#### Read Microsoft Word - 4th grade TAKS mark ups-2.doc text version

`Grade 4 TAKS Test ExamplesThe problems in this packet were taken from the 2008 TAKS Information Booklet for 4th Grade. The markings are intended to help teachers identify issues that can be problematic for students and to help teachers support students to interact with the text on the Math TAKS.Grade 4Page 1 of 26Objective 1: Number and OperationsWhat is the relationship between the two numbers?Have the students practice using the answer choices to work out each problem? Then have the students look for which answer choice is reasonable.The students have to know how to determine how many feet were traveled in 1 minute. You must the number of seconds into the number of feet to find out how many feet were traveled in 1 minute.Grade 4Page 2 of 26Objective 1: Number and OperationsGrade 4Page 3 of 26Objective 1: Number and OperationsFractionsThe model represents fractional parts of 8 in each column. Are students able to identify improper fractions?Have students draw models to represent each of the wrong answer choices. Make sure that the students are paying close attention to the denominator in each representation.Grade 4Page 4 of 26Objective 1: Number and OperationsGrade 4Page 5 of 26Objective 1: Number and OperationsGrade 4Page 6 of 26Objective 1: Number and OperationsGrade 4Page 7 of 26Objective 2: AlgebraGrade 4Page 8 of 26Objective 2: AlgebraHave students think about what they know about multiplying by 10 and 100. Students could draw out the representation Have students think about what the problem would be match each answer choice.Grade 4Page 9 of 26Objective 2: AlgebraGrade 4Page 10 of 26Objective 3: GeometryGrade 4Page 11 of 26Objective 3: GeometryGrade 4Page 12 of 26Objective 3: GeometryWords to Know· · ·Line Segment Parallel PerpendicularHave the students use the diagram to determine if the answer choice is true or not.Do students know how to find line segments? Do they know how to find parallel lines? Do they know how to find perpendicular lines?Grade 4Page 13 of 26Objective 3: GeometryTalk to students about using one corner of their Mathematis Chart to measure whether an angle is greater than or less than 90°.Grade 4Page 14 of 26Objective 3: GeometryGrade 4Page 15 of 26Objective 3: GeometryGrade 4Page 16 of 26Objective 4: MeasurementDetermine the Volume of Rectangular PrismHave students build rectangular prisms using concrete models to understanding L x W x H. Have students use cube to form arrays and then stack them. Practice taking unit cubes off of the top layer so that students can determine volume.Grade 4Page 17 of 26Objective 4: MeasurementUsing the Mathematics Chart to ConvertInchesFeet12 24 36 481 2 3 448 ÷ 12 = 4Inches of ribbon Inches in 1 foot 4 feet equals 48 inchesMake sure that students know how to use mathematics chart to convert within the same unit of measurement. Are students aware that to move from a small unit to a bigger unit (i.e. inches to feet) you must divide?Grade 4Page 18 of 26Objective 4: MeasurementUse the Measurement Chart to Find PerimeterHave the students practice using the Mathematics chart to measure on a daily basis. Do they know how to find the perimeter of an object? Have the students circle the unit to measure?Grade 4Page 19 of 26Objective 5: Probability and StatisticsThis fish can go into each one of the 4 different tanks for a total of 4 combinations.5 x 4 = 20Each of the 5 different fish can go into each of the 4 different tanks for total or 20 different combinations.Grade 4Page 20 of 26Objective 5: Probability and StatisticsInterpreting Data from a GraphFind the amount of lunches bought for each teacherAdd all of the lunches together to find a total for each teacher124 6 5 4 3 5 Total = 19Total = 21Johnson Pena37 6Find the difference between the two totals21 ­ 19 = 2 lunchesGrade 4Page 21 of 26Objective 6: Underlying Processes and Mathematical ToolsReasonableness in Problem SolvingThis is a question about logic and reasonableness. Do the students understand what the question is asking? Do they realize that the question is not asking them to compute but to think about solution?Grade 4Page 22 of 26Objective 6: Underlying Processes and Mathematical ToolsGrade 4Page 23 of 26Objective 6: Underlying Processes and Mathematical ToolsProblem Solving&quot;I see a quadrilateral and a triangle in each shape!&quot; So a &quot;marbos&quot; must have each of these shapesTriangleQuadrilateralHave the students look for characteristics of each shape that are the same. Look at each answer choice for the characteristics of the &quot;marbos&quot; Have students make up their own nonsensical words to solve.Grade 4Page 24 of 26Objective 6: Underlying Processes and Mathematical ToolsProblem SolvingDid Jin buy a \$3 book? Yes, because it says &quot;she paid.&quot; Did Jin buy a \$7 book?Least3337Most3 +3+3+ 7= 16The least amount the books could have cost was \$16. \$12 would be the answer if she bought only books that cost \$3. We know she bought at least one \$7 book. Anything less than \$16 is not reasonable.Grade 4Page 25 of 26Objective 6: Underlying Processes and Mathematical ToolsNumber and Operation ­Problem SolvingStudents must think through this problem . Drawing a model helps3Fido3Lady3Fido eats twice as much as LadyCups of food Fido and Lady eats2 times 3 cups plus 3FidoLady eatsGrade 4Page 26 of 26`

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