards. How much had
he spent on his collector cards all together?
a. 50 dollars
b. 100 dollars
c. 200 dollars
d. 300 dollars
____17. Which point on the number line shows 4/3?
a. K
b. L
____18. What mixed number is the same as
c. M
d. N
18
?
10
18
10
9
a. 1
10
b.
8
10
c.
6
5
8
d. 1
10
____19. Mr. Clark was given some change at the grocery store. He was given 5 one dollar
bills, 6 quarters, 2 dimes, and a penny. How much change did he get?
a. $5.62
b. $6.71
c. $56.21
4th grade Number and Operations, Core and Extended Core GLCEs only
Manistee ISD and Mid-Michigan Consortium DRAFT 8/11/05
d. $6.21
p. 5
____20. Solve:
2,749
x
8
a. 16,563,272
b. 22,001
c. 22,692
d. 21,992
____21. Which key on the calculator needs to be pushed to make this problem correct?
12 x __ = 60
a. 7
b. 4
c. 6
d. 5
____22. Mrs. O’Connor had to estimate the number of families that would attend the school
carnival. She expected about 12 families from each of the 13 classes to be there.
Which estimate is the most reasonable?
a. 200
b. 180
____23. Make a drawing to show why
c. 150
d. 80
2
6
is equal to .
9
3
4th grade Number and Operations, Core and Extended Core GLCEs only
Manistee ISD and Mid-Michigan Consortium DRAFT 8/11/05
p. 6
____24. What is true about the numbers 5,987 and 5,959?
a. 5,959 is less than 5,987
b. 5,959 is greater than 5,987
c. 5,987 is less than 5,959
d. The two numbers are equal.
____25. How would you write one million, four hundred twenty-nine thousand, forty six?
a. 142,946
b. 1,429,046
c. 1,429,460
d. 100,429,046
____26. In the number 7,093,641 what does the 9 represent?
a. 90 ten thousands
b. 9 ten thousands
c. 9 thousands
d. 9 hundred thousands
____27. Which choice shows all of the factor pairs for the number given?
a. 12: 2 and 6, 3 and 4
b. 20: 1 and 20, 2 and 10, 4 and 5
c. 24: 2 and 12, 3 and 8, 4 and 6
d. 36: 1 and 36, 2 and 18, 3 and 12
____28. Sally has to draw a shape with a prime number of sides. Which shape should she
draw?
a. square
b. pentagon
c. hexagon
4th grade Number and Operations, Core and Extended Core GLCEs only
Manistee ISD and Mid-Michigan Consortium DRAFT 8/11/05
d. rectangle
p. 7
___ 29. Jaren was playing around with his calculator. He started with 87. He forgot what keys
he pushed next, but when he hit the “=” button he got 107. When he pushed it again
he got 127, then 147. What had he programmed the calculator to do?
a. add 30
b. subtract 20
c. add 20
d. add 10
b. 382
c. 482
d. 402
b. 4509
c. 4600
d. 7948
b. 747
c. 753
d. 757
___ 30. 137 + 245 =
a. 372
___ 31. 4238 + 371 =
a. 4609
___ 32. 785 - 38 =
a. 743
____33. To multiply 68 x 3 in your head, which strategy would work?
a. 30 x 6 + 30 x 8
b. 3 x 8 + 30 x 60
c. (60 + 3) x (8 + 3)
d. (60 x 3) + (8 x 3)
____34. Jordan cut his candy bar into 8 pieces to share with a friend. They each got 4 pieces.
How many would each have gotten if he had only cut the candy into 4 pieces?
a. 6
b. 4
c. 8
4th grade Number and Operations, Core and Extended Core GLCEs only
Manistee ISD and Mid-Michigan Consortium DRAFT 8/11/05
d. 2
p. 8
____35. Which approach below can help you find the answer to 1460 ÷ 20 ?
a. Divide 1460 first by 2, then multiply that answer by 10.
b. Divide 146 by 20 and 1000 by 20, then add the results.
c. Divide 1460 first by 10, then divide that answer by 2.
____36. Jonna has 567 basketball cards in her collection. She wants to write down the name of
each player on her computer. She decides to write the names from 7 cards each day
until she is done. How many days will it take her to do this?
a. 56
b. 81
c. 87
d. 560
____37. You eat 27 hotdogs each day for 48 days. How many hot dogs is that?
a. 314
b. 325
c. 1296
d. 1500
____38. What decimal fraction is shown on the number line at “B”.
a. 0.9
b. 2.09
c. 0.09
d. 2.9
____39. Write three and eighteen hundredths in numbers.
a. 318
b. 3.18
c. 3.108
d. 3.018
____40. Maurice had 36 M&Ms. He gave 1/6 of them to his friend Lou. How many M&Ms
did he give to Lou?
a. 6
b. 12
c. 18
4th grade Number and Operations, Core and Extended Core GLCEs only
Manistee ISD and Mid-Michigan Consortium DRAFT 8/11/05
d. 30
p. 9
____41. What is
a.
11
as a mixed number?
8
1
8
b.
3
8
c. 1
3
8
d. 11
1
8
____42. Leslie took several pies to a family picnic. She cut each pie into 8 pieces. She had one
whole pie and 3 pieces left afterward. What fraction can be used to show how much
pie is left over?
a.
3
8
b. 1
1
3
c. 1
1
8
____43. Put the fractions in order from least to greatest:
a. 1 1 3
, ,
4 2 8
b. 1 3 1
, ,
4 8 2
d. 1
3
8
1 1 3
, ,
2 4 8
c. 1 1 3
, ,
2 4 8
d. 1 3 1
, ,
2 8 4
____44. Alex and Tom are baking cookies for the school fair. They baked 192 chocolate chip
cookies, 96 peanut butter cookies, and 96 oatmeal cookies. About how many cookies
did they bake?
a. 300 cookies
b. 350 cookies
c. 400 cookies
4th grade Number and Operations, Core and Extended Core GLCEs only
Manistee ISD and Mid-Michigan Consortium DRAFT 8/11/05
d. 450 cookies
p. 10
Answer key sorted by item number
Item
#
1
Ans.
GLCE code
d
N.MR.04.37
MEAP
code
core
2
3
c
d
N.FL.04.11
N.FL.04.12
core
core
4
a
N.ME.04.05
core
5
d
N.MR.04.07
core
6
7
8
c
c
c
N.ME.04.05
N.FL.04.11
N.MR.04.19
core
core
core
9
d
N.MR.04.21
ext
10
11
12
d
b
c
N.MR.04.21
N.MR.04.37
N.FL.04.35
ext
core
core
13
c
N.FL.04.10
ext
14
15
a
d
N.MR.04.19
N.ME.04.15
core
core
16
17
c
d
N.MR.04.07
N.MR.04.22
core
core
18
19
20
21
22
23
N.MR.04.22
N.ME.04.15
N.FL.04.10
N.FL.04.12
N.FL.04.35
N.MR.04.21
core
core
ext
core
core
ext
24
d
b
d
d
c
see
below
a
N.ME.04.01
ext
25
b
N.ME.04.02
ext
26
b
N.ME.04.03
ext
27
28
b
b
N.ME.04.04
N.MR.04.06
ext
ext
29
c
N.FL.04.08
ext
Solve applied problems using the four basic arithmetic operations for
appropriate fractions, decimals, and whole numbers.
Divide numbers up to four digits by one-digit numbers and by 10.
Find unknowns in equations such as a ÷ 10 = 25;
125 ÷ b = 25.
List the first ten multiples of a given one-digit whole number; determine
if a whole number is a multiple of a given one-digit whole number and
if a one-digit number is a factor of a given whole number.
Solve problems about factors and multiples, e.g., since 100 = 4 x 25,
and 200 = 2 x 100, then 200 = 2 x 4 x 25 = 8 x 25.
Write tenths and hundredths in decimal and fraction forms, and know
the decimal equivalents for halves and fourths.
Explain why equivalent fractions are equal, using area models such as
fraction strips, or the number line, for fractions with denominators of 12
or less, or equal to 100.
Know when approximation is appropriate and use it to check the
reasonableness of answers; be familiar with common place-value errors
in calculations.
Multiply fluently any whole number by a one-digit number, and a threedigit number by a two-digit number; for a two-digit by one-digit
multiplication, use distributive property to develop meaning for the
algorithm.
Read and interpret decimals up to two decimal places; relate to money
and place value decomposition.
Locate and compare fractions on the number line, including improper
fractions and mixed numbers with denominators of 12 or less.
Read and write numbers to 1,000,000; relate them to the quantities they
represent and compare and order.
Compose and decompose numbers using place value to 1,000,000s, e.g.,
25,068 is 2 ten thousands, 5 thousands, 0 hundreds, 6 tens, and 8 ones.
Understand the magnitude of numbers up to 1,000,000; recognize the
place values of numbers, and the relationship of each place value to the
place to its right, e.g., 1,000 is 10 hundreds.
Find all factors of a whole number up to 50, and list factor pairs.
Know that some numbers including 2, 3, 5, 7, and 11 have exactly two
factors (1 and the number itself) and are called prime numbers.
Add and subtract whole numbers fluently.
4th grade Number and Operations, Core and Extended Core GLCEs only
Manistee ISD and Mid-Michigan Consortium DRAFT 8/11/05
p. 11
30
31
32
33
b
a
b
d
N.FL.04.08
N.FL.04.08
N.FL.04.08
N.ME.04.09
ext
ext
ext
core
34
d
N.MR.04.23
ext
35
c
N.MR.04.13
fut
36
b
N.FL.04.14
ext
37
38
39
40
41
c
d
b
a
c
N.FL.04.14
N.ME.04.17
N.ME.04.18
N.ME.04.20
N.MR.04.25
ext
ext
ext
ext
ext
42
43
d
b
N.MR.04.25
N.MR.04.26
ext
ext
44
c
N.FL.04.34
ext
99
N.ME.04.16
fut
99
N.MR.04.24
fut
99
N.MR.04.27
fut
99
N.FL.04.28
fut
99
N.MR.04.29
fut
99
N.MR.04.30
fut
99
N.MR.04.31
fut
99
99
N.FL.04.32
N.FL.04.33
fut
fut
99
N.FL.04.36
NASL
Multiply two-digit numbers by 2, 3, 4, and 5, using the distributive
property, e.g., 21 x 3 = (1 + 20) x 3 = (1 x 3) + (20 x 3) = 3 + 60 = 63
Understand the relationships among halves, fourths and eighths and
among thirds, sixths and twelfths.
Use the relationship between multiplication and division to simplify
computations and check results, e.g., 6840 ÷ 20 = (6840 ÷ 10) ÷ 2 = 684
÷ 2 = 342.
Solve applied problems involving whole number multiplication and
division.
Locate tenths and hundredths on a number line.
Read, write, interpret, and compare decimals up to two decimal places.
Understand fractions as parts of a set of objects.
Write improper fractions as mixed numbers, and understand that a
mixed number represents the number of “wholes” and the part of a
whole remaining, e.g., 5/4 = 1 + ¼ = 1 ¼.
Compare and order up to three fractions with denominators 2, 4, and 8,
and 3, 6, and 12, including improper fractions and mixed numbers.
Estimate the answers to calculations involving addition, subtraction, or
multiplication.
Know that terminating decimals represents fractions whose
denominators are 10, 10 x 10, 10 x 10 x 10, etc., e.g., powers of 10.
Know that fractions of the form m/n where m is greater than n, are
greater than 1 and are called improper fractions; locate improper
fractions on the number line; express as mixed numbers.
Add and subtract fractions less than 1 with denominators 12 or less and
including 100, in cases where the denominators are equal or when one
denominator is a multiple of the other, e.g.,
1/12 + 5/12 = 6/12; 1/6 + 5/12 = 7/12;
2/25 + 7/50 = 11/50; 3/10 - 23/100 = 7/100.
Solve fraction problems involving sums and differences for fractions
where one denominator is a multiple of the other (denominators 2
through 12, and 100).
Solve for the unknown in equations such as:
1/8 + x = 5/8 or 3/4 - y = ½
Multiply fractions by whole numbers, using repeated addition and area
or array models.
Use mathematical statements to represent problems that use addition
and subtraction of decimals with up to two-digits; solve.
Add and subtract decimals up to two decimal places.
Multiply and divide decimals up to two decimal places by a one-digit
whole number where the result is a terminating decimal, e.g., 0.42 ÷ 3 =
0.14, but not 5 ÷ 3 = 1.6
Make appropriate estimations and calculations fluently with whole
numbers using mental math strategies.
4th grade Number and Operations, Core and Extended Core GLCEs only
Manistee ISD and Mid-Michigan Consortium DRAFT 8/11/05
p. 12
Key for Item #23: Students could use an area model to show the equivalence of these two fractions.
For example, 2/3 is shown in the top row and 6/9 is shown in the bottom row:
4th grade Number and Operations, Core and Extended Core GLCEs only
Manistee ISD and Mid-Michigan Consortium DRAFT 8/11/05
p. 13
Answer key sorted by GLCE code
Item
#
24
Ans.
GLCE code
a
N.ME.04.01
MEAP
code
ext
25
b
N.ME.04.02
ext
26
b
N.ME.04.03
ext
27
4
b
a
N.ME.04.04
N.ME.04.05
ext
core
6
28
c
b
N.ME.04.05
N.MR.04.06
core
ext
5
d
N.MR.04.07
core
16
29
30
31
32
33
c
c
b
a
b
d
N.MR.04.07
N.FL.04.08
N.FL.04.08
N.FL.04.08
N.FL.04.08
N.ME.04.09
core
ext
ext
ext
ext
core
13
c
N.FL.04.10
ext
20
2
7
3
d
c
c
d
N.FL.04.10
N.FL.04.11
N.FL.04.11
N.FL.04.12
ext
core
core
core
21
35
d
c
N.FL.04.12
N.MR.04.13
core
fut
36
b
N.FL.04.14
ext
37
15
c
d
N.FL.04.14
N.ME.04.15
ext
core
19
99
b
N.ME.04.15
N.ME.04.16
core
fut
38
39
8
d
b
c
N.ME.04.17
N.ME.04.18
N.MR.04.19
ext
ext
core
14
40
a
a
N.MR.04.19
N.ME.04.20
core
ext
Read and write numbers to 1,000,000; relate them to the quantities they
represent and compare and order.
Compose and decompose numbers using place value to 1,000,000s, e.g.,
25,068 is 2 ten thousands, 5 thousands, 0 hundreds, 6 tens, and 8 ones.
Understand the magnitude of numbers up to 1,000,000; recognize the
place values of numbers, and the relationship of each place value to the
place to its right, e.g., 1,000 is 10 hundreds.
Find all factors of a whole number up to 50, and list factor pairs.
List the first ten multiples of a given one-digit whole number; determine
if a whole number is a multiple of a given one-digit whole number and
if a one-digit number is a factor of a given whole number.
Know that some numbers including 2, 3, 5, 7, and 11 have exactly two
factors (1 and the number itself) and are called prime numbers.
Solve problems about factors and multiples, e.g., since 100 = 4 x 25,
and 200 = 2 x 100, then 200 = 2 x 4 x 25 = 8 x 25.
Add and subtract whole numbers fluently.
Multiply two-digit numbers by 2, 3, 4, and 5, using the distributive
property, e.g., 21 x 3 = (1 + 20) x 3 = (1 x 3) + (20 x 3) = 3 + 60 = 63
Multiply fluently any whole number by a one-digit number, and a threedigit number by a two-digit number; for a two-digit by one-digit
multiplication, use distributive property to develop meaning for the
algorithm.
Divide numbers up to four digits by one-digit numbers and by 10.
Find unknowns in equations such as a ÷ 10 = 25;
125 ÷ b = 25.
Use the relationship between multiplication and division to simplify
computations and check results, e.g., 6840 ÷ 20 = (6840 ÷ 10) ÷ 2 = 684
÷ 2 = 342.
Solve applied problems involving whole number multiplication and
division.
Read and interpret decimals up to two decimal places; relate to money
and place value decomposition.
Know that terminating decimals represents fractions whose
denominators are 10, 10 x 10, 10 x 10 x 10, etc., e.g., powers of 10.
Locate tenths and hundredths on a number line.
Read, write, interpret, and compare decimals up to two decimal places.
Write tenths and hundredths in decimal and fraction forms, and know
the decimal equivalents for halves and fourths.
Understand fractions as parts of a set of objects.
4th grade Number and Operations, Core and Extended Core GLCEs only
Manistee ISD and Mid-Michigan Consortium DRAFT 8/11/05
p. 14
9
d
N.MR.04.21
ext
10
23
N.MR.04.21
N.MR.04.21
ext
ext
17
d
see
below
d
N.MR.04.22
core
18
34
d
d
N.MR.04.22
N.MR.04.23
core
ext
N.MR.04.24
fut
99
41
c
N.MR.04.25
ext
42
43
d
b
N.MR.04.25
N.MR.04.26
ext
ext
99
N.MR.04.27
fut
99
N.FL.04.28
fut
99
N.MR.04.29
fut
99
N.MR.04.30
fut
99
N.MR.04.31
fut
99
99
N.FL.04.32
N.FL.04.33
fut
fut
44
c
N.FL.04.34
ext
12
c
N.FL.04.35
core
22
99
c
N.FL.04.35
N.FL.04.36
core
NASL
1
d
N.MR.04.37
core
11
b
N.MR.04.37
core
Explain why equivalent fractions are equal, using area models such as
fraction strips, or the number line, for fractions with denominators of 12
or less, or equal to 100.
Locate and compare fractions on the number line, including improper
fractions and mixed numbers with denominators of 12 or less.
Understand the relationships among halves, fourths and eighths and
among thirds, sixths and twelfths.
Know that fractions of the form m/n where m is greater than n, are
greater than 1 and are called improper fractions; locate improper
fractions on the number line; express as mixed numbers.
Write improper fractions as mixed numbers, and understand that a
mixed number represents the number of “wholes” and the part of a
whole remaining, e.g., 5/4 = 1 + ¼ = 1 ¼.
Compare and order up to three fractions with denominators 2, 4, and 8,
and 3, 6, and 12, including improper fractions and mixed numbers.
Add and subtract fractions less than 1 with denominators 12 or less and
including 100, in cases where the denominators are equal or when one
denominator is a multiple of the other, e.g.,
1/12 + 5/12 = 6/12; 1/6 + 5/12 = 7/12;
2/25 + 7/50 = 11/50; 3/10 - 23/100 = 7/100.
Solve fraction problems involving sums and differences for fractions
where one denominator is a multiple of the other (denominators 2
through 12, and 100).
Solve for the unknown in equations such as:
1/8 + x = 5/8 or 3/4 - y = ½
Multiply fractions by whole numbers, using repeated addition and area
or array models.
Use mathematical statements to represent problems that use addition
and subtraction of decimals with up to two-digits; solve.
Add and subtract decimals up to two decimal places.
Multiply and divide decimals up to two decimal places by a one-digit
whole number where the result is a terminating decimal, e.g., 0.42 ÷ 3 =
0.14, but not 5 ÷ 3 = 1.6
Estimate the answers to calculations involving addition, subtraction, or
multiplication.
Know when approximation is appropriate and use it to check the
reasonableness of answers; be familiar with common place-value errors
in calculations.
Make appropriate estimations and calculations fluently with whole
numbers using mental math strategies.
Solve applied problems using the four basic arithmetic operations for
appropriate fractions, decimals, and whole numbers.
4th grade Number and Operations, Core and Extended Core GLCEs only
Manistee ISD and Mid-Michigan Consortium DRAFT 8/11/05
p. 15