X.

Mathematics, Grade 4
 Grade 4 Mathematics Test
Test Sessions and Content Overview
The spring 2016 grade 4 Mathematics test was made up of two separate test sessions. Each session included:

■ Twenty-one common items, including multiple-choice, short-answer, and open-response questions. These
common items are the items on which each student’s 2016 MCAS Mathematics score will be based.

■ Three items developed by the Partnership for Assessment of Readiness for College and Careers (PARCC),
including multiple-choice, multiple-select, and open-response questions. Students’ performance on these PARCC
items will not be factored into their MCAS scores.

Approximately half of the common test items are shown on the following pages as they appeared in test booklets.

The PARCC items are not being released in this document. The Department will post information about these items to the
Student Assessment webpage in a separate document. See page 4 of the Introduction to this document for more information
about the inclusion of PARCC items in the 2016 MCAS tests.

Standards and Reporting Categories

The common items in the spring 2016 grade 4 Mathematics test assessed standards in the five domains for grade 4 in the
Massachusetts Curriculum Framework for Mathematics (March 2011). The grade 4 standards can be found on pages 43–47
in the Framework, and the five domains are listed below.
■ Operations and Algebraic Thinking
■ Number and Operations in Base Ten
■ Number and Operations—Fractions
■ Measurement and Data
■ Geometry
The Massachusetts Curriculum Framework for Mathematics is available on the Department website at
www.doe.mass.edu/frameworks/current.html.
Mathematics test results are reported under five MCAS reporting categories, which are identical to the five framework
domains listed above.
The tables at the conclusion of this chapter indicate each released and unreleased common item’s reporting category and
the framework standard it assesses. The correct answers for released multiple-choice and short-answer questions are also
displayed in the released item table.
Standards and reporting categories for the PARCC items in the grade 4 Mathematics test will be listed in a separate
document, which will be posted to the Student Assessment webpage.

Reference Materials and Tools

Each student taking the grade 4 Mathematics test was provided with a plastic ruler and a grade 4 Mathematics Tool
Kit. The tool kit pieces and an image of the ruler are not reproduced in this publication.

During both Mathematics test sessions, the use of bilingual word-to-word dictionaries was allowed for current and
former English language learner students only. No calculators, other reference tools, or materials were allowed.

155
 Grade 4 Mathematics
Session 1
You may use your tool kit and MCAS ruler during this session.
You may not use a calculator during this session.

DIRECTIONS
This session contains six multiple-choice questions, two short-answer questions, and two open-
response questions. Mark your answers to these questions in the spaces provided in your Student
Answer Booklet.
ID:303326 A Common ID:286768 A Common

 ●
1 Jane, Frank, and Denise each cut a
length of ribbon.
 ●
2 Jessica is thinking of a number. She
listed some of the factors of her number
in the box shown below.
• Jane’s ribbon is 0.5 meter long.
• Frank’s ribbon is 0.39 meter long. 2, 3, 4, 6
• Denise’s ribbon is 0.4 meter long.
Which of the following could be
Which statement about the lengths of
Jessica’s number?
the ribbons is true?
A. 12
A. Jane’s ribbon is longer than
Frank’s ribbon. B. 14
B. Denise’s ribbon is longer than C. 16
Jane’s ribbon. D. 18
C. Frank’s ribbon is longest.
D. Denise’s ribbon is shortest.

156
Mathematics Session 1

Questions 3 and 4 are short-answer questions. Write your answers to these questions in the boxes
provided in your Student Answer Booklet. Do not write your answers in this test booklet. You may do
your figuring in the test booklet.

ID:293514 SA3005_perpend_lines.eps Common

Use your MCAS ruler to answer question 3.
 ●
3 In your Student Answer Booklet, draw two lines that are perpendicular.

ID:307311 Common

 ●
4 Devin wrote a number in expanded form, as shown below.

500, 000 90, 000 3, 000 20 8

Write Devin’s number in standard form.

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Mathematics Session 1

Question 5 is an open-response question.

• BE SURE TO ANSWER AND LABEL ALL PARTS OF THE QUESTION.
• Show all your work (diagrams, tables, or computations) in your Student Answer Booklet.
• If you do the work in your head, explain in writing how you did the work.
Write your answer to question 5 in the space provided in your Student Answer Booklet.
ID:302489 Common

 ●
5 Carl sold cookies and pies at a bake sale to earn money.

• A bag of cookies sells for $3.

• A pie sells for $8.

a. Carl sold 4 bags of cookies and 2 pies during the first hour of the bake sale. What is the
total amount of money, in dollars, Carl earned during the first hour of the bake sale?
Show or explain how you got your answer.

b. Ms. O’Hara bought 2 bags of cookies and 1 pie from Carl. She paid with a $20 bill. What
is the total amount of change, in dollars, Ms. O’Hara should receive? Show or explain how
you got your answer.

Vanessa sold cakes at the same bake sale.

c. Mr. Stanley bought 1 bag of cookies and 2 pies from Carl. Mr. Stanley also spent $11 to
buy a cake from Vanessa at the bake sale. Write an equation to show m, the total amount
of money, in dollars, Mr. Stanley spent at the bake sale.

d. Solve the equation you wrote in part (c) to find the total amount of money, in dollars,
Mr. Stanley spent at the bake sale. Show your work.

158
Mathematics Session 1

Mark your answers to multiple-choice questions 6 through 9 in the spaces provided in your Student
Answer Booklet. Do not write your answers in this test booklet. You may do your figuring in the test
booklet.
ID:287236 EBH2095.eps [opt_a01, b01 C Common ID:311536 C Common

 ●
6 Which of the following shapes has  ●
7 When rounded to the nearest thousand,
the number of people who attended a
exactly two lines of symmetry?
concert is 18,000.
A. Which of the following could be the
number of people who attended the
concert?

A. 17,264
B. 17,428
B.
C. 18,135
D. 18,526

C.

D.

159
Mathematics Session 1
ID:311541 MCAS1415_Gr04_Math_VP30.e B Common ID:311555 MCAS1415_Gr04_Math_VP57_A A Common

 ●
8 Nathan is using the area model below to
solve a problem.
 ●
9 Kendall drew a 100° angle from the
center of a circle, as shown below.

10 10 10 6
100°

3 10 3 6

Which problem is represented by the

whole area model? What fraction of the circle does
Kendall’s angle turn through?
A. 12 6
100
B. 16 13 A. 360

C. 20 9 100
B. 260
D. 60 30
C. 100
180

D. 100
90

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Mathematics Session 1

Question 10 is an open-response question.

• BE SURE TO ANSWER AND LABEL ALL PARTS OF THE QUESTION.
• Show all your work (diagrams, tables, or computations) in your Student Answer Booklet.
• If you do the work in your head, explain in writing how you did the work.
Write your answer to question 10 in the space provided in your Student Answer Booklet.
ID:307322 Common

 ●
10 Erin uses 2
8
yard of string to make 1 bracelet. Erin will make 6 bracelets.

a. How many yards of string will Erin use to make 6 bracelets? Show or explain how you got
your answer.

Erin uses 3 yard of string to make 1 necklace. Erin will make 5 necklaces.
8

b. How many yards of string will Erin use to make 5 necklaces? Show or explain how you
got your answer.

c. The total number of yards of string Erin will use for 6 bracelets and 5 necklaces is
between what two whole numbers? Show or explain how you got your answer.

161
 Grade 4 Mathematics
Session 2
You may use your tool kit and MCAS ruler during this session.
You may not use a calculator during this session.

DIRECTIONS
This session contains ten multiple-choice questions and one short-answer question. Mark your
answers to these questions in the spaces provided in your Student Answer Booklet.
ID:311532 D Common ID:280085 B Common

 ●
11 Which of these numbers has a 5 whose
value is ten times the value of the 5 in
 ●
12 Darlene has 16 toy spiders. She has
one-half as many toy beetles as she
7359? has toy spiders.
Which of the following equations can
A. 5268
be used to find b, the total number of
B. 4652 toy beetles Darlene has?
C. 3005
A. 16 2 b
D. 2511
B. 16 2 b

1
C. 16 2
b

1
D. 16 2
b

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Mathematics Session 2
ID:307325 MCAS13_M04_11_ART.eps C Common ID:301804 B Common

 ●
13 Gianna drew an X on two sides of a
triangle, as shown below.
 ●
14 A class of 29 students is taking a field
trip to the zoo. Each ticket to the zoo
costs $15.
Which of these expressions can be used to
X
find the total cost, in dollars, of the tickets
to the zoo?
X A. (29 10) (29 5)
B. (29 10) (29 5)
Which statement is true about the sides C. (29 10) (29 5)
that Gianna drew an X on?
D. (29 10) (29 5)
A. The sides are parallel.
B. The sides are perpendicular.
C. The sides form an acute angle.
D. The sides form an obtuse angle.

163
Mathematics Session 2
ID:298098 IS062_triangles.eps [opt_ B Common ID:218905 D Common

 ●
15 Which of these is a right triangle?  ●
16 The recipe on a box of pancake mix
tells how many cups of pancake mix are
needed to make different numbers of
A.
pancakes, as shown in the table below.

60° Pancake Recipe

Cups of Number of
B. Pancake Mix Pancakes
1 8
2 16
90°
3 24
4 32
C.
5
6 ?
120°
Based on the information in the table,
how many pancakes can be made with
D.
140° 6 cups of pancake mix?

A. 39
B. 40
C. 46
D. 48

164
Mathematics Session 2

Question 17 is a short-answer question. Write your answer to this question in the box provided in
your Student Answer Booklet. Do not write your answer in this test booklet. You may do your figuring
in the test booklet.
ID:307030 MCAS13_M04_MD_24_ART.eps Common

 ●
17 Some angles are shown in the diagram below.

G H

E 30° J
50°

Angle EFG has a measure of 50°, and angle GFH has a measure of 30°. The sum of the measures
of angles EFG, GFH, and HFJ is 120°.

What is the measure, in degrees, of angle HFJ ?

165
Mathematics Session 2

Mark your answers to multiple-choice questions 18 through 21 in the spaces provided in your Student
Answer Booklet. Do not write your answers in this test booklet. You may do your figuring in the test
booklet.
ID:298082 IS046_rainfall_line_plot. B Common

 ●
18 Brendan made a line plot showing the weekly rainfall, in inches, for his town one summer.
His line plot is shown below.

X
X X X X
X X X X X X X X

1
0 —
2
1 1 —12 2 2 —12 3 3 —12 4 4 —12 5 5 —12 6

Weekly Rainfall
(in inches)

Which of these expressions can Brendan use to find the difference, in inches, between the
greatest weekly rainfall and the least weekly rainfall that he recorded for his town?
1 1
A. 1 2 2

1 1
B. 5 2 2

1 1
C. 5 2 12

1
D. 6 2

166
Mathematics Session 2
ID:307073 C Common ID:247750 EBH542_garden_version2.ep B Common

 ●
19 Jacob wrote the expression shown below.  ●
20 A diagram of Parvati’s garden and the
lengths of all its sides are shown below.
6 7
10 100
Parvati’s Garden
Which of these is equivalent to the 1 yard
expression Jacob wrote?
6 7 2 yards
A. 10 10 5 yards
60 7
B. 10 100

60 7
C. 100 100 8 yards

60 70 6 yards
D. 100 100

6 yards

Parvati wants to put a fence around her

whole garden. What is the least number
of yards of fence she will need?

A. 24 yards
B. 28 yards
C. 36 yards
D. 48 yards

167
Mathematics Session 2
ID:301819 D Common

 ●
21 Olivia’s height is 1.34 meters. What is
Olivia’s height in centimeters?

A. 0.0134 centimeter
B. 0.134 centimeter
C. 13.4 centimeters
D. 134.0 centimeters

168
 Massachusetts Comprehensive Assessment System
Grade 4 Mathematics Tool Kit

During testing, students were provided with tool kit pieces to answer test items that are
not released.

169
 Grade 4 Mathematics
Spring 2016 Released Items:
Reporting Categories, Standards, and Correct Answers*

Item No. Page No. Reporting Category Standard Correct Answer (MC/SA)*
1 156 Number and Operations-Fractions NF.7 A
2 156 Operations and Algebraic Thinking OA.4 A
Two lines or line segments
3 157 Geometry G.1
that are perpendicular

4 157 Number and Operations In Base Ten NBT.2 593,028

5 158 Operations and Algebraic Thinking OA.3

6 159 Geometry G.3 C
7 159 Number and Operations In Base Ten NBT.3 C
8 160 Number and Operations In Base Ten NBT.5 B
9 160 Measurement and Data MD.5 A
10 161 Number and Operations-Fractions NF.4
11 162 Number and Operations In Base Ten NBT.1 D
12 162 Operations and Algebraic Thinking OA.2 B
13 163 Geometry G.1 C
14 163 Number and Operations In Base Ten NBT.5 B
15 164 Geometry G.2 B
16 164 Operations and Algebraic Thinking OA.5 D
17 165 Measurement and Data MD.7 40 degrees
18 166 Measurement and Data MD.4 B
19 167 Number and Operations-Fractions NF.5 C
20 167 Measurement and Data MD.3 B
21 168 Measurement and Data MD.1 D

* Answers are provided here for multiple-choice and short-answer items only. Sample responses and scoring guidelines for
open-response items, which are indicated by the shaded cells, will be posted to the Department’s website later this year.

170
 Grade 4 Mathematics
Spring 2016 Unreleased Common Items:
Reporting Categories and Standards

Item No. Reporting Category Standard

22 Operations and Algebraic Thinking OA.1

23 Number and Operations In Base Ten NBT.4
24 Number and Operations-Fractions NF.1
25 Measurement and Data MD.6
26 Number and Operations In Base Ten NBT.2
27 Geometry G.1
28 Geometry G.2
29 Operations and Algebraic Thinking OA.2
30 Operations and Algebraic Thinking OA.3
31 Number and Operations-Fractions NF.3
32 Operations and Algebraic Thinking OA.5
33 Operations and Algebraic Thinking OA.4
34 Number and Operations-Fractions NF.3
35 Number and Operations-Fractions NF.6
36 Measurement and Data MD.2
37 Number and Operations-Fractions NF.4
38 Operations and Algebraic Thinking OA.2
39 Measurement and Data MD.2
40 Geometry G.3
41 Geometry G.2
42 Number and Operations In Base Ten NBT.6

171