Grade 4 Item Specs

1
Grade 4Item Specs
4
NS ME GS PS AS
2
Content Strand 1 Number Sense
NS01 NS02 NS03 NS04 NS05

• NS01 (Number and Number Theory)
• 1.1.1 Understand the concept of decimals (money)
  and fractions.
• 1.1.2 Understand the relative values of fractions
  and decimals (money).
• 1.1.3 Understand and apply the associative
  property of addition and multiplication and the
  commutative, identity, and zero properties of
  multiplication on whole numbers.
• NS02 (Ratio and Proportion)
• NS03 (Conceptual Understanding of Operations)
• 1.1.5 Understand the meaning of addition and
  subtraction on like-denominator fractions.
• NS04 (Computation)
• 1.1.6 Apply procedures of multiplication and
  division on whole numbers with fluency
• NS05 (Estimation)
• 1.1.8 Understand and apply estimation strategies
  to determine the reasonableness of answers in
  situations involving multiplication and division
  on whole numbers.

4 NS
NS ME GS PS AS
3
Content Strand 1 Number SenseNS01 (Number and
Numeration) Demonstrate understanding of the
concepts and symbolic representations of whole
numbers, fractions, and decimals in money
demonstrate understanding of the relative values
of whole numbers, fractions, and decimals
(money) demonstrate understanding of and use the
commutative, associative, and identity properties
of addition and multiplication and the zero
property of multiplication with whole numbers
(1.1.1, 1.1.2, 1.1.3)Item Format(s)
Multiple-Choice and Short-Answer items may be
used to test this learning target.
NS01 NS02 NS03 NS04 NS05
4 NS01
NS ME GS PS AS
4
Stimulus, Stem, and Prompt Rules
NS01 NS02 NS03 NS04 NS05

• Stimulus may include regular polygons, circles,
  grids, and/or illustrations of
  objects.
• Stimulus may include illustrations of thousands
  blocks, hundreds blocks, tens blocks, ones
  blocks, cubes, sticks, number lines, and other
  counting manipulatives.
• Stimulus may include illustrations of unit
  blocks, tenths blocks, hundredths blocks, and
  other fractional manipulatives.
• Stimulus may include fractions with denominators
  of 2, 3, 4, 6, or 8.
• Stimulus may include number words through 100,
  e.g., one, fifty-seven.
• Stimulus may include number lines when asking
  students to order and compare whole numbers,
  fractions and/or decimals.
• Numerical values in measurements of length, time,
  or money may include fractions or decimals.

4 NS01
NS ME GS PS AS
5
Mathematical Vocabulary and Terms
NS01 NS02 NS03 NS04 NS05

• Terms that may be used , lt, gt, denominator,
  digit, equal to, even, fraction, greater than,
  greatest, hundreds, hundredths, in order, least,
  less than, number, number line, numerator, odd,
  ones, place value, tens, tenths, thousands, whole
  number
• Terms that may be used with definitions or
  examples compare (tell how they are alike and
  how they are different), expanded form, standard
  form, word form
• Terms that may not be used associative,
  commutative, decompose, equivalent, identity,
  property, zero property

4 NS01
NS ME GS PS AS
6
Item Characteristics
NS01 NS02 NS03 NS04 NS05

• Items may ask students to recognize or illustrate
  whole number place values up to,
  and including, one million and decimal place
  values to, and including, hundredths as
  related to money.
• Items may ask students to decompose or combine
  whole numbers based on place values. The term
  decompose refers to breaking a larger number
  down into components e.g., 3,502 is the same as
  3 thousands, 5 hundreds, 0 tens, and 2 ones.
• Items may ask students to identify and/or
  illustrate fractional or decimal parts of a
  region, a whole object, a set of objects, or a
  number.
• Items may ask students to identify and/or
  generate equivalent representations for the same
  number by decomposing and composing whole numbers
  or fractions with like-denominators, e.g., is
  .
• Items may ask students to recognize or represent
  whole numbers in standard form, e.g., 71,000
  expanded form, e.g. 70,000 1,000 or word
  form, e.g., seventy-one thousand.

4 NS01
NS ME GS PS AS
7
NS01 NS02 NS03 NS04 NS05

• Items may ask students to order and compare whole
  numbers, and/or fractions, and/or decimals
  related to money on number lines,
  symbolically, or with illustrations.
• Items may ask students to explain why one whole
  number is greater than or less than another whole
  number or why one fraction is greater than, less
  than, or equal to another fraction.
• Items may ask students to identify the use of or
  illustrate the commutative property, associative
  property, or identity property of addition with
  whole numbers.
• Items may ask students to identify the use of or
  illustrate the commutative property, associative
  property, identity property, or zero property of
  multiplication with whole numbers.
• Items may ask students to replicate a given
  computational strategy using addition or
  multiplication properties when given an example
  e.g., given 32 28 30 2 20 8 30 20
  2 8 50 10 60, use the same strategy with
  37 48.

4 NS01
NS ME GS PS AS
8
Content Strand 1 Number SenseNS02 (Ratio and
Proportion) Not measured at grade 4.
NS01 NS02 NS03 NS04 NS05
4 NS02
NS ME GS PS AS
9
Content Strand 1 Number SenseNS03 (Conceptual
Understanding of Operations) Demonstrate
understanding of the meaning of multiplication
and division of whole numbers demonstrate
understanding of the meaning of addition and
subtraction of like denominator fractions
(1.1.5)Item Format(s) Multiple-Choice and
Short-Answer items may be used to test this
learning target.
NS01 NS02 NS03 NS04 NS05
4 NS03
NS ME GS PS AS
10
Stimulus, Stem, and Prompt Rules
NS01 NS02 NS03 NS04 NS05

• Stimulus may include pictures or diagrams
  illustrating non-negative decimals and
  like-denominator fractions.
• Fractions with denominators of 2, 4, 8 or 2, 3, 6
  may be used.

4 NS03
NS ME GS PS AS
11
Mathematical Vocabulary and Terms
NS01 NS02 NS03 NS04 NS05

• Terms that may be used addition, difference,
  division, equation, fraction, multiplication,
  operation, product, subtraction, sum, total
• Terms that may be used with definitions or
  examples quotient
• Terms that may not be used addend, dividend,
  divisor, minuend, multiplicand, subtrahend

4 NS03
NS ME GS PS AS
12
Item Characteristics
NS01 NS02 NS03 NS04 NS05

• Items may ask students to relate multiplication
  to repeated addition,
  multiplication to division, division to repeated
  subtraction, and division to
  equal shares.
• Items may ask students to identify an
  illustration of multiplication or division of
  whole numbers.
• Items may ask students to draw a picture or
  select an appropriate operation to show
  understanding of multiplication and division of
  whole numbers in a given situation.
• Items may ask students to identify an
  illustration of addition or subtraction of like
  denominator fractions.
• Items may ask students to select and/or use an
  appropriate operation to show understanding of
  addition and subtraction of like-denominator
  fractions.
• Items may ask students to translate a given
  picture or illustration into an equivalent
  symbolic representation of multiplication or
  division of whole numbers or addition and
  subtraction of like denominator fractions.

4 NS03
NS ME GS PS AS
13
NS01 NS02 NS03 NS04 NS05
Content Strand 1 Number SenseNS04
(Computation) Add, subtract, multiply and divide
whole numbers (1.1.6)Item Format(s)Multiple-Ch
oice and Short-Answer items may be used to test
this learning target.
4 NS04
NS ME GS PS AS
14
Stimulus, Stem, and Prompt Rules
NS01 NS02 NS03 NS04 NS05

• Stimulus may include words, numbers, mathematical
  expressions, illustrations,
  charts, graphs, or diagrams.
• Computation items may appear either in a vertical
  or horizontal format.
• NS04 items will be on a no tools day.
• Items assessing computation with whole numbers
  will use the following guidelines
• Operation Session Without Tools
• Addition of whole numbers up to 5 one-digit
  numbers and/or 2 two- or three-digit numbers
• Subtraction of whole numbers up to three-digit
  numbers
• Multiplication of whole numbers up to one-digit
  multiplier or multiple of 10 and two-digit
  multiplicand
• Division of whole numbers up to one-digit divisor
  or a divisor of 10 and two-digit dividend

4 NS04
NS ME GS PS AS
15
Mathematical Vocabulary and Terms
NS01 NS02 NS03 NS04 NS05

• Terms that may be used addition, difference,
  division, equation, multiplication, product,
  subtraction, sum
• Terms that may be used with definitions or
  examples divisor, multiple, quotient
• Terms that may not be used addend, dividend,
  minuend, multiplicand, subtrahend

4 NS04
NS ME GS PS AS
16
Item Characteristics
NS01 NS02 NS03 NS04 NS05

• Items may ask students to add up to 5 one-digit
  whole numbers and/or 2 two- or three-digit whole
  numbers.
• Items may ask students to subtract whole numbers
  up to three digits.
• Items may ask students to multiply a one digit
  multiplier or multiple of 10 times a two-digit
  multiplicand.
• Items may ask students to divide a two digit
  dividend by a one digit divisor or by a multiple
  of 10.
• Items may ask students to interpret and
  appropriately apply the concept of remainder in a
  given context.

4 NS04
NS ME GS PS AS
17
Content Strand 1 Number SenseNS05
(Estimation) Identify when an approximation is
appropriate use estimation to determine the
reasonableness of answers in situations involving
addition, subtraction, multiplication, and
division of whole numbers (1.1.8)Item
Format(s)Multiple-Choice and Short-Answer items
may be used to test this learning
target.Multiple-choice items will not ask
students to estimate and identify the answer.
NS01 NS02 NS03 NS04 NS05
4 NS05
NS ME GS PS AS
18
Stimulus, Stem, and Prompt Rules
NS01 NS02 NS03 NS04 NS05

• Stimulus may include tables, charts, diagrams,
  and illustrations.
• Items will not require the use of a particular
  estimation strategy.
• Items may present situations involving addition,
  subtraction, multiplication, and/or division of
  whole numbers.
• NS05 items will be on a no tools day.

4 NS05
NS ME GS PS AS
19
Mathematical Vocabulary and Terms
NS01 NS02 NS03 NS04 NS05

• Terms that may be used about how many,
  closer to, estimate, estimation, number line,
  round, to the nearest
• Terms that may be used with definitions or
  examples quotient
• Terms that may not be used approximate,
  clustering, compatible numbers, front-end
  estimation or names of other estimation
  strategies

4 NS05
NS ME GS PS AS
20
Item Characteristics
NS01 NS02 NS03 NS04 NS05

• Items may ask students to identify or explain
  whether estimation or exact
  calculation is appropriate in a situation
  involving addition, subtraction, multiplication,
  or division of whole numbers.
• Items may ask students to estimate computation
  results in situations involving addition,
  subtraction, multiplication, or division of whole
  numbers.
• Items may ask students to use estimation to
  determine whether a computation result is
  reasonable in a given situation.
• Items may ask students to explain or describe a
  strategy used for estimation involving addition,
  subtraction, multiplication, or division of whole
  numbers
• Note Students may not receive full credit in
  estimation items for computing and then rounding.

4 NS05
NS ME GS PS AS
21
Content Strand 2 Measurement
ME01 ME02 ME03 ME04

• ME01 (Attributes and Dimensions)
• 1.2.1 Understand the concept of area.
• ME02 (Units and Systems)
• 1.2.2 Understand the differences between length
  units and area (square) units in U.S. or metric
  systems.
• 1.2.3 Understand how measurement units of time
  and weight (U.S.) are organized into systems.
• ME03 (Procedures).
• 1.2.4 Understand and apply systematic procedures
  to determine the area of figures composed of
  rectangles.
• ME04 (Estimated Measurements).
• 1.2.6 Understand and apply strategies to obtain
  reasonable estimates of area measurements for
  irregular figures.

4 ME
NS ME GS PS AS
22
Content Strand 2 MeasurementME01 (Attributes
and Dimensions) Demonstrate understanding of the
concepts of length, perimeter, area, time, money,
weight/mass, capacity, and temperature (1.2.1)
Item Format(s)Multiple-Choice and
Short-Answer items may be used to test this
learning target.
ME01 ME02 ME03 ME04
4 ME01
NS ME GS PS AS
23
Stimulus, Stem, and Prompt Rules
ME01 ME02 ME03 ME04

• Stimulus may include pictures, diagrams, tables,
  charts, calendars, and graphs.
• Grids are used in items that involve finding the
  area of a figure.
• Answer choices will be stated in terms of the
  same system of measurement.
• Standard abbreviations may be used, however, the
  unit should be spelled out if any confusion is
  possible, e.g., inch rather than in.
• Items will not require students to convert from
  U.S. to metric or metric to U.S.
• Items assessing understanding of measurement
  attributes and dimensions may use the following
  units
• Attribute US Units Metric (SI) Units
• Length inch (in.), foot (ft), yard (yd), mile
  (mi) millimeter (mm), centimeter (cm), meter (m)
• Time second (s), minute (min), hour (hr), day,
  week (wk), month (mo), year (yr)
• Money cent/penny (), nickel, dime, quarter,
  dollar ()
• Weight/mass ounce (oz), pound (lb), ton gram (g),
  kilogram (kg)
• Capacity (liquid volume) cup (c), pint (pt),
  quart (qt), gallon (gal)milliliter (mL), liter
  (L)
• Temperature degree (º F) degree (º C)

4 ME01
NS ME GS PS AS
24
Mathematical Vocabulary and Terms
ME01 ME02 ME03 ME04

• Terms that may be used , cm, g, lb or other
  common abbreviations, area,
  attribute, cent, cup, day, degree, dime, dollar,
  foot/feet, gallon, gram, high, hour, inch,
  kilogram, length, liter, meter, mile, milliliter,
  millimeter, minute, money, month, nickel, ounce,
  penny, perimeter, pint, pound, quart, quarter,
  scale, second, square unit, temperature,
  thermometer, time, ton, unit, weight, wide, yard
• Terms that may be used with definitions or
  examples centimeter (cm), compare (tell how the
  are alike and how they are different), mass
• Terms that may not be used capacity, metric
  system, U.S. system
• Students are expected to know how to determine
  the following
• Perimeter of a rectangle
• Perimeter of a triangle

4 ME01
NS ME GS PS AS
25
Item Characteristics
ME01 ME02 ME03 ME04

• Items may ask students to identify or describe
  pictorial representations of
  objects or figures illustrating area
  measurements.
• Items may ask students to draw figures to
  illustrate the understanding of the difference
  between area and perimeter.
• Items may ask students to identify or describe
  pictorial representations of objects or figures
  using measurable attributes of length, perimeter,
  time, money, weight/mass, capacity, or
  temperature in either U.S. or metric units.
• Items may ask students to explain or show how
  length, perimeter, area, time, money,
  weight/mass, capacity, or temperature is used to
  describe an object or event.
• Items may ask students to determine the perimeter
  of a triangle or rectangle.
• Items may ask students to add or subtract
  measurements of length, area, time, money,
  weight/mass, capacity, or temperature.
• Note Students are expected to determine and
  label units.

4 ME01
NS ME GS PS AS
26
Content Strand 2 MeasurementME02 (Units and
Systems) Demonstrate understanding of the
differences between standard and nonstandard
units of measurement for length and weight/mass
using the U.S. or metric system demonstrate
understanding of the differences between length
units and area (square) units using the U.S. or
metric system demonstrate understanding of how
time units are organized and how money, capacity,
length, and weight units are organized in the
U.S. system (1.2.2, 1.2.3) Item Format(s)
Multiple-Choice and Short-Answer items may be
used to test this learning target.
ME01 ME02 ME03 ME04
4 ME02
NS ME GS PS AS
27
Stimulus, Stem, and Prompt Rules
ME01 ME02 ME03 ME04

• Stimulus may include pictures, diagrams, tables,
  charts, calendars, and graphs.
• Exponents will not be used to express square or
  cubic units.
• Items will not require students to convert from
  U.S. to metric or metric to U.S.
• Answer choices will be stated in terms of the
  same system of measurement.
• Items assessing understanding of measurement
  units and systems may use the following units
• Attribute US Units Metric (SI) Units
• Length inch (in.), foot (ft), yard (yd), mile
  (mi) millimeter (mm), centimeter (cm), meter (m)
• Time second (s), minute (min), hour (hr), day,
  week (wk), month (mo), year (yr)
• Money cent/penny (), nickel, dime, quarter,
  dollar ()
• Weight/mass ounce (oz), pound (lb), ton gram (g),
  kilogram (kg)
• Capacity (liquid volume) cup (c), pint (pt),
  quart (qt), gallon (gal)milliliter (mL), liter
  (L)
• Temperature degree (º F)degree (º C)Mathematical

4 ME02
NS ME GS PS AS
28
Vocabulary and Terms
ME01 ME02 ME03 ME04

• Terms that may be used , cm, g, lb, or other
  common abbreviations, area,
  attribute, cent, centimeter, cup, day, degree,
  dime, dollar,
  foot/feet, gallon, gram, hour, inch, kilogram,
  length, liter, meter, mile,
  milliliter, millimeter, minute, month, nickel,
  penny, ounce, perimeter, pint, pound, quart,
  scale, second, square unit, unit, week, weight,
  width, yard
• Terms that may be used with definitions or
  examples compare (tell how they are alike and
  how they are different), mass
• Terms that may not be used capacity, cubic,
  metric system, nonstandard units, standard units,
  U.S. system
• Students are expected to know the following
• Attribute US Conversions
• Length1 foot 12 inches, 1 yard 3 feet
• Money1 penny 1, 1 nickel 5, 1 dime 10, 1
  quarter 25, 1 100.
• Weight1 pound 16 ounces
• Time1 minute 60 seconds, 1 hour 60 minutes, 1
  day 24 hours, 1 week 7 days, 1 year 12
  months, 1 year 365 (365.25) days
• Capacity (liquid volume)1 pint 2 cups, 1 quart
  2 pints, 1 gallon 4 quarts

4 ME02
NS ME GS PS AS
29
Item Characteristics
ME01 ME02 ME03 ME04

• Items may ask students to identify or describe
  the benefits of standard units of
  measurement.
• Items may ask students to determine whether
  standard units of measurement are necessary in a
  situation.
• Items may ask students to identify when
  measurements can or cannot be compared based on
  the units being the same or different.
• Items may ask students to select or describe
  appropriate units, standard or non-standard, for
  measuring length or weight/mass.
• Items may ask students to explain or show how
  time units are organized or to convert between
  units to answer a question.
• Items may ask students to explain or show how
  money, capacity, length, or weight units are
  organized in the U.S. system.
• Items may ask students to convert money,
  capacity, length, or weight within the U.S.
  system to answer a question.
• Note Students are expected to determine and
  label units.

4 ME02
NS ME GS PS AS
30
Content Strand 2 MeasurementME03 (Procedures)
Use systematic procedures with manipulatives or
pictures to measure, describe, and compare the
areas of figures composed of rectangles use
systematic procedures to measure length,
perimeter, time, money value, weight/mass,
capacity, and temperature to describe and compare
objects - identify the attribute to be measured,
select and use appropriate units of measurement,
select and use tools that match the unit chosen,
compare the attribute to the units on the tool or
count to determine the number of units (1.2.4,
1.2.5) Item Format(s)Multiple-Choice and
Short-Answer items may be used to test this
learning target.
ME01 ME02 ME03 ME04
4 ME03
NS ME GS PS AS
31
Stimulus, Stem, and Prompt Rules
ME01 ME02 ME03 ME04

• Stimulus may include pictures, diagrams, tables,
  charts, calendars, and graphs.
• Grids will be used in items that involve finding
  area.
• Stimulus may include illustrations of tools that
  are familiar to fourth-grade students, e.g.,
  meter sticks, rulers, analog and digital
  timepieces, thermometers, balances, scales,
  and/or 3-dimensional objects with capacity levels
  indicated.
• Items will not require students to convert from
  U.S. to metric or metric to U.S.
• Answer choices will be stated in terms of the
  same system of measurement.Items assessing
  knowledge of measurement procedures may use the
  following units
• Attribute US Units Metric (SI) Units
• Length inch (in.), foot (ft), yard (yd), mile
  (mi) millimeter (mm), centimeter (cm), meter (m)
• Time second (s), minute (min), hour (hr), day,
  week (wk), month (mo), year (yr)
• Money cent/penny (), nickel, dime, quarter,
  dollar ()
• Weight/mass ounce (oz), pound (lb), ton gram
  (g), kilogram (kg)
• Capacity (liquid volume) cup (c), pint (pt),
  quart (qt), gallon (gal)milliliter (mL), liter
  (L)
• Temperature degree (º F) degree (º C) Mathematical

4 ME03
NS ME GS PS AS
32
Vocabulary and Terms
ME01 ME02 ME03 ME04

• Terms that may be used , cm, g, lb or other
  common abbreviations, area, attribute, cent,
  centimeter, cup, day, degree, dime, dollar,
  foot/feet, gallon, gram, hour, inch, kilogram,
  length, liter, meter, mile, milliliter,
  millimeter, minute, month, nickel, ounce, penny,
  perimeter, pint, pound, quart, quarter, scale,
  second, square unit, temperature, thermometer,
  ton, unit, week, weight, yard, year
• Terms that may be used with definitions or
  examples compare (tell how they are alike and
  how they are different), mass
• Terms that may not be used capacity, evaluate,
  metric system, U.S. system
• Students are expected to know how to determine
  the following Perimeter of a rectangle
  perimeter of a triangle

4 ME03
NS ME GS PS AS
33
Item Characteristics
ME01 ME02 ME03 ME04

• Items may ask students to determine the
  appropriate attribute to measure in a given
  situation.
• Items may ask students to identify, select, or
  describe appropriate tools and/or units for
  measuring length, area, time, weight/mass,
  capacity, and temperature in a situation.
• Items may ask students to determine whether the
  appropriate tool or unit has been selected in a
  situation.
• Items may ask students to read the correct
  measurement from a tool in a given situation.

4 ME03
NS ME GS PS AS
34
ME01 ME02 ME03 ME04

• Items may ask students to use and/or describe
  procedures for measuring
  length, perimeter, area, time, weight/mass,
  capacity, and/or temperature
• identify the attribute to be measured,
• select and use appropriate units of measurement
  for the attribute,
• select and use tools that match the unit chosen,
• count or compare the attribute to the units on
  the tool to determine the number of units.
• Items may ask students to indicate the value of
  each coin or bill and/or the total value of money
  in a given situation.
• Items may ask students to evaluate whether
  measurement has been done correctly in a given
  situation.
• Items may ask students to use measurements of
  length, perimeter, time or passage of time,
  weight/mass, money value, capacity, and
  temperature to compare objects and attributes.
• Note Students are expected to determine and
  label units.

4 ME03
NS ME GS PS AS
35
Content Strand 2 MeasurementME04 (Estimated
Measurements) Identify situations in which
estimated measurements are sufficient estimate
length, perimeter, time, money, weight/mass,
capacity, temperature estimate area of irregular
figures using manipulatives or pictures (1.2.6)
Item Format(s)Multiple-Choice or Short-Answer
items may be used to test this learning
target.Multiple-Choice items will not ask
students to estimate and identify the answer.
ME01 ME02 ME03 ME04
4 ME04
NS ME GS PS AS
36
Stimulus, Stem, and Prompt Rules
ME01 ME02 ME03 ME04

• Stimulus may include pictures, diagrams, graphs,
  charts, calendars, or tables.
• Grids will be used in items that involve finding
  area.
• The length of a particular unit of measure, e.g.,
  a line segment labeled one centimeter, or a
  pictorial item, e.g., a paper clip labeled about
  3 cm, may be given as a reference for students.
  
• Items will not require students to convert from
  U.S. to metric or metric to U.S.
• Estimation of measurements may include those
  relating to length, perimeter, time, money,
  weight/mass, capacity, temperature, or area.
• Answer choices will be stated in terms of the
  same system of measurement.
• ME04 items will be on a no tools day.
• Items assessing for estimated measurements may
  use the following units
• Attribute US Units Metric (SI) Units
• Length inch (in.), foot (ft), yard (yd), mile
  (mi) millimeter (mm), centimeter (cm), meter (m)
• Time second (s), minute (min), hour (hr), day,
  week (wk), month (mo), year (yr)
• Money cent/penny (), nickel, dime, quarter,
  dollar ()
• Weight/mass ounce (oz), pound (lb), ton gram (g),
  kilogram (kg)
• Capacity (liquid volume) cup (c), pint (pt ),
  quart (qt), gallon (gal)milliliter (mL), liter
  (L)
• Temperature degree (º F) degree (º C)

4 ME04
NS ME GS PS AS
37
Mathematical Vocabulary and Terms
ME01 ME02 ME03 ME04

• Terms that may be used , cm, g, lb, or other
  common abbreviations, area, attribute, cent,
  centimeter, cup, day, degree, dime, dollar,
  foot/feet, gallon, gram, hour, inch, kilogram,
  length, liter, meter, mile, milliliter,
  millimeter, minute, month, nickel, ounce, penny,
  perimeter, pint, pound, quart, quarter, scale,
  second, square unit, temperature, thermometer,
  ton, unit, week, weight, yard, year
• Terms that may be used with definitions or
  examples mass
• Terms that may not be used capacity, metric
  system, U.S. system

4 ME04
NS ME GS PS AS
38
Item Characteristics
ME01 ME02 ME03 ME04

• Items may ask students to determine whether
  estimation is appropriate
  in a given situation.
• Items may ask students to use estimation to
  determine if a given measurement is reasonable in
  a given situation.
• Items may ask students to identify or explain a
  procedure for estimating the measurement of
  length, perimeter, area, time, money,
  weight/mass, capacity, or temperature.
• Items may ask students to estimate length,
  perimeter, area, time, money, weight/mass,
  capacity, or temperature.
• Note Students may not receive full credit in
  estimation items by computing and then rounding.
• Note Students are expected to determine and
  label units.

4 ME04
NS ME GS PS AS
39
Content Strand 3 Geometric Sense
GS01 GS02

• GS01 (Properties and Relationships)
• 1.3.1 Understand concepts of parallel and
  perpendicular lines and line symmetry in
  two-dimensional shapes and figures.
• 1.3.2 Apply understanding of congruence to
  two-dimensional shapes and figures.
• GS02 Locations and Transformations)
• 1.3.3 Apply understanding of the location of
  points on a coordinate grid in the first
  quadrant.
• 1.3.4 Understand and apply single transformations
  using a translation (slide) or reflection (flip).

4 GS
NS ME GS PS AS
40
Content Strand 3 Geometric SenseGS01
(Properties and Relationships) Demonstrate
understanding of congruence, parallel and
perpendicular lines, and line symmetry in
2-dimensional shapes and figures use geometric
attributes and properties, including congruence,
to identify, compare, sort, and draw
2-dimensional figures (1.3.1, 1.3.2)Item
Format(s)Multiple-Choice and Short-Answer items
may be used to test this learning target.
GS01 GS02
4 GS01
NS ME GS PS AS
41
Stimulus, Stem, and Prompt Rules
GS01 GS02

• Stimulus may include illustrations of
  2-dimensional figures and objects.

4 GS01
NS ME GS PS AS
42
Mathematical Vocabulary and Terms
GS01 GS02

• Terms that may be used attribute, circle,
  congruent, figure, hexagon, line, line segment,
  octagon, parallel, pentagon, perpendicular,
  polygon, rectangle, rhombus, right angle, side,
  sort, square, triangle
• Terms that may be used with definitions or
  examples compare (tell how they are alike and
  how they are different), parallelogram,
  quadrilateral, vertex/vertices
• Terms that may not be used plane figure

4 GS01
NS ME GS PS AS
43
Item Characteristics
GS01 GS02

• Items may ask students to indicate whether two
  figures are congruent and
  explain why.
• Items may ask students to identify parallel
  lines, perpendicular lines, or lines of
  symmetry.
• Items may ask students to identify symmetrical
  figures.
• Items may ask students to draw one or more lines
  of symmetry in a given figure.
• Items may ask students to complete a picture or
  design given a line of symmetry.
• Items may ask students to identify and/or
  describe properties of 2-dimensional figures
  including congruence, parallel and perpendicular
  lines, and/or lines of symmetry.
• Items may ask students to identify and/or
  describe 2-dimensional figures based on
  properties including congruence, parallel and
  perpendicular lines, and lines of symmetry.
• Items may ask students to compare and sort
  2-dimensional figures based on properties
  including congruence, parallel and perpendicular
  lines, and lines of symmetry.
• Items may ask students to draw a simple
  2-dimensional shape having certain properties
  including congruence, parallel and perpendicular
  lines, and line of symmetry.

4 GS01
NS ME GS PS AS
44
Content Strand 3 Geometric SenseGS02
(Locations and Transformations) Locate or place
points on a positive number line or on a
coordinate grid in the first quadrant recognize
or draw single translations (slides) or
reflections (flips) on a grid (1.3.3,
1.3.4)Item Format(s)Multiple-Choice and
Short-Answer items may be used to test this
learning target.
GS01 GS02
4 GS02
NS ME GS PS AS
45
Stimulus, Stem, and Prompt Rules
GS01 GS02

• Stimulus may include maps, grids, or number
  lines.
• Only Quadrant I of the Cartesian plane may be
  used.
• Grids will be provided in items that require
  students to plot points or a figure.
• Maps or grids may use ordered number pairs or
  letter and number combinations.
• Grids will have the origin and scales labeled.

4 GS02
NS ME GS PS AS
46
Mathematical Vocabulary and Terms
GS01 GS02

• Terms that may be used coordinate, graph paper,
  graph, grid, hexagon,
  intersect, line, line segment, number line,
  octagon, ordered pair,
  pentagon, point, polygon, rectangle, rhombus,
  square, triangle, x-axis, y-axis
• Terms that may be used with definitions or
  examples reflection (flip), translation
  (slide)
• Terms that may not be used
• Terms related to transformations
• Translation (slide) the image of a figure in
  which every point in the figure moves the same
  distance in the same direction.
• Reflection (flip) the mirror image of a figure
  on the opposite side of a line.

4 GS02
NS ME GS PS AS
47
Item Characteristics
GS01 GS02

• Items may ask students to use coordinates to
  identify or name the
  location of points or objects on a positive
  number line.
• Items may ask students to draw points or objects
  with positive coordinates on a number line.
• Items may ask students to use ordered pairs to
  identify or name the location of points or
  objects in the first quadrant of a coordinate
  grid.
• Items may ask students to draw points or objects,
  with given ordered pairs, in the first quadrant
  of a coordinate grid.
• Items may ask students to identify and/or
  describe whether a figure has been transformed by
  a translation or reflection.
• Items may ask students to identify a picture or
  diagram of a particular translation or reflection
  with or without a grid.
• Items may ask students to draw the figure
  resulting from a particular translation or
  reflection on a grid.

4 GS02
NS ME GS PS AS
48
Content Strand 4 Probability and Statistics
PS01 PS02 PS03

• PS01 (Probability)
• 1.4.1 Understand when events are certain or
  impossible and more likely, less likely, or
  equally likely.
• PS02 (Data Collection and Central Tendencies)
• 1.4.3 Understand and apply data collection
  methods to obtain the desired information.
• 1.4.4 Understand and apply median and range to
  describe a set of data.
• PS03 (Data Representation and Interpretation)
• 1.4.5 Understand representations of data from
  line plots and pictographs.

4 PS
NS ME GS PS AS
49
Content Strand 4 Probability and
StatisticsPS01 (Probability) Identify or
describe events that are certain, impossible,
possible, more likely, less likely, or equally
likely (1.4.1)Item Format(s)Multiple-Choice
and Short-Answer items may be used to test this
learning target.
PS01 PS02 PS03
4 PS01
NS ME GS PS AS
50
Stimulus, Stem, and Prompt Rules
PS01 PS02 PS03

• Stimulus may include pictures of spinners, number
  cubes, coins, diagrams, tables, charts, or
  graphs.

4 PS01
NS ME GS PS AS
51
Mathematical Vocabulary and Terms
PS01 PS02 PS03

• Terms that may be used chances of, equally
  likely, fair, impossible, least likely, less
  likely, likely, more likely, most likely, none,
  possible, probably, unlikely
• Terms that may be used with definitions or
  examples certain, uncertain
• Terms that may not be used ratio

4 PS01
NS ME GS PS AS
52
Item Characteristics
PS01 PS02 PS03

• Items may ask students to determine whether an
  event is certain, uncertain, possible, or
  impossible.
• Items may ask students to identify or describe
  possible or impossible events.
• Items may ask students to identify events that
  are equally likely, more likely, or less likely
  to happen when given a simple area model.
• Items may ask students to explain why some
  outcomes are equally likely or more or less
  likely to happen than others.
• Items may ask students to create a simple
  spinner, game, or situation that would produce a
  given outcome.

4 PS01
NS ME GS PS AS
53
Content Strand 4 Probability and
StatisticsPS02 (Data Collection and Central
Tendency) Identify and/or describe appropriate
questions and samples to obtain the desired kind
of information demonstrate understanding of the
concept of, determine, and use median to describe
a set of data compare median and mode in
describing a set of data (1.4.3, 1.4.4)Item
Format(s)Multiple-Choice and Short-Answer items
may be used to test this learning target.
PS01 PS02 PS03
4 PS02
NS ME GS PS AS
54
Stimulus, Stem, and Prompt Rules
PS01 PS02 PS03

• Stimulus may include situations involving survey
  questions and samples.
• Stimulus may include pictures, diagrams, tables,
  charts, bar graphs, line plots, and pictographs.

4 PS02
NS ME GS PS AS
55
Mathematical Vocabulary and Terms
PS01 PS02 PS03

• Terms that may be used data, survey
• Terms that may be used with definitions or
  examples compare (tell how they are alike and
  how they are different), median (middle number),
  mode (most common or most common number)
• Terms that may not be used population,
  questionnaire, variable

4 PS02
NS ME GS PS AS
56
Item Characteristics
PS01 PS02 PS03

• Items may ask students to identify or write
  questions needed in order to
  obtain the desired kind of information.
• Items may ask students to identify or describe
  appropriate samples to obtain the needed
  information.
• Items may ask students to identify or find the
  median and/or mode for a set of data.
• Items may ask students to demonstrate pictorially
  an understanding of median or mode.
• Items may ask students to complete a set of data,
  based on a given median or mode and a partial set
  of data.
• Items may ask students to explain whether median
  or mode is the most appropriate measure to
  describe a set of data.

4 PS02
NS ME GS PS AS
57
Content Strand 4 Probability and
StatisticsPS03 (Data Representation and
Interpretation) Read and use data from tables,
charts, bar graphs, line plots, and pictographs
(1.4.5)Item Format(s)Multiple-Choice and
Short-Answer items may be used to test this
learning target.
PS01 PS02 PS03
4 PS03
NS ME GS PS AS
58
Stimulus, Stem, and Prompt Rules
PS01 PS02 PS03

• Stimulus may include pictures, diagrams, tables,
  charts, bar graphs, line plots, and pictographs.

4 PS03
NS ME GS PS AS
59
Mathematical Vocabulary and Terms
PS01 PS02 PS03

• Terms that may be used axis, bar graph, chart,
  graph, graph paper, line plot, pattern,
  pictograph, scale, table,x-axis, y-axis
• Terms that may be used with definitions or
  examples
• Terms that may not be used trend

4 PS03
NS ME GS PS AS
60
Item Characteristics
PS01 PS02 PS03

• Items may ask students to read the data in a
  table, chart, bar graph, line plot, or
  pictograph.
• Items may ask students to describe the
  completeness and accuracy of the data in a table,
  chart, bar graph, line plot, or pictograph.
• Items may ask students to explain whether the
  title, labels, and/or scale(s) on a chart, bar
  graph, line plot, or pictograph are accurate and
  appropriate for the data.
• Items may ask students to identify and/or explain
  whether a chart, bar graph, line plot, or
  pictograph is more appropriate for a given set of
  data, a particular situation or purpose, or
  answers a question most effectively.
• Items may ask students to summarize the data
  presented in a table, chart, bar graph, line
  plot, or pictograph.

4 PS03
NS ME GS PS AS
61
Content Strand 5 Algebraic Sense
AS01 AS02 AS03

• AS01 (Patterns and Functions)
• 1.5.1 Understand patterns of objects including
  number patterns using addition, subtraction, or
  multiplication based on a single arithmetic
  operation
• 1.5.2 Understand a pattern to develop a rule
  describing the pattern which may include a single
  arithmetic operation.
• AS02 (Symbols and Notations)
• 1.5.3 Apply understanding of the concept of
  mathematical inequality.
• 1.5.4 Understand and apply operational and
  relational symbols and notations to write
  expressions and equations involving
  multiplication and division.
• AS03 (Evaluating and Solving)
• 1.5.5 Understand and apply a variety of
  strategies to evaluate expressions with addition,
  subtraction, or multiplication.
• 1.5.6 Understand and apply strategies to solve
  equations that include multiplication.

4 AS
NS ME GS PS AS
62
Content Strand 5 Algebraic SenseAS01
(Patterns and Functions) Recognize, extend or
create patterns of numbers, shapes, and/or
objects that use one arithmetic operation -
addition, subtraction, or multiplication to
move from one term to the next describe a rule
for a pattern with a single arithmetic operation
in the rule (1.5.1, 1.5.2)Item
Format(s)Multiple-Choice and Short-Answer items
may be used to test this learning target.
AS01 AS02 AS03
4 AS01
NS ME GS PS AS
63
Stimulus, Stem, and Prompt Rules
AS01 AS02 AS03

• Stimulus may include lists, tables, charts,
  diagrams, and pictorial representations of
  objects or shapes.
• Number patterns may use one operation to move
  from one term in a pattern to the next.
• Number patterns may involve addition,
  subtraction, or multiplication of whole numbers.
• A given pattern must have a minimum of four
  elements and three changes.

4 AS01
NS ME GS PS AS
64
Mathematical Vocabulary and Terms
AS01 AS02 AS03

• Terms that may be used number pattern, pattern,
  predict, rule
• Terms that may be used with definitions or
  examples function
• Terms that may not be used

4 AS01
NS ME GS PS AS
65
Item Characteristics
AS01 AS02 AS03

• Items may ask students to extend a pattern by
  identifying or supplying missing elements in the
  beginning, middle and/or end of the pattern or to
  extend a pattern and then describe the pattern or
  write a rule.
• Items may ask students to create a pattern based
  on a single operation between terms and explain
  what makes it a pattern.
• Items may ask students to identify or write a
  rule for a pattern with a single arithmetic
  operation in the rule.
• Items may ask students to describe a given number
  pattern.

4 AS01
NS ME GS PS AS
66
Content Strand 5 Algebraic SenseAS02 (Symbols
and Notations) Demonstrate understanding of
inequality and use , lt or gt in equations and
inequalities use variables to write simple
expressions and equations that represent
situations involving addition, subtraction,
multiplication and division of whole numbers
(1.5.3, 1.5.4)Item Format(s)Multiple-Choice
and Short-Answer items may be used to test this
learning target.
AS01 AS02 AS03
4 AS02
NS ME GS PS AS
67
Stimulus, Stem, and Prompt Rules
AS01 AS02 AS03

• Stimulus may include lists, tables, charts,
  diagrams, and pictorial representations of
  objects or shapes.
• Stimulus may use addition, subtraction,
  multiplication, and/or division of whole
  numbers.
• Students may be expected to use a variable in
  mathematical expressions, e.g., 3 x n 21.
• The letters a, b, c, and x will not be used as
  variables.

4 AS02
NS ME GS PS AS
68
Mathematical Vocabulary and Terms
AS01 AS02 AS03

• Terms that may be used lt, gt, , equation,
  pattern
• Terms that may be used with definitions or
  examples
• Terms that may not be used variable

4 AS02
NS ME GS PS AS
69
Item Characteristics
AS01 AS02 AS03

• Items may ask students to express relationships
  between quantities using ,
  lt, or gt.
• Items may ask students to identify or write an
  expression, with or without variables, to
  represent a given situation
• Items may ask students to identify or write a
  simple equation, with or without variables, to
  represent a given situation.
• Items may ask students to identify or write a
  simple inequality with variables to represent a
  given situation, using lt or gt.
• Items may ask students to explain the meaning of
  a variable in a formula, expression, equation or
  inequality.
• Items may ask students to identify or describe a
  situation that corresponds to a given expression
  or equation.
• Items may ask students to identify or describe a
  situation that corresponds to a given inequality.

4 AS02
NS ME GS PS AS
70
Content Strand 5 Algebraic SenseAS03
(Evaluating and Solving) Evaluate simple
expressions with addition, subtraction, or
multiplication using manipulatives, pictures,
and/or symbols solve simple equations with
addition, subtraction, or multiplication using
manipulatives, pictures, and/or symbols (1.5.5,
1.5.6).Item Format(s)Multiple-Choice and
Short-Answer items may be used to test this
learning target.
AS01 AS02 AS03
4 AS03
NS ME GS PS AS
71
Stimulus, Stem, and Prompt Rules
AS01 AS02 AS03

• Stimulus may include lists, tables, charts,
  diagrams, and pictorial representations of
  objects or shapes.
• Stimulus may include the use of variables,
  symbols, or an empty box, to represent unknown
  quantities in equations.
• Stimulus may include expressions, equations, or
  situations involving addition, subtraction, or
  multiplication of whole numbers.

4 AS03
NS ME GS PS AS
72
Mathematical Vocabulary and Terms
AS01 AS02 AS03

• Terms that may be used , equal, equation,
  expression
• Terms that may be used with definitions or
  examples
• Terms that may not be used evaluate, solve,
  variable

4 AS03
NS ME GS PS AS
73
Item Characteristics
AS01 AS02 AS03

• Items may ask students to determine the value of
  a simple expression or formula involving
  addition, subtraction, or multiplication, using
  given values for the variables.
• Items may ask students to write an expression,
  with or without a variable, and determine the
  value of the expression, using a given value for
  a variable.
• Items may ask students to solve a simple equation
  involving addition, subtraction, or
  multiplication in a given situation.
• Items may ask students to write and solve an
  equation in a situation involving addition,
  subtraction or multiplication.
• Items may ask students to explain or show the
  meaning of a solution to an equation.

4 AS03
NS ME GS PS AS