GO Math!

Grade 4 Chapter Test Alignment

This assessment guidance is designed as a companion to the Go Math K-5 Guidance Documents. It provides support for modifying GO Math!
Chapter Tests to align to the changes recommended in the Guidance Documents. The changes include rationale, often guided by the Rule of
Thumb for Assessments, provided in Part 2 of the Guidance documents:

 Eliminate any questions aligned to lessons/content that have been deleted.

 Add vetted questions aligned to lessons that have been added.
 Remove any directions in questions that require a specific strategy or model. Note: This is the only modification we will be making to
questions.

In addition, the aspect(s) of rigor targeted by the standards for the chapter has been identified. Some changes to questions are based on alignment
to the appropriate aspect of rigor.

Chapter 1
Based on the standards addressed in the chapter, this assessment should address the following aspects of rigor:
✓Procedural Skill/Fluency
✓Conceptual Understanding
Application

Grade 4 / Chapter 1: Place Value, Addition, and Subtraction to One Million

Problem # Action Details for the Action Rationale

(Keep/Modify/D
elete)

1 Keep

2 Keep

3 Keep

1
Grade 4 / Chapter 1: Place Value, Addition, and Subtraction to One Million

Problem # Action Details for the Action Rationale

(Keep/Modify/D
elete)

4 Keep

5 Keep

6 Keep

7 Keep

8 Modify Add equation (43,911 + 40,087=___) Aspects of Rigor: The standard targets procedural
skill, but this is an application question.

9 Modify Add equation (89,416 + 72,261 =___) Aspects of Rigor: The standard targets procedural
skill, but this is an application question.

10 Modify Add equation (43,911 - 39,634=___) Aspects of Rigor: The standard targets procedural
skill, but this is an application question.

11 Keep Question aligns to 4.NBT.A.2

12 Keep

13 Keep

14 Keep

15 Keep

16 Keep Question aligns to 4.NBT.A.2

2
 Grade 4 / Chapter 1: Place Value, Addition, and Subtraction to One Million

Problem # Action Details for the Action Rationale

(Keep/Modify/D
elete)

17 Keep Question aligns to 4.NBT.A.2

18 Keep

19 Keep

20 Delete Sufficient questions to assess 4.NBT.A.2

Questions to be added:

Added Source Question

Lesson

1.5.1 EngageNY, Grade 4, The football stadium at Louisiana State University (LSU) has a seating capacity of 92,542.
Module 1, Mid-Module
Assessment: #3a According to the 2010 census, the population of San Jose, CA was approximately ten times the amount
of people that LSU’s stadium can seat. What was the population of San Jose in 2010?

1.5.1 EngageNY, Grade 4, Compare the values of each 7 in the number 771,548. Use a picture, numbers, or words to explain.
Module 1, End of
Module Assessment: #1

Chapter 2
Based on the standards addressed in the chapter, this assessment should address the following aspects of rigor:
✓Procedural Skill/Fluency

3
✓Conceptual Understanding
Application

Grade 4 / Chapter 2: Multiply by 1-Digit Numbers

Problem # Action Details for the Action Rationale

(Keep/Modify/Delete)

1 Keep

2 Keep

3 Keep

4 Keep

5 Modify Delete Part A Assessment Rule of Thumb: Question requires a specific

strategy.

6 Modify Delete Parts A and B which require Assessment Rule of Thumb: Question requires a specific
understanding the bar diagram. strategy.

7 Delete Assessment Rule of Thumb: Question requires a specific

strategy.

8 Keep

9 Modify Just ask students to find the product of Assessment Rule of Thumb: Question requires a specific
9 x 354 and show their work. strategy.

10 Keep

11 Keep Question aligns to 2.9.1

4
Grade 4 / Chapter 2: Multiply by 1-Digit Numbers

Problem # Action Details for the Action Rationale

(Keep/Modify/Delete)

12 Keep

13 Keep Question aligns to 2.8.1

14 Keep Question aligns to 2.9.1

15 Delete Guidance Document: Lesson deleted

16 Keep Question aligns to 2.12.1

17 Delete Assessment Rule of Thumb: Question requires a specific

strategy.

18 Delete Assessment Rule of Thumb: Question requires a specific

strategy.

5
Questions to be added:

Added Source Question

Lesson

2.2.1 EngageNY, Grade 4, “A new grocery store is opening next week.

Module 3, End of b. The store ordered small posters and large posters to promote their opening. 12 times as many small
Module Assessment: posters were ordered as large posters. If there were 48 large posters, how many more small posters were
#6b ordered than large posters? ”

2.2.1 EngageNY, Grade 4, “3. A movie theater has two rooms. Room A has 9 rows of seats with 18 seats in each row. Room B has
Module 3, Mid -Module three times as many seats as Room A. How many seats are there in both rooms? ”
Assessment: #3

2.3.1 EngageNY, Grade 4, “2. Use any place value strategy to multiply. a. 3×68
Module 3, Mid -Module b. 4×371
Assessment: #2a-d c. 7×1,305
d. 6,034×5 ”

2.12.2 EngageNY, Grade 4, “4. The high school art teacher has 9 cases of crayons with 52 boxes in each case. The elementary school
Module 3, Mid -Module art teacher has 6 cases of crayons with 104 boxes in each case. How many total boxes of crayons do both
Assessment: #4 teachers have? Is your answer reasonable? Explain.”

6
Chapter 3
Based on the standards addressed in the chapter, this assessment should address the following aspects of rigor:
✓Procedural Skill/Fluency
✓Conceptual Understanding
Application

Grade 4 / Chapter 3: Multiply by 2-Digit Numbers

Problem # Action Details for the Action Rationale

(Keep/Modify/Delete)

1 Modify Delete “using mental math” from Assessment Rule of Thumb: Question requires a specific
question. strategy.

2 Modify Use the first paragraph and add “How Assessment Rule of Thumb: Question requires a specific
much will the trip cost for the whole strategy.
class?” 27x18= _____ Delete Parts
A-C.

3 Keep

4 Keep

5 Keep

6 Keep

7 Delete Assessment Rule of Thumb: Question requires a specific

strategy.

7
Grade 4 / Chapter 3: Multiply by 2-Digit Numbers

Problem # Action Details for the Action Rationale

(Keep/Modify/Delete)

8 Modify Keep text to Part C only. Add Assessment Rule of Thumb: Question requires a specific
statement afterwards “Show your strategy.
work by using an equation,
rectangular array, or area model.

9 Delete Assessment Rule of Thumb: Question requires a specific

strategy.

10 Keep

11 Modify Delete last sentence. Assessment Rule of Thumb: Question requires a specific
strategy.

12 Delete Assessment Rule of Thumb: Question requires a specific

strategy.

13 Keep

14 Keep

15 Keep

16 Keep

17 Keep

18 Keep

19 Keep

8
 Grade 4 / Chapter 3: Multiply by 2-Digit Numbers

Problem # Action Details for the Action Rationale

(Keep/Modify/Delete)

20 Keep

21 Keep

Chapter 4
Based on the standards addressed in the chapter, this assessment should address the following aspects of rigor:
✓Procedural Skill/Fluency
✓Conceptual Understanding
Application

Grade 4 / Chapter 4: Divide by 1-Digit Numbers

Problem # Action Details for the Action Rationale

(Keep/Modify/Delete)

1 Delete Guidance Document: Lesson deleted

2 Delete Guidance Document: Lesson deleted

3 Delete Assessment Rule of Thumb: Question requires a specific

strategy.

4 Keep

5 Keep Question aligns to 4.3.2

6 Keep Question aligns to 4.3.2

9
Grade 4 / Chapter 4: Divide by 1-Digit Numbers

Problem # Action Details for the Action Rationale

(Keep/Modify/Delete)

7 Modify Modify Part A to read “Find the Question aligns to 4.3.2

number of trucks needed to carry the
dogs in their crates.” Delete Part B &
C.

8 Keep

9 Keep

10 Delete Assessment Rule of Thumb: Question requires a specific

strategy.

11 Keep

12 Keep

13 Keep

14 Keep Question aligns to 4.3.1 and, if

students choose partial quotients, 4.8.1

15 Modify Replace last two sentences with “How Question aligns to 4.3.1 and, if students choose partial
many full pages will she have? Show quotients, 4.8.1
your work by using an equation,
rectangular array, or area model.”

16 Delete Assessment Rule of Thumb: Question requires a specific

strategy.

10
 Grade 4 / Chapter 4: Divide by 1-Digit Numbers

Problem # Action Details for the Action Rationale

(Keep/Modify/Delete)

17 Keep

18 Delete Assessment Rule of Thumb: Question requires a specific

strategy.

19 Keep

20 Delete Sufficient questions to assess 4.NBT.B.6

21 Keep

22 Keep

Chapter 5
Based on the standards addressed in the chapter, this assessment should address the following aspects of rigor:
✓Procedural Skill/Fluency
✓Conceptual Understanding
Application
Grade 4 / Chapter 5: Factors, Multiples, and Patterns

Problem # Action Details for the Action Rationale

(Keep/Modify/Delete)

1 Keep

2 Keep

11
Grade 4 / Chapter 5: Factors, Multiples, and Patterns

Problem # Action Details for the Action Rationale

(Keep/Modify/Delete)

3 Keep

4 Keep

5 Keep

6 Keep

7 Delete Guidance Document: Lesson deleted

8 Delete Guidance Document: Lesson deleted

9 Delete Guidance Document: Lesson deleted

10 Keep

11 Keep

12 Keep

13 Keep

14 Delete Aspects of Rigor: The standard targets procedural skill, but

this is an application question; didn’t modify because there are
sufficient questions to assess 4.OA.B.4.

15 Keep

16 Keep

12
 Grade 4 / Chapter 5: Factors, Multiples, and Patterns

Problem # Action Details for the Action Rationale

(Keep/Modify/Delete)

17 Keep

18 Keep

19 Keep

20 Keep

21 Keep

Chapter 6
Based on the standards addressed in the chapter, this assessment should address the following aspects of rigor:
✓Procedural Skill/Fluency
✓Conceptual Understanding
Application

Grade 4 / Chapter 6: Fraction Equivalence and Comparison

Problem # Action Details for the Action Rationale

(Keep/Modify/Delete)

1 Keep Question aligns to 6.5.1

2 Keep

3 Keep

13
Grade 4 / Chapter 6: Fraction Equivalence and Comparison

Problem # Action Details for the Action Rationale

(Keep/Modify/Delete)

4 Keep

5 Keep

6 Delete Guidance Document: Lesson deleted

7 Delete Guidance Document: Lesson deleted

8 Delete Guidance Document: Lesson deleted

9 Delete Guidance Document: Lesson deleted

10 Delete Guidance Document: Lesson deleted

11 Delete Guidance Document: Lesson deleted

12 Keep

13 Delete Modify Part A include: Aspects of Rigor: The standard targets procedural skill, but
⅞ ____ ¾ this is an application question.

Delete Part B.

14 Delete Guidance Document: Lesson deleted

15 Keep Question aligns to 6.3.3

16 Keep

17 Delete Guidance Document: Lesson deleted

14
 Grade 4 / Chapter 6: Fraction Equivalence and Comparison

Problem # Action Details for the Action Rationale

(Keep/Modify/Delete)

18 Keep

Questions to be added:

Added Source Question

Lesson

6.3.1/2 EngageNY, Grade 4, 2a.

Module 5, Mid-Module Using the fractional units shown, identify the fraction of the rectangle that is shaded. Continue this
Assessment: #2a-b pattern by drawing the next area model in the sequence and identifying the fraction shaded.

2b.
Use multiplication to e Explain why the first two fractions are equivalent.

(see below)

6.3.1/2 EngageNY, Grade 4, “Cross out the fraction that is not equivalent to the other three. Show how you know. ”
Module 5, Mid-Module
Assessment: #3a-c (see below)

6.3.3 EngageNY, Grade 4, “Fill in the circle with <, =, or > to make a true number sentence. Justify each response by drawing a
Module 5, Mid-Module model (such as an area model or a number line), creating common denominators or numerators, or
Assessment: #4 (choose explaining a comparison to a benchmark fraction.”
from a-h)
(see below)
EngageNY Grade 4, Module 5, Mid-Module Assessment Task #2a & b

15
16
EngageNY Grade 4, Module 5, Mid-Module Assessment Task #3a, b, c

EngageNY Grade 4, Module 5, Mid-Module Assessment Task #4a-h

17
Chapter 7
Based on the standards addressed in the chapter, this assessment should address the following aspects of rigor:
✓Procedural Skill/Fluency
✓Conceptual Understanding
✓Application

Grade 4 / Chapter 7: Add and Subtract Fractions

Problem # Action Details for the Action Rationale

(Keep/Modify/Delete)

1 Keep

2 Modify Include equation: 3 ¼ + 1 2/4 + 2 ¾ = Aspects of Rigor: The standard targets procedural skill, but
this is an application question.

3 Modify Include equation of Nick’s argument: 3 Aspects of Rigor: The standard targets procedural skill, but
¼ - 1 2/4 = 2 1/4 this is an application question.

4 Keep Question aligns to 7.5.1

5 Keep

6 Keep

7 Keep

8 Delete Assessment Rule of Thumb: Question requires a specific

strategy.

9 Delete Guidance Document: Lesson deleted

10 Keep Question aligns to 4.NF.B.3a

18
Grade 4 / Chapter 7: Add and Subtract Fractions

Problem # Action Details for the Action Rationale

(Keep/Modify/Delete)

11 Keep

12 Keep

13 Keep

14 Keep

15 Keep

16 Keep

17 Keep Question aligns to 7.10.1

18 Keep Question aligns to 7.10.1

19 Keep

20 Keep

21 Keep

19
Questions to be added:

Added Source Question

Lesson

7.2 EngageNY, Grade 4, “1. Let each small square represent 1/4
Module 5, Mid-Module a.
Assessment: #1a-b Using the same unit, draw and shade the following fractions. Represent each as a sum of unit fractions.
Example:
b.
Record the decompositions of Parts (i) and (iii) using only 2 addends. ”

(see below)

20
EngageNY Grade 4, Module 5, Mid-Module Assessment Task, #1a-b

21
Chapter 8
Based on the standards addressed in the chapter, this assessment should address the following aspects of rigor:
✓Procedural Skill/Fluency
✓Conceptual Understanding
✓Application

Grade 4 / Chapter 8: Multiply Fractions by Whole Numbers

Problem # Action Details for the Action Rationale

(Keep/Modify/Delete)

1 Keep

2 Keep

3 Keep

4 Keep

5 Keep

6 Keep

7 Modify Delete model and replace last two Assessment Rule of Thumb: Question requires a specific
sentences with “Find the length of a strategy.
thresher shark. Show your work by
using visual fraction models or
equations to represent the problem.”

8 Keep

9 Keep

22
 Grade 4 / Chapter 8: Multiply Fractions by Whole Numbers

Problem # Action Details for the Action Rationale

(Keep/Modify/Delete)

10 Keep

11 Keep

12 Keep

13 Keep

14 Keep Question aligns to 4.NF.B.4b

15 Keep Question not tagged in GO Math!

guide, aligns to 4.NF.B.4c

16 Keep

17 Modify Delete Part A & B text, replace with Assessment Rule of Thumb: Question requires a specific
“Find the amount of popcorn Maddie strategy.
needs. Show your work by using visual
fraction models or equations to
represent the problem.”

18 Keep

19 Keep

20 Keep

21 Keep Question aligns to 4.NF.B.4c

Chapter 9

23
Based on the standards addressed in the chapter, this assessment should address the following aspects of rigor:
✓Procedural Skill/Fluency
✓Conceptual Understanding
Application

Grade 4 / Chapter 9: Relate Fractions and Decimals

Problem # Action Details for the Action Rationale

(Keep/Modify/Delete)

1 Keep

2 Keep

3 Keep

4 Delete Guidance Document: Lesson deleted

5 Keep

6 Keep

7 Delete Guidance Document: Lesson deleted

8 Keep

9 Keep

10 Delete Guidance Document: Lesson deleted

11 Keep

12 Modify Include equation in Part A: 4/10 + Aspects of Rigor: The standard targets procedural skill, but this
12/100 = ____ is an application question.

24
 Grade 4 / Chapter 9: Relate Fractions and Decimals

Problem # Action Details for the Action Rationale

(Keep/Modify/Delete)

13 Keep

14 Keep

15 Keep

16 Keep

17 Keep

18 Keep

19 Keep

20 Keep

21 Keep

Chapter 10
Based on the standards addressed in the chapter, this assessment should address the following aspects of rigor:

25
✓Procedural Skill/Fluency
✓Conceptual Understanding
Application

Grade 4 / Chapter 10: Two-Dimensional Figures

Problem # Action Details for the Action Rationale

(Keep/Modify/Delete)

1 Keep

2 Keep

3 Keep

4 Keep

5 Keep

6 Keep

7 Keep

8 Keep

9 Keep

10 Keep

11 Keep

12 Keep

13 Keep

26
Grade 4 / Chapter 10: Two-Dimensional Figures

Problem # Action Details for the Action Rationale

(Keep/Modify/Delete)

14 Keep

15 Keep

16 Keep

17 Keep

18 Keep

19 Keep

20 Keep

21 Keep

27
Chapter 11
Based on the standards addressed in the chapter, this assessment should address the following aspects of rigor:
✓Procedural Skill/Fluency
✓Conceptual Understanding
Application

Grade 4 / Chapter 11: Angles

Problem # Action Details for the Action Rationale

(Keep/Modify/Delete)

1 Keep

2 Keep

3 Keep

4 Keep

5 Keep

6 Keep

7 Keep

8 Keep

9 Keep

10 Keep

11 Keep

12 Keep

28
Grade 4 / Chapter 11: Angles

Problem # Action Details for the Action Rationale

(Keep/Modify/Delete)

13 Keep

14 Keep

15 Keep

16 Keep

17 Modify Delete Part A. Assessment Rule of Thumb: Question requires a specific

strategy.

18 Keep

19 Keep

20 Keep Question aligns to 4.MD.C.7

Questions to be added:

Added Source Question

Lesson

11.3.1 EngageNY, Grade 4, “The town of Seaford has a large rectangular park with a biking path around its perimeter and two
Module 4, Mid-Module straight-line biking paths that cut across it as shown in the diagram below.
Assessment: #6b
In the space below, use a protractor to draw an angle with the same measure as ∠DGK. ”

29
Chapter 12
Based on the standards addressed in the chapter, this assessment should address the following aspects of rigor:
✓Procedural Skill/Fluency
✓Conceptual Understanding
✓Application

Grade 4 / Chapter 12: Relative Sizes of Measurement Units

Problem # Action Details for the Action Rationale

(Keep/Modify/Delete)

1 Keep

2 Delete Guidance Document: Lesson deleted

3 Keep

4 Keep

5 Keep Question aligns to 12.5.1

6 Keep

7 Keep

8 Keep

9 Modify Delete last sentence and fill-in the Assessment Rule of Thumb: Question requires a specific
blank boxes. strategy.

10 Keep

11 Keep Question aligns to 12.5.1

30
Grade 4 / Chapter 12: Relative Sizes of Measurement Units

Problem # Action Details for the Action Rationale

(Keep/Modify/Delete)

12 Keep

13 Keep

14 Delete Guidance Document: Lesson deleted

15 Keep

16 Delete Guidance Document: Lesson deleted

17 Keep

18 Delete Guidance Document: Lesson deleted

19 Delete Guidance Document: Lesson deleted

20 Keep

21 Delete Guidance Document: Lesson deleted

22 Keep Question aligns to 12.8.1

31
 Questions to be added:

Added Source Question

Lesson

12.6.1 EngageNY, Grade 4, “Convert the following measurements.

Module 7, End of 1. Express the length of a 9 kilometer trip in meters.”
Module Assessment:
#4a

12.11.1/2 EngageNY, Grade 4, “6d. Jacob says that he can find the number of inches in 15 yards by tripling the number of inches in 5
Module 7, End of yards. Does his strategy work? Why or why not?
Module Assessment:
#6d-e 6e. A blue rope in Garret’s camping backpack is 6 yards long. The blue rope is 3 times as long as a red
rope. A yellow rope is 2 feet 7 inches shorter than the red rope. What is the difference in length between
the blue rope and the yellow rope?”

Chapter 13
Based on the standards addressed in the chapter, this assessment should address the following aspects of rigor:
✓Procedural Skill/Fluency
✓Conceptual Understanding
✓Application

Grade 4 / Chapter 13: Algebra: Perimeter and Area

Problem # Action Details for the Action Rationale

(Keep/Modify/Delete)

1 Keep Question aligns to 13.1

2 Modify After Part A text include “Use the Question aligns to 13.3

32
Grade 4 / Chapter 13: Algebra: Perimeter and Area

Problem # Action Details for the Action Rationale

(Keep/Modify/Delete)

formula for area in your response.”

3 Keep Question aligns to 13.1

4 Keep Question aligns to 13.3

5 Keep Question aligns to 13.1

6 Modify After question text include “Identify the Question aligns to 13.3
formula you used to solve.”

7 Keep Question aligns to 13.1

8 Modify After question text include “Use the Question aligns to 13.1
formula for area in your response.”

9 Keep Question aligns to 13.3

10 Keep Question aligns to 13.3

11 Modify Delete question text underneath diagram Question aligns to 13.3

and include “Find the area of the floor
of the laundry room. Use the formula
for area in your response and show your
work.”

12 Keep Question aligns to 13.3

13 Keep Question aligns to 13.1

33
Grade 4 / Chapter 13: Algebra: Perimeter and Area

Problem # Action Details for the Action Rationale

(Keep/Modify/Delete)

14 Modify After question text include “Include the Question aligns to 13.3
appropriate formula in your solution.”

15 Modify After question text include “Include the Question aligns to 13.3
appropriate formula in your solution.”

16 Keep Question aligns to 13.1

17 Keep Question aligns to 13.3

18 Keep Question aligns to 13.3

19 Modify After question text include “Include the Question aligns to 13.1
appropriate formula in your solution.”

Questions to be added:

Added Source Question

Lesson

13.2 EngageNY, Grade 4, “Last year, Mr. Petersen’s rectangular garden had a width of 5 meters and an area of 20 square meters.
Module 3, Mid -Module This year, he wants to make the garden three times as long and two times as wide.
Assessment: #5a-d a. Solve for the length of last year’s garden using the area formula. Then, draw and label the
measurements of this year’s garden.
b. How much area for planting will Mr. Petersen have in the new garden?
c. Last year, Mr. Petersen had a fence all the way around his garden. He can reuse all of the fence he had
around the garden last year, but he needs to buy more fencing to go around this year’s garden. How

34
Questions to be added:

Added Source Question

Lesson

many more meters of fencing is needed for this year’s garden than last year’s?
d. Last year, Mr. Petersen was able to plant 4 rows of carrots with 13 plants in each row. This year, he
plans to plant twice as many rows with twice as many carrot plants in each. How many carrot plants will
he plant this year? Write a multiplication equation to solve. Assess the reasonableness of your answer. ”

35