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

Grade 4 TAKS Test Examples

The 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 4

Page 1 of 26

Objective 1: Number and Operations

What 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 4

Page 2 of 26

Objective 1: Number and Operations

Grade 4

Page 3 of 26

Objective 1: Number and Operations

Fractions

The 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 4

Page 4 of 26

Objective 1: Number and Operations

Grade 4

Page 5 of 26

Objective 1: Number and Operations

Grade 4

Page 6 of 26

Objective 1: Number and Operations

Grade 4

Page 7 of 26

Objective 2: Algebra

Grade 4

Page 8 of 26

Objective 2: Algebra

Have 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 4

Page 9 of 26

Objective 2: Algebra

Grade 4

Page 10 of 26

Objective 3: Geometry

Grade 4

Page 11 of 26

Objective 3: Geometry

Grade 4

Page 12 of 26

Objective 3: Geometry

Words to Know

· · ·

Line Segment Parallel Perpendicular

Have 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 4

Page 13 of 26

Objective 3: Geometry

Talk to students about using one corner of their Mathematis Chart to measure whether an angle is greater than or less than 90°.

Grade 4

Page 14 of 26

Objective 3: Geometry

Grade 4

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Objective 3: Geometry

Grade 4

Page 16 of 26

Objective 4: Measurement

Determine the Volume of Rectangular Prism

Have 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 4

Page 17 of 26

Objective 4: Measurement

Using the Mathematics Chart to Convert

Inches

Feet

12 24 36 48

1 2 3 4

48 ÷ 12 = 4

Inches of ribbon Inches in 1 foot 4 feet equals 48 inches

Make 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 4

Page 18 of 26

Objective 4: Measurement

Use the Measurement Chart to Find Perimeter

Have 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 4

Page 19 of 26

Objective 5: Probability and Statistics

This fish can go into each one of the 4 different tanks for a total of 4 combinations.

5 x 4 = 20

Each of the 5 different fish can go into each of the 4 different tanks for total or 20 different combinations.

Grade 4

Page 20 of 26

Objective 5: Probability and Statistics

Interpreting Data from a Graph

Find the amount of lunches bought for each teacher

Add all of the lunches together to find a total for each teacher

1

2

4 6 5 4 3 5 Total = 19

Total = 21

Johnson Pena

3

7 6

Find the difference between the two totals

21 19 = 2 lunches

Grade 4

Page 21 of 26

Objective 6: Underlying Processes and Mathematical Tools

Reasonableness in Problem Solving

This 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 4

Page 22 of 26

Objective 6: Underlying Processes and Mathematical Tools

Grade 4

Page 23 of 26

Objective 6: Underlying Processes and Mathematical Tools

Problem Solving

"I see a quadrilateral and a triangle in each shape!" So a "marbos" must have each of these shapes

Triangle

Quadrilateral

Have the students look for characteristics of each shape that are the same. Look at each answer choice for the characteristics of the "marbos" Have students make up their own nonsensical words to solve.

Grade 4

Page 24 of 26

Objective 6: Underlying Processes and Mathematical Tools

Problem Solving

Did Jin buy a $3 book? Yes, because it says "she paid." Did Jin buy a $7 book?

Least

3

3

3

7

Most

3 +3+3+ 7= 16

The 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 4

Page 25 of 26

Objective 6: Underlying Processes and Mathematical Tools

Number and Operation Problem Solving

Students must think through this problem . Drawing a model helps

3

Fido

3

Lady

3

Fido eats twice as much as Lady

Cups of food Fido and Lady eats

2 times 3 cups plus 3

Fido

Lady eats

Grade 4

Page 26 of 26

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