4th

Common Core
grade
Math Assessments
great tool for data collection

Over 175 Printable Pages:

✓Three Assessments Per Standard
✓Data Notebooks for Tracking Progress
✓CCSS Grade Book & Planning Sheets
www.CFClassroom.com
Visit my daily blog for tips, photos, videos and ideas to organize and manage your classroom.
www.CFClassroom.com

Shop My Store

Follow my Pinterest Boards

Like me on Facebook

See my photos on Instagram

View my YouTube videos

Find me on Google+

Send me an email Follow my RSS Feed

 Hi Everyone,
Thanks for purchasing my Common Core 4th Grade Assessments
Packet. I use the 3rd grade version during Math Workshop in my
classroom. Math Workshop is the absolute best part of my school
day .

I am often asked questions about organizing and managing a Math

Workshop which inspired me to put together an eBook detailing
exactly how to get started and maintain a Math Workshop with
Guided Math instruction in your own classroom. It contains tons of
tips and ideas with photos as well as oodles of Printables for
conferencing, lesson planning, and more. The following page shows
all that is included in that packet.

You can find it at my store at the following link:

The Clutter-Free Classroom’s Guide to Organizing and
Managing a Math Workshop with Guided Math Instruction
or cut and paste:
http://www.teacherspayteachers.com/Product/Guide-to-Organizing-Managing-Math-
Workshop-with-Guided-Math-eBookPrintables-800512

While creating that resource I took the opportunity to update this

product. I’ve added additional printables to the original board and also
added an entirely new board for free. I’ll be using the new black and
white version in my own classroom this year. While I left it in it’s
black and white form, you could also print it onto colored card stock
to create a unique look. Take Care, Jodi
 This 150 Page Product Includes. . .
MATH WORKSHOP WITH GUIDED MATH HANDBOOK
40 Page Guide to Organizing and Managing Math Workshop
includes photos, tips, ideas and a list of procedures and routines to teach

10 Page Guide to Kicking Off Math Workshop

s
es
includes 10 days of lesson plans along with tips on how to get the Math Workshop started

cc
oa
Volunteers and Their Role in Math Workshop

t
ck
cli
PRINTABLE RESOURCES
2 Math Workshop Rotation Boards
Original Best-Selling Board with new pages added
Black and White with Pennant Banner Title
Essential Question Sticky Note Chart
Teacher Planning Binder
2 covers
spine insert
divider tabs
Student Portfolio Binders
2 covers
spine insert
divider tabs
Labels for Student Work Folders
Post-It Note Observation Template
Anectdotal Note Taking Template
Student Conferencing Documentation Sheets
Templates to Group Students (4 versions)
Lesson Planning Templates (5 versions)
Math Lab Using Math Tubs Planning Sheets
Math Lab Partner and Tub Management Display Posters
Questioning Cards: 24 Cards for Guiding Quality Math Discussions (3 versions)
Math Thinking Stems for Effective Questioning When Working With Students
72 Math Manipulative Bin Labels (fits a variety of storage containers)

EDITABLE FILES
13 Editable Documents are also included for you to type onto directly
Lesson Planner, Grouping/Partner Forming Template, Math Tub Posters, Student
Conference Notes & More

©www.CFClassroom.com
4th Grade Common Core Math Assessment Packet
About This Product
I’m so excited to share this product with you because it is one that I have used and LOVE in my own
third grade classroom. My students and I are happiest using hands-on learning activities, centers, and
projects. However it is also necessary to have a means of collecting data through formal assessments,
documenting student progress and using the data to drive future instruction. It was for that reason that
I designed every aspect of my Common Core Assessments and Data Packet to be user-friendly,
efficient and effective. I am so pleased with the end result.

For each and every Common Core standard I created not one, not two, but THREE assessment pages. I
call them assessment pages, but really they could be used as homework, review, morning work, etc. I
felt it was important to have more than one assessment per standard so that I could use the results to
plan additional instruction and then reassess them to see how they responded to interventions. All three
pages are different, but very similar, so that I am truly comparing apples to apples when I analyze their
progress.

Each page was designed to be clear, neat, organized and easy to read. The standards are clearly marked
on every sheet and there is space at the bottom of each page for notes and the score. I find this section
to be the most important. It can be used to write feedback, note misconceptions, set goals,
communicate with parents, have the student record personal goals or questions they may have, etc. I’ve
included simple and clear answer keys for all assessments. With the exception of three of the
standards, each assessment consistently includes 10 questions so that grading is simple and the data is
easy to manage.

Speaking of tracking data...the packet also includes three additional products to assist you and your
students with monitoring their progress. The first is a Student Data Notebook. The Student Data
Notebook has a choice of two covers and printables for the students to use to chart their scores on each
assessment. I recommend having them use a different color marker each month (i.e. red=September,
orange=October, yellow=November, etc). These are great for increasing student accountability and
provide wonderful visuals when conferencing with students and parents and planning with colleagues.

The next product included is a Common Core-Specific Math Grade Book. It will give you an organized
way to record the students’ progress on each of the three assessments and to see how they are doing
with each standard.

Finally, I have included a collection of graphic organizers that were designed to be used to plan future
instruction. After correcting the assessments, I record my students names onto these charts and use
that data to plan extensions, interventions, and future small group lessons and activities during my
Math Workshop Rotations.
 Check out all the items in my
Common Core Product Line
Math Vocabulary Word Wall Cards
click to
Math Vocabulary Journal, Games & Activities
see
Math Vocabulary Versatile Activity Cards
them all
100 + Math Journal Writing Pages
at a glance
Learning Goals / Essential Question Posters
Common Core Assessment Pack
Common Core Standards Summary Sheets
Common Core Standards Teacher Checklist
Common Core Standards Student Checklist
along with units and task cards to make
teaching and learning the
Common Core Standards
fun and engaging
 About the Common Core
Math Assessments
I designed each of the assessments to offer an accurate and consistent
look at student ability. They all have an organized layout which is ideal for
data collection, parent conferencing and RTI. Because each page includes
10 questions, they are easy to grade and provide a consistent scale for
tracking progress and mastery. All pages include. . .
easy-to-read
domain font standard

10 questions
for easy and
neat consistent
& clear grading

varied types
of questions
to show true
proficiency
space for
effective
feedback, {assessment three}

goal-setting or
parent communication score
assessment
number
© www.CFClassroom.com
 A Close Up Look at the
Common Core Math Assessments
and Data Packet
75 Assessments

3 pages for each

of the Common Core
Standards

Data Notebook Sheets for Students to

Track Their own Progress

© www.CFClassroom.com
 A Close Up Look at the
Common Core Math Assessments
and Data Packet
Common Core 4.OA.1 4.OA.2 4.OA.3

Math Standards
Grade Book

4.OA.3

4.OA.1
Data-Driven
Instruction
Lesson Planning
Sheets
{2 different styles}

© www.CFClassroom.com
 3rd Grade Common Core Math Assessment Packet
Table of Contents
Math Assessments (3 Pages Each):
4.OA.1. . . . . . . . . . . . . . . , , . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
4.OA.2 . . . . . . . . . . . . . . , , . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17
4.OA.3 . . . . . . . . . . . . . . , , . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
4.OA.4 . . . . . . . . . . . . . . , , . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
4.OA.5 . . . . . . . . . . . . . . , , . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26
4.NBT.1 . . . . . . . . . . . . . . , , . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
4.NBT.2 . . . . . . . . . . . . . . , , . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
4.NBT.3. . . . . . . . . . . . . . , , . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
4.NBT. 4. . . . . . . . . . . . . . , , .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
4.NBT.5 . . . . . . . . . . . . . . , , . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . 42
4.NBT.6 . . . . . . . . . . . . . . , , . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .45
4.NF.1 . . . . . .. . . . . . . . . , , . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .49
4.NF.2 . . . . . . . . . . . . . . , , . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .52
4.NF.3 . . . . . . . . . . . . . . , , .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .55
4.NF. 4 . . . . . . . . . . . . . . , , . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .58
4.NF.5 . . . . . . . . . . . . . . , , . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .61
4.NF.6 . . . . . . . . . . . . . . , , . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .64
4.NF.7 . . . . . . . . . . . . . . , , . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67
4.MD.1 . . . . . . . . . . . . . . , , . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
4.MD.2 . . . . . . . . . . . . . . , , .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .74
4.MD.3 . . . . . . . . . . . . . . , , . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77
4.MD.4 . . . . . . . . . . . . . . , , . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80
4.MD.5. . . . . . . . . . . . . . , , . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . 83
4.MD.6. . . . . . . . . . . . . . , , . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .86
4.MD.7. . . . . . . . . . . . . . , , . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .89
4.G1. . . . . . . . . . . . . . , , . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .93
4.G.2. . . . . . . . . . . . . . , , . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .96
4.G.3. . . . . . . . . . . . . . , , . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 99
Answer Keys . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102
Data Notebooks. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118
Common Core Math Grade Book. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128
Data-Driven Instruction Lesson Planning Sheets. . . . . . . . . . . . . . . . . . . . . . . . . . .140
Credits and Copyright . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .184

© www.CFClassroom.com
 Common
Core Math
Assessments
 Common Core
Math Assessments
Each standard includes three similar, but different assessments. The
bottom right hand corner is marked with the assessment number. There
are so many different ways you can use these.

I introduce the concept related to the standard to all students over

several days through my Guided Math Workshop, Whole Group Mini-
Lessons, modeling and through media (books, animated videos, etc) that
may be available. I then give them assessment one. I then use the
assessments to determine their initial level of understanding and
continue to work on targeted needs during instruction. I give them the
second assessment to document progress and will then address
individual needs if necessary. I use the third assessment at a later date
to ensure that they not only reached proficiency, but have retained the
concept.

Use assessment one as a pretest, assessment two as a practice page

and assessment three as a post test.

Use two as practice pages and one as an assessment.

Use one as a guided lesson, one for homework, and one as a formal
assessment.

Use each to check student level of understanding and then use that
information to form guided math groups.

© www.CFClassroom.com
Operations
and
Algebraic
Thinking
 Name:______________________________________________ Date:_______________________ 4.OA.1
Multiplication as
Operations and Algebraic Thinking a Comparison
Write a multiplication equation that matches
each statement below: Solve:

3 times more than 6 ❻ There are 5 boys in my class. There are

➊ 2 times as many girls in my class. How
many girls are in my class?
________________ _________________

❼ Jonah rides 3 miles to school each

❷ 36 is 9 times more than this number morning. Amy rides 4 times as far. How
far does Amy ride each morning.
________________ _________________

❽ The librarian displayed 6 books about

dinosaurs on the counter, but there are
❸ 4 times more than 7 7 times as many still on the shelf. How
many are on the shelf?
________________ _________________

❾ The teacher put butterfly stickers on 8

students’ spelling tests. She put rainbow
❹ 40 is 8 times more than this number stickers on 3 times that many tests. How
many tests have rainbow stickers?
________________ _________________

❿ Eli shot 3 times as many baskets as

❺ 7 times more than 5 Justin during gym class. Justin shot 4
baskets. How many did Eli shoot?
________________ _________________

Notes:

Score:

© www.CFClassroom.com {assessment one}

 Name:______________________________________________ Date:_______________________ 4.OA.1
Multiplication as
Operations and Algebraic Thinking a Comparison
Write a multiplication equation that matches
each statement below: Solve:

➊ 4 times more than 5 ❻ There are 6 boys in my class. There are

2 times as many girls in my class. How
________________ many girls are in my class?
_________________

❼ Jonah rides 4 miles to school each

❷ 45 is 9 times more than this number morning. Amy rides 3 times as far. How
far does Amy ride each morning.
________________ _________________

❽ The librarian displayed 7 books about

5 times more than 6 dinosaurs on the counter, but there are
❸ 6 times as many still on the shelf. How
many are on the shelf?
________________
_________________

❾ The teacher put butterfly stickers on 3

❹ 40 is 5 times more than this number students’ spelling tests. She put rainbow
stickers on 8 times that many tests. How
________________ many tests have rainbow stickers?
_________________

8 times more than 4 ❿ Eli shot 4 times as many baskets as

❺ Justin during gym class. Justin shot 5
________________ baskets. How many did Eli shoot?
_________________

Notes:

Score:

© www.CFClassroom.com {assessment two}

 Name:______________________________________________ Date:_______________________ 4.OA.1
Multiplication as
Operations and Algebraic Thinking a Comparison
Write a multiplication equation that matches
each statement below: Solve:

➊ 2 times more than 7 ❻ There are 6 boys in my class. There are

3 times as many girls in my class. How
________________ many girls are in my class?
_________________

❼ Jonah rides 5 miles to school each

❷ 54 is 9 times more than this number morning. Amy rides 4 times as far. How
far does Amy ride each morning.
________________ _________________

❽ The librarian displayed 8 books about

5 times more than 8 dinosaurs on the counter, but there are
❸ 7 times as many still on the shelf. How
many are on the shelf?
________________
_________________

❾ The teacher put butterfly stickers on 5

❹ 72 is 8 times more than this number students’ spelling tests. She put rainbow
stickers on 5 times that many tests. How
________________ many tests have rainbow stickers?
_________________

6 times more than 6 ❿ Eli shot 6 times as many baskets as

❺ Justin during gym class. Justin shot 4
________________ baskets. How many did Eli shoot?
_________________

Notes:

Score:

© www.CFClassroom.com {assessment three}

 Name:______________________________________________ Date:_______________________ 4.OA.2
Operations and Algebraic Thinking
X and s ÷
Word Problems
Write a equation that matches each problem below. Solve it and record the answer.

➊ Lila has 7 markers in her art box. She has 6 times as many crayons. How
many crayons does she have? _________________

❷ Mrs. Lyman bought 54 pencils at the store. She brought them to school and
passed them out to the 9 students in her writing club. How many pencils does
each student get? _________________

❸ There are 72 books on the bookshelf. There are 8 books on each shelf. How
many shelves are there? _________________

❹ Ali has read 5 times more fiction books than nonfiction books. She has read 30
fiction books. How many nonfiction books has she read?_______________

❺ Mrs. Bloom was hanging students’ paintings in an array on the bulletin board
in the art room. She has 48 paintings to hang. She puts 6 paintings in each row.
How many rows did she make? _________________

Notes:

Score:

© www.CFClassroom.com {assessment one}

 Name:______________________________________________ Date:_______________________ 4.OA.2
Operations and Algebraic Thinking
X and s ÷
Word Problems
Write a equation that matches each problem below. Solve it and record the answer.

➊ Lila has 8 markers in her art box. She has 5 times as many crayons. How
many crayons does she have? _________________

❷ Mrs. Lyman bought 48 pencils at the store. She brought them to school and
passed them out to the 8 students in her writing club. How many pencils does
each student get? _________________

❸ There are 63 books on the bookshelf. There are 9 books on each shelf. How
many shelves are there? _________________

❹ Ali has read 4 times more fiction books than nonfiction books. She has read 28
fiction books. How many nonfiction books has she read?_______________

❺ Mrs. Bloom was hanging students’ paintings in an array on the bulletin board
in the art room. She has 36 paintings to hang. She puts 6 paintings in each row.
How many rows did she make? _________________

Notes:

Score:

© www.CFClassroom.com {assessment two}

 Name:______________________________________________ Date:_______________________ 4.OA.2
Operations and Algebraic Thinking
X and s ÷
Word Problems
Write a equation that matches each problem below. Solve it and record the answer.

➊ Lila has 6 markers in her art box. She has 4 times as many crayons. How
many crayons does she have? _________________

❷ Mrs. Lyman bought 42 pencils at the store. She brought them to school and
passed them out to the 7 students in her writing club. How many pencils does
each student get? _________________

❸ There are 81 books on the bookshelf. There are 9 books on each shelf. How
many shelves are there? _________________

❹ Ali has read 6 times more fiction books than nonfiction books. She has read 30
fiction books. How many nonfiction books has she read?_______________

❺ Mrs. Bloom was hanging students’ paintings in an array on the bulletin board
in the art room. She has 42 paintings to hang. She puts 7 paintings in each row.
How many rows did she make? _________________

Notes:

Score:

© www.CFClassroom.com {assessment three}

 Name:______________________________________________ Date:_______________________ 4.OA.3
Multistep
Operations and Algebraic Thinking Word Problems
Write a equation that matches each problem below. Solve it and record the answer.

➊ Ainsley has 16 red erasers and 14 blue erasers. She gave half of her erasers to
Harry. How many erasers did Harry get? _________________

❷ Mr. Hanks brought in a bag of 68 animal crackers for his class. He ate 3
animal crackers and then gave 3 animal crackers to each of his 21 students.
How many animal crackers does he have left? _________________

❸ The librarian bought 5 new bookshelves. He has 53 fiction books and 47

nonfiction books. If he puts the same number of books onto each shelf, how
many books will he have on each shelf? _________________

❹ When the first graders make good choices they are allowed to pick a toy from
the classroom treasure chest. The treasure chest has 28 toys inside. There are
6 cars and 5 action figures. The rest are yo-yos. How many yo-yos are in the
treasure chest?_______________

❺ Ms. Sharp asked all 36 of the students in her class to sign a birthday card for
the principal using either a red or blue marker. So far, 5 children have signed
using the blue marker and 4 times that many signed with the red one How
many students still need to sign the card? _________________

Notes:

Score:

© www.CFClassroom.com {assessment one}

 Name:______________________________________________ Date:_______________________ 4.OA.3
Multistep
Operations and Algebraic Thinking Word Problems
Write a equation that matches each problem below. Solve it and record the answer.

➊ Ainsley has 18 red erasers and 16 blue erasers. She gave half of her erasers to
Harry. How many erasers did Harry get? _________________

❷ Mr. Hanks brought in a bag of 69 animal crackers for his class. He ate 3
animal crackers and then gave 3 animal crackers to each of his 21 students.
How many animal crackers does he have left? _________________

❸ The librarian bought 4 new bookshelves. He has 53 fiction books and 47

nonfiction books. If he puts the same number of books onto each shelf, how
many books will he have on each shelf? _________________

❹ When the first graders make good choices they are allowed to pick a toy from
the classroom treasure chest. The treasure chest has 31 toys inside. There are 6
cars and 5 action figures. The rest are yo-yos. How many yo-yos are in the
treasure chest?_______________

❺ Ms. Sharp asked all 36 of the students in her class to sign a birthday card for
the principal using either a red or blue marker. So far, 4 children have signed
using the blue marker and 4 times that many signed with the red one How
many students still need to sign the card? _________________

Notes:

Score:

© www.CFClassroom.com {assessment two}

 Name:______________________________________________ Date:_______________________ 4.OA.3
Multistep
Operations and Algebraic Thinking Word Problems
Write a equation that matches each problem below. Solve it and record the answer.

➊ Ainsley has 16 red erasers and 14 blue erasers. She gave half of her erasers to
Harry. How many erasers did Harry get? _________________

❷ Mr. Hanks brought in a bag of 70 animal crackers for his class. He ate 3
animal crackers and then gave 3 animal crackers to each of his 21 students.
How many animal crackers does he have left? _________________

❸ The librarian bought 2 new bookshelves. He has 53 fiction books and 47

nonfiction books. If he puts the same number of books onto each shelf, how
many books will he have on each shelf? _________________

❹ When the first graders make good choices they are allowed to pick a toy from
the classroom treasure chest. The treasure chest has 28 toys inside. There are
6 cars and 5 action figures. The rest are yo-yos. How many yo-yos are in the
treasure chest?_______________

❺ Ms. Sharp asked all 34 of the students in her class to sign a birthday card for
the principal using either a red or blue marker. So far, 5 children have signed
using the blue marker and 3 times that many signed with the red one How
many students still need to sign the card? _________________

Notes:

Score:

© www.CFClassroom.com {assessment three}

 Name:______________________________________________ Date:_______________________ 4.OA.4
Factors and
Operations and Algebraic Thinking Multiples
Find all of the factors for the numbers below: List the missing multiples for the numbers below:

➊ 10 ❻ 6
______________________ 6, 12, 18,____________ 42, 48

❷ 30 ❼ 4
______________________ 4, 8,____________ 24, 28

❸ 9 9
______________________
❽
9, 18, 27, ____________ 63, 72

❹ 24
______________________
❾ Is 17 a prime or a composite number?

❺ 48
______________________ ❿ Jenna is recording all of the factors
for the number 16. She is writing each
factor onto an index card. How many
index cards does she need?
______________________

Notes:

Score:

© www.CFClassroom.com {assessment one}

 Name:______________________________________________ Date:_______________________ 4.OA.4
Factors and
Operations and Algebraic Thinking Multiples
Find all of the factors for the numbers below: List the missing multiples for the numbers below:

➊ 8 ❻ 7
______________________ 7, 14, 21,____________ 49, 56

❷ 20 ❼ 5
______________________ 25, 30,____________ 50, 55

❸ 12 8
______________________
❽
16, ____________ 48, 56

❹ 36
______________________
❾ Is 16 a prime or a composite number?

❺ 16
______________________ ❿ Jenna is recording all of the factors
for the number 24. She is writing
each factor onto an index card. How
many index cards does she need?
______________________

Notes:

Score:

© www.CFClassroom.com {assessment two}

 Name:______________________________________________ Date:_______________________ 4.OA.4
Factors and
Operations and Algebraic Thinking Multiples
Find all of the factors for the numbers below: List the missing multiples for the numbers below:

➊ 12 ❻ 9
______________________ 18,____________ 54, 63

❷ 40 ❼ 3
______________________ 21,____________ 33, 36

❸ 18 9
______________________
❽
9, 18, 27, ____________ 63, 72

❹ 14
______________________
❾ Is 19 a prime or a composite number?

❺ 28
______________________ ❿ Jenna is recording all of the factors
for the number 36. She is writing
each factor onto an index card. How
many index cards does she need?
______________________

Notes:

Score:

© www.CFClassroom.com {assessment three}

 Name:______________________________________________ Date:_______________________ 4.OA.5
Operations and Algebraic Thinking Patterns

Identify the rule for the following patterns. Complete the pattern.

➊ 24, 36, 48, 60 ❻ 76, 65, 54, 43, ____

The rule is:_____________

❼ 1, 6, 16, 31, 51 ____

❷ 2, 5, 11, 20, 32

The rule is:_____________ Use the following rule to make a pattern.

Show at least 4 numbers.

❸ 2, 4, 8, 16, 32 ❽ Multiply by 3

The rule is:_____________ __________________

❹ 270, 90, 30, 10 ❾ Add 7

The rule is:_____________ __________________

in out
❺ ❿ What rule best
describes this 3 18
pattern? 5 30
_________ 7 42
The rule is:_____________
9 54

Notes:

Score:

© www.CFClassroom.com {assessment one}

 Name:______________________________________________ Date:_______________________ 4.OA.5
Operations and Algebraic Thinking Patterns

Identify the rule for the following patterns. Complete the pattern.

➊ 24, 36, 48, 60 ❻ 81, 70, 59, 48, ____

The rule is:_____________

❼ 2, 7, 17, 32, 52 ____

❷ 5, 8, 14, 23, 55

The rule is:_____________ Use the following rule to make a pattern.

Show at least 4 numbers.

❸ 4, 8, 16, 32, 64 ❽ Multiply by 3

The rule is:_____________ __________________

❹ 81, 27, 9, 3 ❾ Add 7

The rule is:_____________ __________________

in out
❺ ❿ What rule best
describes this 4 24
pattern? 6 36
_________ 8 48
The rule is:_____________
10 60

Notes:

Score:

© www.CFClassroom.com {assessment two}

 Name:______________________________________________ Date:_______________________ 4.OA.5
Operations and Algebraic Thinking Patterns

Identify the rule for the following patterns. Complete the pattern.

➊ 26, 39, 52, 65 ❻ 86, 75, 64, 53, ____

The rule is:_____________

❼ 3, 8, 18, 33, 53 ____

❷ 8, 11, 17, 28, 40

The rule is:_____________ Use the following rule to make a pattern.

Show at least 4 numbers.

❸ 2, 4, 8, 16, 32 ❽ Multiply by 3

The rule is:_____________ __________________

❹ 107, 99, 91, 83 ❾ Add 7

The rule is:_____________ __________________

in out
❺ ❿ What rule best
describes this 3 12
pattern? 5 20
_________ 7 28
The rule is:_____________
9 36

Notes:

Score:

© www.CFClassroom.com {assessment three}

 Numbers
and
Operations
in Base Ten
 Name:______________________________________________ Date:_______________________ 4.NBT.1
Numbers and Operations in Base Ten Place Value

➊ What number is 10 times In the number 534,982

greater than 5? _______ which digit is in the...

❻ ten thousands place ____

❷ What number is 100 times
greater than 5? _______ ❼ thousands place ____

❽ tens place ____

❸ How many times greater is
700 than 70? _______

❹ How many times greater is ❾ How many times greater

7000 than 70? _______ is 5000 than 50?
_______

❺ What is the value of the 8 ❿ What is the value of the

in the number: 68,345? 9 in the number: 197,825?
_________________ _________________

Notes:

Score:

© www.CFClassroom.com {assessment one}

 Name:______________________________________________ Date:_______________________ 4.NBT.1
Numbers and Operations in Base Ten Place Value

➊ What number is 10 times In the number 859,360

greater than 6? _______ which digit is in the...

❻ ten thousands place ____

❷ What number is 100 times
greater than 6? _______ ❼ thousands place ____

❽ tens place ____

❸ How many times greater is
800 than 80? _______

❹ How many times greater is ❾ How many times greater

8000 than 80? _______ is 9000 than 900?
_______

❺ What is the value of the 6 ❿ What is the value of the

in the number: 68,345? 1 in the number: 197,825?
_________________ _________________

Notes:

Score:

© www.CFClassroom.com {assessment two}

 Name:______________________________________________ Date:_______________________ 4.NBT.1
Numbers and Operations in Base Ten Place Value

➊ What number is 10 times In the number 726,903

greater than 8? _______ which digit is in the...

❻ ten thousands place ____

❷ What number is 100 times
greater than 8? _______ ❼ thousands place ____

❽ tens place ____

❸ How many times greater is
500 than 50? _______

❹ How many times greater is ❾ How many times greater

5000 than 50? _______ is 6000 than 600?
_______

❺ What is the value of the ❿ What is the value of the

6 in the number: 68,345? 7 in the number: 197,825?
_________________ _________________

Notes:

Score:

© www.CFClassroom.com {assessment three}

 Name:______________________________________________ Date:_______________________ 4.NBT.2
Read, Write, and
Numbers and Operations in Base Ten Compare Numbers

Write the following numbers in expanded form: Use the symbols for greater than and less than to
compare the numbers.
➊ 48,713
__________________
❻
65,389 ⃝ 65,898
__________________

❷ 169,302 ❼
41,375 ⃝ 41,988
__________________
__________________
Write the following in standard form:
❽
87,972 ⃝ 88,001
❸ thirty-five thousand, seven
hundred sixty-five

❹
_____________
fifty-eight thousand, four
❾
19,032 ⃝ 19,302
hundred seventy-two
_____________ ❿ Two hundred thirty-five thousand,
Write the number 852,709 in word form. eight hundred thirty-two people
❺ live in the city of Belltown.
__________________
216,499 people live in the city of
__________________ Caville. Which city has a greater
__________________ population?____________

Notes:

Score:

© www.CFClassroom.com {assessment one}

 Name:______________________________________________ Date:_______________________ 4.NBT.2
Read, Write, and
Numbers and Operations in Base Ten Compare Numbers

Write the following numbers in expanded form: Use the symbols for greater than and less than to
compare the numbers.
➊ 48,613
__________________
❻
65,489 ⃝ 65,888
__________________

❷ 159,302 ❼
61,389 ⃝ 65,898
__________________
__________________
Write the following in standard form:
❽
65,389 ⃝ 64,898
❸ forty-five thousand, seven
hundred sixty-four

❹
_____________
sixty-eight thousand, four
❾
65,989 ⃝ 66,201
hundred seventy-two
_____________ ❿ Two hundred thirty-six thousand,
Write the number 842,709 in word form. eight hundred thirty-two people
❺ live in the city of Belltown.
__________________
286,599 people live in the city of
__________________ Caville. Which city has a greater
__________________ population?____________

Notes:

Score:

© www.CFClassroom.com {assessment two}

 Name:______________________________________________ Date:_______________________ 4.NBT.2
Read, Write, and
Numbers and Operations in Base Ten Compare Numbers

Write the following numbers in expanded form: Use the symbols for greater than and less than to
compare the numbers.
➊ 48,513
__________________
❻
65,789 ⃝ 65,899
__________________

❷ 167,302 ❼
61,999 ⃝ 65,201
__________________
__________________
Write the following in standard form:
❽
62,389 ⃝ 63,898
❸ thirty-six thousand, seven
hundred sixty-five

❹
_____________
fifty-nine thousand, four
❾
69,389 ⃝ 62,898
hundred seventy-two
_____________ ❿ Two hundred thirty-five thousand,
Write the number 853,709 in word form. nine hundred thirty-two people
❺ live in the city of Belltown.
__________________
289,499 people live in the city of
__________________ Caville. Which city has a greater
__________________ population?____________

Notes:

Score:

© www.CFClassroom.com {assessment three}

 Name:______________________________________________ Date:__________________________ 4.NBT.3
Rounding
Number and Operations in Base Ten Numbers
Round the number to the nearest ten: Round each number to the nearest ten thousand:

➊ 67,534 __________ ❻ 843,567 ______

Round each number to the nearest hundred:

❼ 673,550 ______
❷ 52,985 _________
Round each number to the nearest hundred
thousand:

❽ 874,107 ______
❸ 6,236 ________

Round each number to the nearest thousand: ❾ 264,502 ______

❹ 894,550 ______

❿ The principal was asked to estimate

the number of students in her
55,325 ______ school. She rounded to the nearest
❺ hundred and said “1,800.” What
could be the actual number of
students at the school?______

Notes:

Score:

© www.CFClassroom.com {assessment one}

 Name:______________________________________________ Date:__________________________ 4.NBT.3
Rounding
Number and Operations in Base Ten Numbers
Round the number to the nearest ten: Round each number to the nearest ten thousand:

➊ 67,544 __________ ❻ 853,577 ______

Round each number to the nearest hundred:

❼ 683,550 ______
❷ 52,975 _________
Round each number to the nearest hundred
thousand:

❽ 884,117 ______
❸ 6,226 ________

Round each number to the nearest thousand: ❾ 274,502 ______

❹ 894,530 ______

❿ The principal was asked to estimate

the number of students in her
55,315 ______ school. She rounded to the nearest
❺ hundred and said “1,700.” What
could be the actual number of
students at the school?______

Notes:

Score:

© www.CFClassroom.com {assessment two}

 Name:______________________________________________ Date:__________________________ 4.NBT.3
Rounding
Number and Operations in Base Ten Numbers
Round the number to the nearest ten: Round each number to the nearest ten thousand:

➊ 67,554 __________ ❻ 843,667 ______

Round each number to the nearest hundred:

❼ 673,850 ______
❷ 52,995 _________
Round each number to the nearest hundred
thousand:

❽ 874,307 ______
❸ 6,246 ________

Round each number to the nearest thousand: ❾ 264,702 ______

❹ 894,560 ______

❿ The principal was asked to estimate

the number of students in her
55,335 ______ school. She rounded to the nearest
❺ hundred and said “1,900.” What
could be the actual number of
students at the school?______

Notes:

Score:

© www.CFClassroom.com {assessment three}

 Name:______________________________________________ Date:_______________________ 4.NBT. 4
+ and - with the
Numbers and Operations in Base Ten Standard Algorithm
Find the sums: Find the difference:

➊ 1,376 + 2,577 = ❻ 9,546 - 4,875 =

❷ 8 4, 4 8 2 ❼ 7 5, 3 8 1
+ 7 3, 9 2 6 - 6 3, 9 9 2

❸ 76,323 + 3,864 = ❽ 5,229 - 3,864 =

❹ 9 9, 9 9 9 ❾ 5 3, 5 2 1
+ 7 3, 9 2 6 - 3, 4 3 9

❺ Jana earned $6,323 last year at her ❿ Justin earned $4,329 last year at his
summer job. This summer she summer job. This year he earned
earned $7,498. How much money $6,481. How much more money did
did she make in all? __________ he make this summer? _______

Notes:

Score:

© www.CFClassroom.com {assessment one}

 Name:______________________________________________ Date:_______________________ 4.NBT. 4
+ and - with the
Numbers and Operations in Base Ten Standard Algorithm
Find the sums: Find the difference:

➊ 1,476 + 2,577 = ❻ 9,746 - 4,875 =

❷ 8 5, 4 8 2 ❼ 7 4, 3 8 1
+ 7 3, 9 2 6 - 6 3, 9 9 2

❸ 77,323 + 3,864 = ❽ 5,230 - 3,864 =

❹ 9 9, 9 9 9 ❾ 5 3, 6 2 1
+ 7 4, 9 2 6 - 3, 4 3 9

❺ Jana earned $6,323 last year at her ❿ Justin earned $4,429 last year at his
summer job. This summer she summer job. This year he earned
earned $7,498. How much money $6,481. How much more money did
did she make in all? __________ he make this summer? _______

Notes:

Score:

© www.CFClassroom.com {assessment two}

 Name:______________________________________________ Date:_______________________ 4.NBT. 4
+ and - with the
Numbers and Operations in Base Ten Standard Algorithm
Find the sums: Find the difference:

➊ 1,376 + 2,677 = ❻ 9,546 - 4,975 =

❷ 8 4, 4 8 2 ❼ 7 5, 3 8 1
+ 7 3, 9 3 6 - 6 4, 9 9 2

❸ 76,323 + 3,874 = ❽ 5,229 - 3,964 =

❹ 9 9, 9 9 9 ❾ 5 3, 5 2 1
+ 7 3, 9 7 6 - 3, 5 3 9

❺ Jana earned $7,323 last year at her ❿ Justin earned $4,329 last year at his
summer job. This summer she summer job. This year he earned
earned $7,498. How much money $6,581. How much more money did
did she make in all? __________ he make this summer? _______

Notes:

Score:

© www.CFClassroom.com {assessment three}

 Name:______________________________________________ Date:_______________________ 4.NBT.5
Multiplying
Numbers and Operations in Base Ten Multi-digit Numbers

Find the products:

7,490 x 3 = ❻ 53
➊ x 38

❷ 52 ❼ 999 x 6 =
x 32

❽ 76
❸ 544 x 9 = x 28

❹ 93 ❾ 5,388 x 7 =
x 61

There are 48 fourth graders at my school. There are 24 colored pencils in each box.
❺ Each fourth grader was given a box of 64
❿ There are 36 boxes. How many colored
crayons. How many crayons are there in all? pencils are there in all?

Notes:

Score:

© www.CFClassroom.com {assessment one}

 Name:______________________________________________ Date:_______________________ 4.NBT.5
Multiplying
Numbers and Operations in Base Ten Multi-digit Numbers

Find the products:

7,490 x 4 = ❻ 54
➊ x 38

❷ 52 ❼ 999 x 5 =
x 33

❽ 76
❸ 544 x 8 = x 27

❹ 93 ❾ 5,388 x 5 =
x62

There are 47 fourth graders at my school. There are 23 colored pencils in each box.
❺ Each fourth grader was given a box of 64
❿ There are 36 boxes. How many colored
crayons. How many crayons are there in all? pencils are there in all?

Notes:

Score:

© www.CFClassroom.com {assessment two}

 Name:______________________________________________ Date:_______________________ 4.NBT.5
Multiplying
Numbers and Operations in Base Ten Multi-digit Numbers

Find the products:

7,480 x 3 = ❻ 53
➊ x 39

❷ 42 ❼ 999 x 8 =
x 32

❽ 86
❸ 554 x 9 = x 28

❹ 983 ❾ 5,398 x 7 =
x 61

There are 46 fourth graders at my school. There are 23 colored pencils in each box.
❺ Each fourth grader was given a box of 64
❿ There are 36 boxes. How many colored
crayons. How many crayons are there in all? pencils are there in all?

Notes:

Score:

© www.CFClassroom.com {assessment three}

 Name:______________________________________________ Date:_______________________ 4.NBT.6
Division with
Numbers and Operations in Base Ten Remainders
Solve:

➊
3 654
567 ❻ 2,436 ÷ 6 =

❷ 7,357 ÷ 5 = ❼ 5 1,025

❸ 4 112 ❽ 840 ÷ 8 =

❹ 642 ÷ 2 = ❾
6 3,294

Mrs. Jacobs bought new books for ❿ Mr. Dalem has 6 hours to correct
❺ all of the fourth grade science
her classroom library. Each book
tests. If he has 192 tests to correct,
cost $4. She spent $288. How
how many will he need to correct
many books did she buy?
each hour?

Notes:

Score:

© www.CFClassroom.com {assessment one}

 Name:______________________________________________ Date:_______________________ 4.NBT.6
Division with
Numbers and Operations in Base Ten Remainders
Solve:

➊
3 654
467 ❻ 2,437 ÷ 6 =

❷ 7,457 ÷ 5 = ❼ 5 1,024

❸ 4 113 ❽ 840 ÷ 6 =

❹ 644 ÷ 2 = ❾
6 3,292

Mrs. Jacobs bought new books for ❿ Mr. Dalem has 6 hours to correct
❺ all of the fourth grade science
her classroom library. Each book
tests. If he has 174 tests to correct,
cost $4. She spent $268. How
how many will he need to correct
many books did she buy?
each hour?

Notes:

Score:

© www.CFClassroom.com {assessment two}

 Name:______________________________________________ Date:_______________________ 4.NBT.6
Division with
Numbers and Operations in Base Ten Remainders
Solve:

➊
3 654
468 ❻ 3,437 ÷ 7 =

❷ 6,456 ÷ 5 = ❼ 5 2,457

❸ 4 215 ❽ 846 ÷ 6 =

❹ 638 ÷ 2 = ❾
6 4,293

Mrs. Jacobs bought new books for ❿ Mr. Dalem has 6 hours to correct
❺ all of the fourth grade science
her classroom library. Each book
tests. If he has 184 tests to correct,
cost $4. She spent $269. How
how many will he need to correct
many books did she buy?
each hour?

Notes:

Score:

© www.CFClassroom.com {assessment three}

 Numbers
and
Operations-
Fractions
 Name:______________________________________________ Date:_______________________ 4.NF.1
Equivalent
Numbers and Operations-Fractions Fractions
Fill in the box to create an equivalent fraction: Write three fractions that are equivalent
to 4/8.

1 ▢ ▢
➊ = ❻
▢
5 10
2 ▢ ▢
❷ = ❼
3 6 ▢

1 ▢ ▢
❸
= ❽
4 12 ▢
Use the figure below to create two different

1
models equivalent to 1/4.
❹ ▢
= ❾
10 100
❺ 4 1 ❿
=
12 ▢
Notes:

Score:

© www.CFClassroom.com {assessment one}

 Name:______________________________________________ Date:_______________________ 4.NF.1
Equivalent
Numbers and Operations-Fractions Fractions
Fill in the box to create an equivalent fraction: Write three fractions that are equivalent
to 4/8.

1 ▢ ▢
➊ = ❻
▢
2 6
2 ▢ ▢
❷ = ❼
3 12 ▢

1 ▢ ▢
❸
= ❽
4 100 ▢
Use the figure below to create two different

1
models equivalent to 1/4.
❹ ▢
= ❾
4 8
❺ 5 1 ❿
=
10 ▢
Notes:

Score:

© www.CFClassroom.com {assessment two}

 Name:______________________________________________ Date:_______________________ 4.NF.1
Equivalent
Numbers and Operations-Fractions Fractions
Fill in the box to create an equivalent fraction: Write three fractions that are equivalent
to 4/8.

1 ▢ ▢
➊ = ❻
▢
6 12
2 ▢ ▢
❷ = ❼
10 5 ▢

1 ▢ ▢
❸
= ❽
5 100 ▢
Use the figure below to create two different

3
models equivalent to 1/4.
❹ ▢
= ❾
12 4
❺ 2 1 ❿
=
6 ▢
Notes:

Score:

© www.CFClassroom.com {assessment three}

 Name:______________________________________________ Date:_______________________ 4.NF.2
Comparing
Numbers and Operations-Fractions Fractions
Use the symbols >, <, and = to compare the Write the fractions below in order from
fractions below. least to greatest.

➊ 5 3 ❻ 6 , 105 , 26
8
10 6
❼ 1 , 46 , 512
❷ 4 1 3

8 2 Write the fractions below in order from

greatest to least.

❸ 3 4 ❽ 5 , 51 , 26
10
12 6
5 4 ❾
3 , 126 , 46
❹ 4
10 12 ❿ There are 12 pieces of paper in the
classroom recycling bin. Two-eighths
of them are blue, one-third are green,

❺
2 5 six-twelfths are pink. Which color are
there the fewest of in the bin?
3 6 __________

Notes:

Score:

© www.CFClassroom.com {assessment one}

 Name:______________________________________________ Date:_______________________ 4.NF.2
Comparing
Numbers and Operations-Fractions Fractions
Use the symbols >, <, and = to compare the Write the fractions below in order from
fractions below. least to greatest.

➊ 6 4 ❻ 2 , 105 , 23
8
12 8
❼ 1 , 48 , 56
❷ 5 1 2

10 3 Write the fractions below in order from

greatest to least.

❸ 4 3 ❽ 5 , 122 , 31
6
12 6
4 2 ❾
3 , 68 ,100
4
❹ 12
8 10 ❿ There are 12 pieces of paper in the
classroom recycling bin. Two-eighths
of them are green, four-twelfths are

❺
1 6 blue, half are pink. Which color are
there the fewest of in the bin?
4 8 __________

Notes:

Score:

© www.CFClassroom.com {assessment two}

 Name:______________________________________________ Date:_______________________ 4.NF.2
Comparing
Numbers and Operations-Fractions Fractions
Use the symbols >, <, and = to compare the Write the fractions below in order from
fractions below. least to greatest.

➊ 2 1 ❻ 2 ,100
4 , 2
3
4
12 8
❼ 1 , 124 , 51
❷ 4 1 2

100 4 Write the fractions below in order from

greatest to least.

❸ 3 4 ❽ 5 , 122 , 36
10
12 12
3 4 ❾
3 , 78 , 410
❹ 4
6 8 ❿ There are 12 pieces of paper in the
classroom recycling bin. Two-eighths
of them are pink, one-third are green,

❺
2 5 six-twelfths are blue. Which color are
there the fewest of in the bin?
4 100 __________

Notes:

Score:

© www.CFClassroom.com {assessment three}

 Name:______________________________________________ Date:_______________________ 4.NF.3
Adding/Subtracting
Numbers and Operations-Fractions Fractions

Add: Subtract:

➊ 2 3 ❻ 5 2
3 3 10 10

❷ 2 6 ❼ 64 46
12 12 100 100

4 2
❸
3 2
2 6 ❽ 4 8
1 8
8 8

5 2
❹
2 2
5 3 ❾ 6 10 4 10
6 6
Solve: Solve:
❺ Mr. Jeffrey’s classroom has both ❿ Jesse read 4 ⅚ chapters of his
round and square tables. 2/6 of book at school. He read 3 ⅙
the tables are round and 4/6 are chapters that night at home. How
square. How many more tables many more chapters did he read in
are square than round? school?
______________________ ______________________

Notes:

Score:

© www.CFClassroom.com {assessment one}

 Name:______________________________________________ Date:_______________________ 4.NF.3
Adding/Subtracting
Numbers and Operations-Fractions Fractions

Add: Subtract:

➊ 1 2 ❻ 8 6
3 3 10 10

❷ 3 4 ❼ 84 56
12 12 100 100

6 3
❸
2 6
4 1 ❽ 3 8
1 8
8 8

8 3
❹
4 3
3 2 ❾ 4 10 3 10
6 6
Solve: Solve:
❺ Mr. Jeffrey’s classroom has both ❿ Jesse read 5 ⅚ chapters of his
round and square tables. 6/8 of book at school. He read 2 ⅙
the tables are round and 2/8 are chapters that night at home. How
square. How many more tables many chapters did he read in all?
are round than square? ______________________
______________________

Notes:

Score:

© www.CFClassroom.com {assessment two}

 Name:______________________________________________ Date:_______________________ 4.NF.3
Adding/Subtracting
Numbers and Operations-Fractions Fractions

Add: Subtract:

➊ 1 2 8 6
❻
8 8 12 12

❷ 4 2 55 33
❼ 100 100
12 12

5 2
❸
1 1
2 3 ❽ 2 10
1 10
5 5

4 2
❹
2 1
4 2 ❾ 3 10
2 10
3 3
Solve: Solve:
❺ Mr. Jeffrey’s classroom has both ❿ Jesse read 9 ⅚ chapters of his
round and square tables. 5/8 of book at school. He read 4 ⅙
the tables are round and 3/8 are chapters that night at home. How
square. How many more tables many more chapters did he read in
are round than square? school?
______________________ ______________________

Notes:

Score:

© www.CFClassroom.com {assessment three}

 Name:______________________________________________ Date:_______________________ 4.NF. 4
Multiplying/Dividing
Numbers and Operations-Fractions Fractions
Multiply: Identify and record the next three
3
➊ 8x 8
= multiples for the fractions below:
❻ 4
8
2
❷ x 6 =
6 3
❼ 4
❸ 3 x 33 = ❽ 2
6
Solve:
❹ 5 x 7 = ❾ Mrs. Hebert read 2/8 of the book
10 to her students each day. How
much of the book did she read in 3
days? ______________________
❺
5 x 68 =
❿ Janie had 10 pencils. She gave ⅕
of them to her friends. How many
pencils did she give away?
__________________________

Notes:

Score:

© www.CFClassroom.com {assessment one}

 Name:______________________________________________ Date:_______________________ 4.NF. 4
Multiplying/Dividing
Numbers and Operations-Fractions Fractions
Multiply: Identify and record the next three
3
➊ 9x 8
= multiples for the fractions below:
❻ 3
5
2
❷ x 7 =
6 4
❼ 10
❸ 4 x 33 = ❽ 4
6
Solve:
❹ 5 x 8 = ❾ Mrs. Hebert read 2/10 of the book
10 to her students each day. How
much of the book did she read in 4
days? ______________________
❺
6 x 68 =
❿ Janie had 10 pencils. She gave
⅖ of them to her friends. How
many pencils did she give away?
__________________________

Notes:

Score:

© www.CFClassroom.com {assessment two}

 Name:______________________________________________ Date:_______________________ 4.NF. 4
Multiplying/Dividing
Numbers and Operations-Fractions Fractions
Multiply: Identify and record the next three
4
➊ 7x 8
= multiples for the fractions below:
❻ 3
8
3
❷ x 5 =
6 2
❼ 4
❸ 2 x 32 = ❽ 4
6
Solve:
❹ 6 x 6 = ❾ Mrs. Hebert read 2/8 of the book
10 to her students each day. How
much of the book did she read in 3
days? ______________________
❺
4 x 58 =
❿ Janie had 15 pencils. She gave ⅕
of them to her friends. How many
pencils did she give away?
__________________________

Notes:

Score:

© www.CFClassroom.com {assessment three}

 Name:______________________________________________ Date:_______________________ 4.NF.5
Tenths and
Numbers and Operations-Fractions Hundredths

Fill in the missing number: Compute:

4 ▢ 1 80
➊
10
= 100
❻
10
+ 100
=
▢ 80 5 40
❷
10
= 100
❼
10
+ 100
=
5 ▢ 3 20
❸
= ❽
10
+ 100
=
10 100

▢ 90 6 30
❹ = ❾
10
+ 100
=
10 100

2 ▢ ❿ 4 50
❺
10
= 100 10
+ 100
=
Notes:

Score:

© www.CFClassroom.com {assessment one}

 Name:______________________________________________ Date:_______________________ 4.NF.5
Tenths and
Numbers and Operations-Fractions Hundredths

Fill in the missing number: Compute:

5 ▢ 2 70
➊
10
= 100
❻
10
+ 100
=
▢ 90 6 30
❷
10
= 100
❼
10
+ 100
=
6 ▢ 4 20
❸
= ❽
10
+ 100
=
10 100

▢ 100 7 20
❹ = ❾
10
+ 100
=
10 100

❿
3 ▢ 6 30
❺
10
= 100 10
+ 100
=
Notes:

Score:

© www.CFClassroom.com {assessment two}

 Name:______________________________________________ Date:_______________________ 4.NF.5
Tenths and
Numbers and Operations-Fractions Hundredths

Fill in the missing number: Compute:

❻
3 ▢ 1 70
➊
10
= 100 10
+ 100
=
▢ 70 ❼ 4 40
❷
10
= 100 10
+ 100
=
❽ 3 50
4 ▢ + =
❸
10
= 100 10 100

▢ 80 ❾ 5 30
❹ = 10
+ 100
=
10 100
❿
6 ▢ 3 60
❺
10
= 100 10
+ 100
=
Notes:

Score:

© www.CFClassroom.com {assessment three}

 Name:______________________________________________ Date:_______________________ 4.NF.6
Decimal
Numbers and Operations-Fractions Notation
Write each fraction below Write each decimal below
as a decimal: as a fraction:

➊ 30 ❻
100 = 0.9 =
❷ 6 ❼
10 = 0.5 =
❸ 72 ❽
100 = 0.45 =

❹ 8 ❾
10 = 0.4 =
87
❺
100 = ❿
0.72 =

Notes:

Score:

© www.CFClassroom.com {assessment one}

 Name:______________________________________________ Date:_______________________ 4.NF.6
Decimal
Numbers and Operations-Fractions Notation
Write each fraction below Write each decimal below
as a decimal: as a fraction:

➊ 50 ❻
100 = 0.7 =
❷ 9 ❼
10 = 0.3 =
❸ 28 ❽
100 = 0.95 =

❹ 6 ❾
10 = 0.8 =
59
❺
100 = ❿
0.46 =

Notes:

Score:

© www.CFClassroom.com {assessment two}

 Name:______________________________________________ Date:_______________________ 4.NF.6
Decimal
Numbers and Operations-Fractions Notation
Write each fraction below Write each decimal below
as a decimal: as a fraction:

➊ 20 ❻
100 = 0.8 =
❷ 7 ❼
10 = 0.4 =
❸ 58 ❽
100 = 0.65 =

❹ 4 ❾
10 = 0.3 =
37
❺
100 = ❿
0.62 =

Notes:

Score:

© www.CFClassroom.com {assessment three}

 Name:______________________________________________ Date:_______________________ 4.NF.7
Comparing
Numbers and Operations-Fractions Decimals
Use the symbols >, <, and = to compare the Write the decimals in order from least to
decimals. greatest.

➊ ❻ 0.6 0.64 0.4

0.4 0.7

❷ ❼ 0.56 0.9 0.49

0.66 0.68 Write the decimals in order from greatest to
least.

❸ ❽ 0.43 0.34 0.4

0.3 0.30

❹ ❾ 0.89 0.9 0.99

0.06 0.60 Solve:

❿ I brought money to school to buy

lunch. Pizza costs $3.50 and tacos
cost $3.05. Which costs less?
❺
0.53 0.35 _______________________

Notes:

Score:

© www.CFClassroom.com {assessment one}

 Name:______________________________________________ Date:_______________________ 4.NF.7
Comparing
Numbers and Operations-Fractions Decimals
Use the symbols >, <, and = to compare the Write the decimals in order from least to
decimals. greatest.

➊ ❻ 0.5 0.54 0.4

0.3 0.7

❷ ❼ 0.66 0.8 0.48

0.76 0.68 Write the decimals in order from greatest to
least.

❸ ❽ 0.63 0.36 0.6

0.4 0.40

❹ ❾ 0.79 0.7 0.77

0.08 0.80 Solve:

❿ I brought money to school to buy

lunch. Pizza costs $3.50 and tacos
cost $3.25. Which costs less?
❺
0.43 0.34 _______________________

Notes:

Score:

© www.CFClassroom.com {assessment two}

 Name:______________________________________________ Date:_______________________ 4.NF.7
Comparing
Numbers and Operations-Fractions Decimals
Use the symbols >, <, and = to compare the Write the decimals in order from least to
decimals. greatest.

➊ ❻ 0.7 0.74 0.4

0.5 0.50

❷ ❼ 0.86 0.08 0.68

0.86 0.68 Write the decimals in order from greatest to
least.

❸ ❽ 0.53 0.35 0.5

0.23 0.30

❹ ❾ 0.39 0.90 0.09

0.04 0.40 Solve:

❿ I brought money to school to buy

lunch. Pizza costs $3.05 and tacos
cost $3.50. Which costs less?
❺
0.06 0.6 _______________________

Notes:

Score:

© www.CFClassroom.com {assessment three}

Measurement
 Name:______________________________________________ Date:_______________________ 4.MD.1
Measurement
Measurement and Data Conversions
Complete the tables by filling in the missing
measurements.

feet inches hours minutes seconds

➊ 2 ❻ 1
❷ 48 ❼ 2 120
❸ 6 ❽ 3 10,800

liters milliliters kilograms grams

❹ 5 ❾ 3
❺ 10,000 ❿ 4

Notes:

Score:

© www.CFClassroom.com {assessment one}

 Name:______________________________________________ Date:_______________________ 4.MD.1
Measurement
Measurement and Data Conversions
Complete the tables by filling in the missing
measurements.

feet inches pounds ounces

➊ 4 ❻ 1
❷ 5 ❼ 2
❸ 6 ❽ 3

liters milliliters yards feet

❹ 3 ❾ 5
❺ 4 ❿ 6

Notes:

Score:

© www.CFClassroom.com {assessment two}

 Name:______________________________________________ Date:_______________________ 4.MD.1
Measurement
Measurement and Data Conversions
Complete the tables by filling in the missing
measurements.

yards inches km m cm
➊ 2 ❻ 1
❷ 3 ❼ 2
❸ 4 ❽ 3

hour minutes feet inches

❹ 8 ❾ 3
❺ 9 ❿ 4

Notes:

Score:

© www.CFClassroom.com {assessment three}

 Name:______________________________________________ Date:_______________________ 4.MD.2
Measurement
Measurement and Data Word Problems
Solve
➊ The coach had the 4th grade team practice basketball for an hour and a half each
day for three days. How many minutes did they practice for?

❷ Mr. Johnson collected money from the students in his class who were buying
milk from the cafeteria that day. Milk costs .75 cents for one carton. Three
children ordered milk with breakfast. Four children ordered milk with lunch. How
much money, in dollars and cents, did he collect?

❸ The capacity of each milk carton is a half pint. There are seven cartons on the
table. How many ounces of milk are on the table?

❹ Justin’s backpack weighed 2.5 kilograms. Stevie’s backpack weighed 3 kilograms.

What is the combined weight, in grams, of their backpacks?

❺ Three students brought in bottles of juice for the class party. Jill brought 1.5
liters. Peter brought 2 liters. Jon brought 450 milliliters. How many total
milliliters of juice do they have for the party?

Notes:

Score:

© www.CFClassroom.com {assessment one}

 Name:______________________________________________ Date:_______________________ 4.MD.2
Measurement
Measurement and Data Word Problems
Solve
➊ The coach had the 4th grade team practice basketball for an hour and a half each
day for four days. How many minutes did they practice for?

❷ Mr. Carver collected money from the students in his class who were buying milk
from the cafeteria that day. Milk costs .75 cents for one carton. Four children
ordered milk with breakfast. Five children ordered milk with lunch. How much
money, in dollars and cents, did he collect?

❸ The capacity of each milk carton is a half pint. There are eight cartons on the
table. How many ounces of milk are on the table?

❹ Juain’s backpack weighed 3.5 kilograms. Sam’s backpack weighed 3 kilograms.

What is the combined weight, in grams, of their backpacks?

❺ Three students brought in bottles of juice for the class party. Jen brought 1.5
liters. Paul brought 2½ liters. Joel brought 450 milliliters. How many total
milliliters of juice do they have for the party?

Notes:

Score:

© www.CFClassroom.com {assessment two}

 Name:______________________________________________ Date:_______________________ 4.MD.2
Measurement
Measurement and Data Word Problems
Solve
➊ The coach had the 4th grade team practice basketball for an hour and a half each
day for five days. How many minutes did they practice for?

❷ Mr. Levi collected money from the students in his class who were buying milk
from the cafeteria that day. Milk costs .75 cents for one carton. Six children
ordered milk with breakfast. Five children ordered milk with lunch. How much
money, in dollars and cents, did he collect?

❸ The capacity of each milk carton is a half pint. There are eleven cartons on the
table. How many ounces of milk are on the table?

❹ Kevin’s backpack weighed 4.5 kilograms. Aidan’s backpack weighed 4 kilograms.

What is the combined weight, in grams, of their backpacks?

❺ Three students brought in bottles of juice for the class party. Jackie brought 2½
liters. Parker brought 2¼ liters. Ed brought 650 milliliters. How many total
milliliters of juice do they have for the party?

Notes:

Score:

© www.CFClassroom.com {assessment three}

 Name:______________________________________________ Date:__________________________ 4.MD.3
Area and
Measurement and Data Perimeter
Find the area and perimeter of each of the figures below. {Figures not drawn to scale):

6 cm
3
➊ ___________ ❻ ___________
cm area perimeter

11 m
❷ ___________ ❼ ___________
7 area perimeter
m

20 in
5 ❸ ___________ ❽ ___________
in area perimeter

14 yd

❹ ___________ ❾ ___________
area perimeter

36 ❺ ___________ ❿ ___________
ft area perimeter

Notes:

Score:

© www.CFClassroom.com {assessment one}

 Name:______________________________________________ Date:__________________________ 4.MD.3
Area and
Measurement and Data Perimeter
Find the area and perimeter of each of the figures below. {Figures not drawn to scale):

7 cm
3
➊ ___________ ❻ ___________
cm area perimeter

14 m
❷ ___________ ❼ ___________
7 area perimeter
m

19 in
5 ❸ ___________ ❽ ___________
in area perimeter

13 yd

❹ ___________ ❾ ___________
area perimeter

24 ❺ ___________ ❿ ___________
ft area perimeter

Notes:

Score:

© www.CFClassroom.com {assessment two}

 Name:______________________________________________ Date:__________________________ 4.MD.3
Area and
Measurement and Data Perimeter
Find the area and perimeter of each of the figures below. {Figures not drawn to scale):

5 cm
3
➊ ___________ ❻ ___________
cm area perimeter

12 m
❷ ___________ ❼ ___________
7 area perimeter
m

21 in
5 ❸ ___________ ❽ ___________
in area perimeter

18 yd

❹ ___________ ❾ ___________
area perimeter

26 ❺ ___________ ❿ ___________
ft area perimeter

Notes:

Score:

© www.CFClassroom.com {assessment three}

 Name:______________________________________________ Date:_______________________ 4.MD.4
Measurement
Measurement and Data and Line Plots
Avery measured the length of her colored pencils.
➊ Bailey measured the length of her crayons. The ❻ The table shows her data. Create a line plot to
table shows her data. Create a line plot to
represent her data: represent her data:
length in inches number of crayons length in inches number of pencils

3 6 5 llll
3⅛ 4 5¼ llll llll
¼
3¼ 2 5½ llll llll
¼ ¼
3½ 7 5⅛ llll ll
¼
4 8 6 ll

Length of Crayons in Inches Length of Pencils in Inches

If Bailey lined up all of the crayons that How many pencils were longer than 5¼ inches?
❷ measured 3 ⅛ inches and measured them
❼ ________
together, what would be the total length?_____ Were there any outliers?________
❽
❸ How many crayons are shorter than 3 ½”?____
How many pencils were shorter than 5¾ inches?
❹ How many crayons are longer than 3 ⅛”?____
❾ ________
How many pencils were not 5½ inches long?
❺ What is the total length of all of the crayons ❿ ______
combined? _________

Notes:

Score:

© www.CFClassroom.com {assessment one}

 Name:______________________________________________ Date:_______________________ 4.MD.4
Measurement
Measurement and Data and Line Plots
Avery measured the length of her colored pencils.
➊ Bailey measured the length of her crayons. The ❻ The table shows her data. Create a line plot to
table shows her data. Create a line plot to
represent her data: represent her data:
length in inches number of crayons length in inches number of pencils

3 5 5 llll
3⅛ 6 5¼ llll lll
¼
3¼ 3 5½ llll llll
¼ ¼
3½ 6 5⅛ llll llll
¼
4 9 6 llll

Length of Crayons in Inches Length of Pencils in Inches

If Bailey lined up all of the crayons that How many pencils were longer than 5¼ inches?
❷ measured 3 ⅛ inches and measured them
❼ ________
together, what would be the total length?_____ Were there any outliers?________
❽
❸ How many crayons are shorter than 3 ½”?____
How many pencils were shorter than 5¾ inches?
❹ How many crayons are longer than 3 ⅛”?____
❾ ________
What is the total length of all of the pencils
❺ What is the total length of all of the crayons ❿ combined? _________
combined? _________

Notes:

Score:

© www.CFClassroom.com {assessment two}

 Name:______________________________________________ Date:_______________________ 4.MD.4
Measurement
Measurement and Data and Line Plots
Avery measured the length of her colored pencils.
➊ Bailey measured the length of her crayons. The ❻ The table shows her data. Create a line plot to
table shows her data. Create a line plot to
represent her data: represent her data:
length in inches number of crayons length in inches number of pencils

3 4 5 llll
3⅛ 5 5¼ llll llll
¼
3¼ 3 5½ llll llll
¼ ¼
3½ 8 5⅛ llll ll
¼
4 7 6 ll

Length of Crayons in Inches Length of Pencils in Inches

If Bailey lined up all of the crayons that How many pencils were longer than 5¼ inches?
❷ measured 3 ⅛ inches and measured them
❼ ________
together, what would be the total length?_____ Were there any outliers?________
❽
❸ How many crayons are shorter than 3 ½”?____
How many pencils were shorter than 5¾ inches?
❹ How many crayons are longer than 3 ⅛”?____
❾ ________
How many pencils were not 5½ inches long?
❺ What is the total length of all of the crayons ❿ ______
combined? _________

Notes:

Score:

© www.CFClassroom.com {assessment three}

 Name:______________________________________________ Date:_______________________ 4.MD.5
Measuring
Measurement and Data Angles
Name the angles below: What is the measurement, in
degrees of each shaded angle?
➊ ❻
____________
____________

❷ ❼
____________
____________

❸
❽
____________
____________

❹
❾
____________
____________
❺
____________
❿
____________
Notes:

Score:

© www.CFClassroom.com {assessment one}

 Name:______________________________________________ Date:_______________________ 4.MD.5
Measuring
Measurement and Data Angles
Name the angles below: What is the measurement, in
degrees of each shaded angle?
➊ ❻
____________ ____________

❷ ❼
____________
____________

❸
❽
____________
____________

❹
❾
____________
____________
❺
____________
❿
____________
Notes:

Score:

© www.CFClassroom.com {assessment two}

 Name:______________________________________________ Date:_______________________ 4.MD.5
Measuring
Measurement and Data Angles
Name the angles below: What is the measurement, in
degrees of each shaded angle?
➊ ❻
____________ ____________

❷ ❼
____________
____________

❸
❽
____________
____________

❹
❾
____________
____________
❺
____________
❿
____________
Notes:

Score:

© www.CFClassroom.com {assessment three}

 4.MD.6
Name:______________________________________________ Date:_______________________ Measuring with
Measurement and Data a Protractor
Record the measurement of each angle: Sketch angles to match each of the
measurements.
➊ ➊
____
90º

❷ ❷
____
45º

❸ ❸
____
60º

❹ ❹
____
140º

❺ ❺
____
180º

Notes:

Score:

© www.CFClassroom.com {assessment one}

 4.MD.6
Name:______________________________________________ Date:_______________________ Measuring with
Measurement and Data a Protractor
Record the measurement of each angle: Sketch angles to match each of the
measurements.
➊ ➊
____
70º

❷ ❷
____
35º

❸ ❸
____
40º

❹ ❹
____
120º

❺ ❺
____
170º

Notes:

Score:

© www.CFClassroom.com {assessment two}

 4.MD.6
Name:______________________________________________ Date:_______________________ Measuring with
Measurement and Data a Protractor
Record the measurement of each angle: Sketch angles to match each of the
measurements.
➊ ➊
____
80º

❷ ❷
____
55º

❸ ❸
____
70º

❹ ❹
____
150º

❺ ❺
____
170º

Notes:

Score:

© www.CFClassroom.com {assessment three}

 Name:______________________________________________ Date:_______________________ 4.MD.7
Decomposing
Measurement and Data Angles
Find the value of X. C
➊ ❻ What is the total
x
46º measurement of ABC? ∠
90º 49º 67º _______
A B
❷ ❼ What is the sum
x of all angles? 48º
51º _______ 90º 42º

❽ An angle is decomposed into two smaller

❸ angles. Both smaller angles measure 57º.
What was the measurement of the
42º x original angle? _______

❾ An 107º angle is decomposed into two

❹ 125º angles. The smaller angle measures 29º.
What is the measurement of the other
88º
angle? _______

❺ 151º ❿ A 168º angle has been decomposed

into two angles. What could possibly
x
60º be the measurement of each of the
smaller angles? _____

Notes:

Score:

© www.CFClassroom.com {assessment one}

 Name:______________________________________________ Date:_______________________ 4.MD.7
Decomposing
Measurement and Data Angles
Find the value of X. C
➊ ❻ What is the total
x
46º measurement of ABC? ∠
90º 66º _______
45º
A B
❷ ❼ What is the sum
x of all angles? 44º
50º _______ 90º 46º

❽ An angle is decomposed into two smaller

❸ angles. Both smaller angles measure 47º.
What was the measurement of the
45º x original angle? _______

❾ An 106º angle is decomposed into two

❹ 125º angles. The smaller angle measures 28º.
What is the measurement of the other
85º
angle? _______

❺ 150º ❿ A 148º angle has been decomposed

into two angles. What could possibly
x
60º be the measurement of each of the
smaller angles? _____

Notes:

Score:

© www.CFClassroom.com {assessment two}

 Name:______________________________________________ Date:_______________________ 4.MD.7
Decomposing
Measurement and Data Angles
Find the value of X. C
➊ ❻ What is the total
x
45º measurement of ABC? ∠
90º 67º _______
43º
A B
❷ ❼ What is the sum
x of all angles? 47º
53º _______ 90º 43º

❽ An angle is decomposed into two smaller

❸ angles. Both smaller angles measure 48º.
What was the measurement of the
44º x original angle? _______

❾ An 106º angle is decomposed into two

❹ 126º angles. The smaller angle measures 29º.
What is the measurement of the other
84º
angle? _______

❺ 151º ❿ A 153º angle has been decomposed

into two angles. What could possibly
x
59º be the measurement of each of the
smaller angles? _____

Notes:

Score:

© www.CFClassroom.com {assessment three}

Geometry
 Name:______________________________________________ Date:_______________________ 4.G.1
Geometry Lines and Angles

Draw each of the following:

➊ perpendicular lines ❻ ray

obtuse angle ❼ line segment

❷

❽ point
❸ right angle

❾ What type of angle is shown?

❹ parallel lines
______________________

❿ What type of lines are shown?

❺ acute angle

______________________

Notes:

Score:

© www.CFClassroom.com {assessment one}

 Name:______________________________________________ Date:_______________________ 4.G.1
Geometry Lines and Angles

Draw each of the following:

➊ right angle ❻ line segment

acute angle ❼ ray

❷

❽ point
❸ perpendicular angle

❾ What type of angle is shown?

❹ parallel lines
______________________

❿ What type of lines are shown?

❺ obtuse angle

______________________

Notes:

Score:

© www.CFClassroom.com {assessment two}

 Name:______________________________________________ Date:_______________________
4.G.1
Geometry Lines and Angles
Draw each of the following:

➊ obtuse angle ❻ right angle

perpendicular lines ❼ acute angle

❷

❽ perpendicular angle
❸ ray

❾ What type of angle is shown?

❹ line segment
______________________

❿ What type of lines are show?

❺ point

______________________

Notes:

Score:

© www.CFClassroom.com {assessment three}

 Name:______________________________________________ Date:_______________________ 4.G.2
Geometry Lines and Angles
Draw a figure to match each description and Identify and label the figures below. List the
then identify it. attributes of each.
➊ ❻
three equal sides
three equal angles
____________

❷ ❼
four equal sides
four right angles
____________
❽
❸
no 3 sides or
angles are equal
____________
❾
❹
two sets of parallel lines
four right angles
____________

❺ ❿
no right angles
opposite sides are parallel
____________

Notes:

Score:

© www.CFClassroom.com {assessment one}

 Name:______________________________________________ Date:_______________________ 4.G.2
Lines and Angles
Geometry
Draw a figure to match each description and Identify and label the figures below. List the
then identify it. attributes of each.
➊ ❻
four equal sides
four right angles
____________

❷ ❼
no 3 sides or
angles are equal
____________
❽
❸
three equal sides
three equal angles
____________
❾
❹
no right angles
opposite sides are parallel
____________

❺ ❿
two sets of parallel lines
four right angles
____________

Notes:

Score:

© www.CFClassroom.com {assessment two}

 Name:______________________________________________ Date:_______________________ 4.G.2
Lines and Angles
Geometry
Draw a figure to match each description and Identify and label the figures below. List the
then identify it. attributes of each.
➊ ❻
no right angles
opposite sides are parallel
____________

❷ ❼
three equal sides
three equal angles
____________
❽
❸
no 3 sides or
angles are equal
____________
❾
❹
four equal sides
four right angles
____________

❺ ❿
two sets of parallel lines
four right angles
____________

Notes:

Score:

© www.CFClassroom.com {assessment three}

 Name:______________________________________________ Date:_______________________ 4.G.3
Geometry Symmetry
Draw all the lines of symmetry on each figure.
Write the total possible number next to each, ❻
➊

___________
___________ ❼
❷

___________
___________
❽ Draw a shape with no lines of symmetry.
❸

___________
❹ ❾ Draw a shape with only one line of symmetry.

___________
❺ ❿ Draw a shape with exactly two lines of
symmetry.

___________
Notes:

Score:

© www.CFClassroom.com {assessment one}

 Name:______________________________________________ Date:_______________________ 4.G.3
Geometry Symmetry
Draw all the lines of symmetry on each figure.
Write the total possible number next to each, ❻
➊

___________
___________ ❼
❷

___________
___________
❽ Draw a shape with no lines of symmetry.
❸

___________
❹ ❾ Draw a shape with only one line of symmetry.

___________
❺ ❿ Draw a shape with exactly two lines of
symmetry.

___________
Notes:

Score:

© www.CFClassroom.com {assessment two}

 Name:______________________________________________ Date:_______________________ 4.G.3
Geometry Symmetry
Draw all the lines of symmetry on each figure.
Write the total possible number next to each, ❻
➊

___________
___________ ❼
❷

___________
___________
❽ Draw a shape with no lines of symmetry.
❸

___________
❹ ❾ Draw a shape with only one line of symmetry.

___________
❿ Draw a shape with exactly two lines of
❺ symmetry.

___________
Notes:

Score:

© www.CFClassroom.com {assessment three}

Answer
Keys
 1
{Assessment One}
Answer Keys
 Common Core Math Assessments
Answer Guide for: Assessment One
Operations and Algebraic Thinking 4.OA.1 Operations and Algebraic Thinking 4.OA.2
1) 3x6=18 6) 10 girls 1) 7 x 6 = 42
2) 36 = 9 x 4 7) 12 miles 2) 54 ÷ 9 = 6
3) 4 x 7 = 28 8) 42 books 3) 72 ÷ 8 =9
4) 40 = 8 x 5 9) 24 stickers 4) 6 x 5 = 30
5) 7 x 5 = 35 10) 12 baskets 5) 48 ÷ 6 = 8

Operations and Algebraic Thinking 4.OA.3 Operations and Algebraic Thinking 4.OA.4
1) 15 erasers 1) 1, 2, 5, 10 6) 24, 30, 36
2) 2 animal crackers 2) 1, 2, 3, 5, 6, 10, 15,30 7) 12, 16, 20
3) 10 books 3) 1, 3, 9 8) 36, 45, 54
4) 17 yo-yos 4) 1, 2, 3, 4, 6, 8, 12, 24 9) prime
5) 11 students 5) 1, 2,4, 6, 8, 12, 24, 48 10) 1, 2, 4, 8, 16

Operations and Algebraic Thinking 4.OA.5 Numbers & Operations in Base Ten 4.NBT.1
1) add 12 6) subtract 11 1) 50 6) 3
2) add by multiples of 3 7) add multiples of 5 2) 20 7) 4
3) multiply by 2 8) visually assess 3) 10 8) 8
4) divide by 3 9) visually assess 4) 100 9) 100
5) add 3 10) multiply by 6 5) 8,000 10) 90,000

Numbers & Operations in Base Ten 4.NBT.2 Numbers & Operations in Base Ten 4.NBT.3
1) visually assess 6) < 1) 67,530 6) 840,000
2) visually assess 7) < 2) 53,000 7) 670,000
3) 35,765 8) < 3) 6,200 8) 900,000
4) 58,472 9) < 4) 895,000 9) 30,000
5) visually assess 10) Caville 5) 55,000 10) answer will vary

© www.CFClassroom.com
 Common Core Math Assessments
Answer Guide for: Assessment One
Numbers & Operations in Base Ten 4.NBT. 4 Numbers & Operations in Base Ten 4.NBT.5
1) $3,953.00 6) $4671 1) 22,470 6) 2,014
2) $158,408 7) $11,389 2) 1,664 7) 5,994
3) $80,187 8) $1365 3) 4,896 8) 2,128
4) $173,925 9) $50,082 4) 5,673 9) 37,716
5) $13,821 10) $2152 5) 3,072 10) 864

Numbers & Operations in Base Ten 4.NBT.6 Numbers & Operations-Fractions 4.NF.1
1) 189 406 1) 2 6) answers will vary
2) 1471 R2 205 2) 4 7) answers will vary
3) 28 105 3) 3 8) answers will vary
4) 321 549 4) 10 9) visually assess
5) 72 32 5) 3 10) visually assess

Numbers & Operations-Fractions 4.NF.2 Numbers & Operations-Fractions 4.NF.3

1) = 6) 2/6, 5/10, 6/8 1) 1 2/3 6) 3/10
2) = 7) 1/3, 5/12, 4/6 2) 8/12 7) 18/100
3) < 8) 5/10, 2/6, 1/5 3) 6) 8) 3 2/8
4) > 9) 3/4, 4/6, 6/12 4) 7 5/6 9) 2 3/10
5) < 10) blue 5) 2/6 10) 1 4/6

Numbers & Operations-Fractions 4.NF. 4 Numbers & Operations-Fractions 4.NF.5

1) 3 6) 8/16, 12/24, 16/32 1) 40 6) 9/10 or 90/100
2) 2 7) 6/8, 9/12, 12/16 2) 8 7) 9/10 or 90/100
3) 3 8) 4/12, 6/18, 8/24 3) 50 8) 5/10 or 50/100
4) 3 5/10 9) 6/8, 9/12, 12/16 4) 9 9) 9/10 or 90/100
5) 3 6/8 10) 2 pencils 5) 20 10) 9/10 or 90/100

© www.CFClassroom.com
 Common Core Math Assessments
Answer Guide for: Assessment One
Numbers & Operations-Fractions 4.NF.6 Numbers & Operations-Fractions 4.NF.7
1) 0.30 6) 90/100 1) < 6) 0.4, 0.6, 0.64
2) 0.6 7) 50/100 2) < 7) 0.49, 0.56, 0.9
3) 0.72 8) 45/100 3) = 8) 0.43, 0.4, 0.34
4) 0.8 9) 40/100 4) < 9) 0.99, 0.9, 0.89
5) 0.87 10) 72/100 5) > 10) tacos

Measurement and Data 4.MD.1 Measurement and Data 4.MD.2

1) 24 6) 60, 3600 1) 270 minutes
2) 4 7) 7200 2) $5.25
3) 72 8) 180 3) 56 oz
4) 5000 9) 3000 4) 5,500 grams
5) 10 10) 4000 5) 3,950 ml

Measurement and Data 4.MD.3 Measurement and Data 4.MD.4

1) 18, 18 1) visually assess 6) visually assess
2) 77, 36 2) 12 4/8 7) 19
3) 100, 50 3) 12 4/8 8) no
4) 196, 56 4) 17 9) 30
5) 1296, 144 5) 93 1/2 10) 22

Measurement and Data 4.MD.5 Measurement and Data 4.MD.6

1) right 6) 90 1) 30 6) visually assess
2) obtuse 7) 180 2) 80 7) visually assess
3) acute 8) 270 3) 60 8) visually assess
4) straight 9) 360 4) 80 9) visually assess
5) right 10) 60 5) 60 10) visually assess

© www.CFClassroom.com
 Common Core Math Assessments
Answer Guide for: Assessment One
Measurement and Data 4.MD.7 Geometry 4.G.1
1) 41 6) 113 1) visually assess 6) visually assess
2) 39 7) 180 2) visually assess 7) visually assess
3) 138 8) 114 3) visually assess 8) visually assess
4) 37 9) 78 4) visually assess 9) acute
5) 91 10) answers will vary 5) visually assess 10) perpendicular

Geometry 4.G.2 Geometry 4.G.3

1) equilateral triangle 6) square 1) 2 6) 10
2) square 7) right triangle 2) 5 7) 2
3) isosceles triangle 8) equilateral 3) 6 8) visually assess
4) rectangle 9) parallelogram 4) 1 9) visually assess
5) parallelogram 10) trapezoid 5) 1 10) visually assess

© www.CFClassroom.com
 2
{Assessment Two}
Answer Keys
 Common Core Math Assessments
Answer Guide for: Assessment Two
Operations and Algebraic Thinking 4.OA.1 Operations and Algebraic Thinking 4.OA.2
1) 4 x 5 =20 6) 12 girls 1) 8 x 5 = 40 crayons
2) 45 = 9 x 5 7) 12 miles 2) 48÷8=6 pencils
3) 5 x 6 = 30 8) 42 books 3) 63÷9=7 books
4) 40 = 5 x 8 9) 24 stickers 4) 28÷4=7 books
5) 8 x 4 = 32 10) 20 baskets 5) 36÷6=6 rows

Operations and Algebraic Thinking 4.OA.3 Operations and Algebraic Thinking 4.OA.4
1) 16 erasers 1) 1, 2, 4, 8 6) 28, 35, 42
2) 3 animal crackers 2) 1, 2, 4, 5, 10, 20 7) 35, 40, 45
3) 25 books 3) 1, 2, 3, 4, 6, 12 8) 24, 32, 40
4) 18 yo-yos 4) 1, 2, 3, 4, 6, 9, 12, 18, 36 9) composite
5) 16 students 5) 1, 2, 4, 8, 16 10) 8

Operations and Algebraic Thinking 4.OA.5 Numbers & Operations in Base Ten 4.NBT.1
1) add 11 6) subtract 11 1) 60 6) 5
2) add by multiples of 3 7) add multiples of 5 2) 600 7) 9
3) multiply by 2 8) visually assess 3) 10 8) 6
4) divide by 3 9) visually assess 4) 100 9) 10
5) multiply by 2 10) multiply by 6 5) 60,000 10) 100,000

Numbers & Operations in Base Ten 4.NBT.2 Numbers & Operations in Base Ten 4.NBT.3
1) visually assess 6) < 1) 67,540 6) 850,000
2) visually assess 7) < 2) 53,000 7) 680,000
3) 45,764 8) > 3) 6,200 8) 900,000
4) 68,472 9) < 4) 895,000 9) 300,000
5) visually assess 10) Caville 5) 55,000 10) answers will vary

© www.CFClassroom.com
 Common Core Math Assessments
Answer Guide for: Assessment Two
Numbers & Operations in Base Ten 4.NBT. 4 Numbers & Operations in Base Ten 4.NBT.5
1) 4053 6) 4871 1) 29,960 6) 2,052
2) 159,408 7) 10,389 2) 1716 7) 4,995
3) 81,187 8) 1,366 3) 4,352 8) 2,052
4) 174,925 9) 50,182 4) 5,766 9) 26,940
5) $14,821 10) $2052 5) 3,008 10) 828

Numbers & Operations in Base Ten 4.NBT.6 Numbers & Operations-Fractions 4.NF.1
1) 155 R2 406 R1 1) 3 6) answers will vary
2) 1491 R2 204 R4 2) 8 7) answers will vary
3) 28 R1 140 3) 25 8) answers will vary
4) 322 548 R8 4) 2 9) visually assess
5) 67 29 5) 2 10) visually assess

Numbers & Operations-Fractions 4.NF.2 Numbers & Operations-Fractions 4.NF.3

1) = 6) 2/8, 5/10, 2/3 1) 1 6) 2/10
2) > 7) 2/8, 1/2, 5/6 2) 7/12 7) 28/100
3) < 8) 5/6, 1/3, 2/12 3) 6 7/8 8) 2 3/8
4) > 9) 6/8, 3/12, 4/100 4) 7 5/16 9) 1 5/10
5) < 10) green 5) 4/8 10) 8 chapters

Numbers & Operations-Fractions 4.NF. 4 Numbers & Operations-Fractions 4.NF.5

1) 3 3/8 6) 6/10, 9/15, 12/20 1) 50 6) 9/10 or 90/100
2) 2 2/6 7) 8/20, 12/30, 16/40 2) 9 7) 9/10 or 90/100
3) 4 8) 8/12, 12/18, 16/24 3) 60 8) 6/10 or 60/100
4) 4 9) 8/10 4) 10 9) 9/10 or 90/100
5) 4 4/8 10) 4) 5) 30 10) 9/10 or 90/100

© www.CFClassroom.com
 Common Core Math Assessments
Answer Guide for: Assessment Two
Numbers & Operations-Fractions 4.NF.6 Numbers & Operations-Fractions 4.NF.7
1) 0.50 6) 70/100 1) < 6) 0.4, 0.5, 0.54
2) 0.9 7) 30/100 2) > 7) 0.48, 0.66, 0.8
3) 0.28 8) 95/100 3) = 8) 0.63, 0.6, 0.36
4) 0.6 9) 80/100 4) < 9) 0.79, 0.77, 0.7
5) 0.59 10) 46/100 5) > 10) tacos

Measurement and Data 4.MD.1 Measurement and Data 4.MD.2

1) 48 6) 16 1) 360 minutes
2) 60 7) 32 2) $6.75
3) 72 8) 48 3) 64 oz
4) 3000 9) 15 4) 6,500 g
5) 4000 10) 18 5) 4,450 ml

Measurement and Data 4.MD.3 Measurement and Data 4.MD.4

1) 21, 20 1) visually assess 6) visually assess
2) 98, 42 2) 18 3/4 7) 23
3) 95, 48 3) 14 8) no
4) 169, 52 4) 18 9) 32
5) 576, 96 5) 100 1/2 10) 26 7/8

Measurement and Data 4.MD.5 Measurement and Data 4.MD.6

1) straight 6) 90 1) 90 6) visually assess
2) acute 7) 180 2) 80 7) visually assess
3) obtuse 8) 270 3) 60 8) visually assess
4) right 9) 360 4) 80 9) visually assess
5) right 10) 60 5) 120 10) visually assess

© www.CFClassroom.com
 Common Core Math Assessments
Answer Guide for: Assessment Two
Measurement and Data 4.MD.7 Geometry 4.G.1
1) 45 6) 112 1) visually assess 6) visually assess
2) 40 7) 180 2) visually assess 7) visually assess
3) 135 8) 94 3) visually assess 8) visually assess
4) 40 9) 78 4) visually assess 9) right
5) 90 10) answers will vary 5) visually assess 10) parallel

Geometry 4.G.2 Geometry 4.G.3

1) square 6) equilateral triangle 1) 1 6) 6
2) isosceles triangle 7) rectangle 2) 3 7) 1
3) equilateral triangle 8) trapezoid 3) 1 8) visually assess
4) parallelogram 9) right triangle 4) 8 9) visually assess
5) rectangle 10) parallelogram 5) 4 10) visually assess

© www.CFClassroom.com
 3
{Assessment Three}
Answer Keys
 Common Core Math Assessments
Answer Guide for: Assessment Three
Operations and Algebraic Thinking 4.OA.1 Operations and Algebraic Thinking 4.OA.2
1) 2 x 7 = 14 6) 18 girls 1) 6 x 4 = 24 crayons 6)
2) 54 = 9 x 6 7) 20 miles 2) 42 ÷ 7 = 6 pencils 7)
3) 5 x 8 = 40 8) 56 books 3) 81 ÷ 9 = 9 shelves 8)
4) 72 = 8 x 9 9) 25 stickers 4) 30 ÷ 6 = 5 books 9)
5) 6 x 6 = 36 10) 24 baskets 5) 42 ÷ 7 = 6 rows 10)

Operations and Algebraic Thinking 4.OA.3 Operations and Algebraic Thinking 4.OA.4
1) 17 erasers 1) 1, 2, 3, 4, 6, 12 6) 27, 36, 45
2) 4 animal crackers 2) 1, 2, 4, 5, 8, 10, 20, 40 7) 24, 27, 30
3) 50 books 3) 1, 2, 3, 6, 9, 18 8) 36, 45, 54
4) 20 yo-yos 4) 1, 2, 7, 14 9) prime
5) 14 students 5) 1, 2, 4, 7, 14, 28 10) 9 cards

Operations and Algebraic Thinking 4.OA.5 Numbers & Operations in Base Ten 4.NBT.1
1) add 13 6) subtract 11 1) 80 6) 2
2) add by multiples of 3 7) add multiples of 5 2) 800 7) 6
3) multiply by 2 8) visually assess 3) 10 8) 0
4) minus 8 9) visually assess 4) 100 9) 10
5) multiply by 3 10) multiply by 4 5) 60,000 10) 70,000

Numbers & Operations in Base Ten 4.NBT.2 Numbers & Operations in Base Ten 4.NBT.3
1) visually assess 6) < 1) 67,560 6) 840,000
2) visually assess 7) < 2) 53,000 7) 670,000
3) 36,765 8) < 3) 6,200 8) 900,000
4) 59,472 9) > 4) 895,000 9) 300,000
5) visually assess 10) Belltown 5) 55,000 10) answer will vary

© www.CFClassroom.com
 Common Core Math Assessments
Answer Guide for: Assessment Three
Numbers & Operations in Base Ten 4.NBT. 4 Numbers & Operations in Base Ten 4.NBT.5
1) 4,053 6) 4,571 1) 22,440 6) 2,067
2) 158,418 7) 10,389 2) 1,344 7) 7,992
3) 80,197 8) 1,265 3) 4,986 8) 2,408
4) 173,975 9) 49,982 4) 59,963 9) 37,786
5) $13,821 10) $2,252 5) 2,944 10) 828

Numbers & Operations in Base Ten 4.NBT.6 Numbers & Operations-Fractions 4.NF.1
1) 156 6) 491 1) 2 6) answers will vary
2) 1,291 R1 7) 491 R2 2) 1 7) answers will vary
3) 53 R3 8) 141 3) 20 8) answers will vary
4) 319 9) 715 4) 1 9) visually assess
5) 67 R1 10) 715 R3 5) 3 10) visually assess

Numbers & Operations-Fractions 4.NF.2 Numbers & Operations-Fractions 4.NF.3

1) > 6) 4/100, 2/4, 2/3 1) 3/8 6) 2/12
2) < 7) 1/5, 4/12, 1/2 2) 6/12 7) 22/100
3) < 8) 5/10, 3/6, 2/12 3) 3 4/5 8) 1 3/10
4) = 9) 7/8, 3/4, 4/10 4) 7) 9) 1 2/10
5) > 10) pink 5) 2/8 10) 5 4/6

Numbers & Operations-Fractions 4.NF. 4 Numbers & Operations-Fractions 4.NF.5

1) 3 4/8 6) 6/16, 9/24, 12/32 1) 30 6) 8/10, 80/100
2) 2 3/6 7) 4/8, 6/12, 8/16 2) 7 7) 8/10, 80/100
3) 1 1/3 8) 8/12, 12/18, 16/24 3) 40 8) 8/10, 80/100
4) 3 6/10 9) 6/8 4) 8 9) 8/10, 80/100
5) 2 4/8 10) 3 4/8 5) 60 10) 9/10 or 90/100

© www.CFClassroom.com
 Common Core Math Assessments
Answer Guide for: Assessment Three
Numbers & Operations-Fractions 4.NF.6 Numbers & Operations-Fractions 4.NF.7
1) 0.20 6) 80/100 1) = 6) 0.4, 0.7, 0.74
2) 0.7 7) 40/100 2) > 7) 0.08, 0.68, 0.86
3) 0.58 8) 65/100 3) < 8) 0.53, 0.5, 0.35
4) 0.4 9) 30/100 4) < 9) 0.90, 0.39, 0.09
5) 0.37 10) 62/100 5) < 10) pizza

Measurement and Data 4.MD.1 Measurement and Data 4.MD.2

1) 72 6) 1000, 100000 1) 450 minutes
2) 108 7) 2000, 200000 2) $8.25
3) 144 8) 3000, 300000 3) 88 oz
4) 480 9) 36 4) 8,500 g
5) 540 10) 48 5) 5,400 ml

Measurement and Data 4.MD.3 Measurement and Data 4.MD.4

1) 15, 16 1) visually assess 6) visually assess
2) 84, 38 2) 15 5/8 7) 19
3) 105, 52 3) 12 8) no
4) 324, 72 4) 18 9) 30
5) 676, 104 5) 93 3/8 10) 22

Measurement and Data 4.MD.5 Measurement and Data 4.MD.6

1) right 6) 180 1) 60 visually assess
2) obtuse 7) 360 2) 80 visually assess
3) right 8) 270 3) 30 visually assess
4) straight 9) 90 4) 80 visually assess
5) acute 10) 60 5) 120 visually assess

© www.CFClassroom.com
 Common Core Math Assessments
Answer Guide for: Assessment Three
Measurement and Data 4.MD.7 Geometry 4.G.1
1) 117 6) 112 1) visually assess 6) visually assess
2) 37 7) 180 2) visually assess 7) visually assess
3) 136 8) 96 3) visually assess 8) visually assess
4) 42 9) 77 4) visually assess 9) obtuse
5) 92 10) answers will vary 5) visually assess 10) parallel

Geometry 4.G.2 Geometry 4.G.3

1) parallelogram 6) right triangle 1) 1 6) 6
2) equilateral triangle 7) equilateral triangle 2) 1 7) 1
3) isosceles triangle 8) rectangle 3) 2 8) visually assess
4) square 9) trapezoid 4) 2 9) visually assess
5) rectangle 10) parallelogram 5) 1 10) visually assess

© www.CFClassroom.com
 Data
Notebooks

www.CFClassroom.com
 Data Notebooks
Data notebooks are an excellent tool for helping students take ownership of
their learning. They provide teachers with a means for planning instruction
and allow parents to track their child’s progress. Although data can be
cumbersome and overwhelming, if kept simple you’ll find it to be a useful
addition to your classroom.

How to Use Them:

1. Print a copy of each tracking sheet for every child along with a cover.
I use the boy cover for my boys and the girl for my girls.

2. Each tracking sheet has 3 columns for every standard. I designed

them so that they could be used with my Common Core
Assessments. Since there are 3 versions of each assessment, they
use one column per assessment. However, if a student demonstrates
proficiency on assessment one or two, I do not reassess them.

3. I like to have my students color-code their bars. We use red for

September, orange for October, yellow for November, etc. I find this
helps to get a better overall picture of their progress.

© www.CFClassroom.com
 Tracking My
Math Progress

Data Collected By:

____________
 Tracking My
Math Progress

Data Collected By:

____________
 Operations and Algebraic Thinking
100

90

80

70

60

50

40

30

20

10

0 4.OA.1 4.OA.2 4.OA.3 4.OA.4 4.OA.5

100
N umber and Operations in Base Ten

90

80

70

60

50

40

30

20

10

0
4.NBT.1 4.NBT.2 4.NBT.3 4.NBT.4 4.NBT.5 4.NBT.6
 Number and Operations - Fractions
100

90

80

70

60

50

40

30

20

10

0 4.NF.1 4.NF.2 4.NF.3 4.NF. 4 4.NF.5 4.NF.6 4.NF.7

100
Measurement and Data
90

80

70

60

50

40

30

20

10

0 4.MD.1 4.MD.2 4.MD.3 4.MD.4 4.MD.5 4.MD.6 4.MD.7

 Geometry Notes & Observations
100

90

80

70

60

50

40

30

20

10

0 4.G.1 4.G.2 4.G.3

Date My Math Goals Steps For Meeting the Goal
 Common
Core Math
Grade Book
Common Core Grade Book
I found that it was important to keep data specific to the Common Core
Standards to help me keep track of the status of the class. I created these
printables specifically to go with the three assessments in this packet, but
you could certainly use them with any lessons that align with the standards.

write
4.OA.1 4.OA.2 4.OA.3
student
names
or numbers

record
grades for
each of
the three
assessments
in the
appropriate
column

www.CFClassroom.com
 students
4.OA.1 4.OA.2 4.OA.3

1 2 3 1 2 3 1 2 3

© www.CFClassroom.com
 students
4.OA.4 4.OA.5 4.NBT.1

1 2 3 1 2 3 1 2 3

© www.CFClassroom.com
 students
4.NBT.2 4.NBT.3 4.NBT.4

1 2 3 1 2 3 1 2 3

© www.CFClassroom.com
 students
4.NBT.5 4.NBT.6 4.NF.1

1 2 3 1 2 3 1 2 3

© www.CFClassroom.com
 students
4.NF.2 4.NF.3 4.NF. 4

1 2 3 1 2 3 1 2 3

© www.CFClassroom.com
 students
4.NF.5 4.NF.6 4.NF.7

1 2 3 1 2 3 1 2 3

© www.CFClassroom.com
 students
4.MD.1 4.MD.2 4.MD.3

1 2 3 1 2 3 1 2 3

© www.CFClassroom.com
 students
4.MD.4 4.MD.5 4.MD.6

1 2 3 1 2 3 1 2 3

© www.CFClassroom.com
 students
4.MD.7 4.G.1 4.G.2

1 2 3 1 2 3 1 2 3

© www.CFClassroom.com
 students
4.G.3 Notes

1 2 3

© www.CFClassroom.com
Data-Driven
Instruction
Lesson
Planning
Organizers

www.CFClassroom.com
 Lesson Planning Sheets
These have been an amazing tool for planning small group lessons during
my math workshop. After grading each assessment I record each student’s
name in one of the four columns to form focus groups. Some students
require interventions, others simply need me to clarify misconceptions and
some need me to extend and enrich them,

One set of organizers is just

for forming groups or tracking
student status. The other
includes space for notes on
lessons.

www.CFClassroom.com
 Student Grouping
Operations and Algebraic Thinking 4.OA.1..
advanced proficient progressing warning

Operations and Algebraic Thinking 4.OA.2..

advanced proficient progressing warning

© www.CFClassroom.com
 Student Grouping
Operations and Algebraic Thinking 4.OA.3..
advanced proficient progressing warning

Operations and Algebraic Thinking 4.OA.4..

advanced proficient progressing warning

© www.CFClassroom.com
 Student Grouping
Operations and Algebraic Thinking 4.OA.5..
advanced proficient progressing warning

Number and Operations in Base Ten 4.NBT.1

advanced proficient progressing warning

© www.CFClassroom.com
 Student Grouping
Number and Operations in Base Ten 4.NBT.2
advanced proficient progressing warning

Number and Operations in Base Ten 4.NBT.3..

advanced proficient progressing warning

© www.CFClassroom.com
 Student Grouping
Number and Operations in Base Ten 4.NBT. 4
advanced proficient progressing warning

Number and Operations in Base Ten 4.NBT.5

advanced proficient progressing warning

© www.CFClassroom.com
 Student Grouping
Number and Operations in Base Ten 4.NBT.6
advanced proficient progressing warning

Number and Operations-Fractions 4.NF.1..

advanced proficient progressing warning

© www.CFClassroom.com
 Student Grouping
Number and Operations-Fractions 4.NF.2..
advanced proficient progressing warning

Number and Operations-Fractions 4.NF.3..

advanced proficient progressing warning

© www.CFClassroom.com
 Student Grouping
Number and Operations-Fractions 4.NF. 4..
advanced proficient progressing warning

Number and Operations-Fractions 4.NF.5..

advanced proficient progressing warning

© www.CFClassroom.com
 Student Grouping
Number and Operations-Fractions 4.NF.6..
advanced proficient progressing warning

Number and Operations-Fractions 4.NF.7..

advanced proficient progressing warning

© www.CFClassroom.com
 Student Grouping
Measurement and Data 4.MD.1..
advanced proficient progressing warning

Measurement and Data 4.MD.2

advanced proficient progressing warning

© www.CFClassroom.com
 Student Grouping
Measurement and Data 4.MD.3.
advanced proficient progressing warning

Measurement and Data 4.MD.4

advanced proficient progressing warning

© www.CFClassroom.com
 Student Grouping
Measurement and Data 4.MD.5..
advanced proficient progressing warning

Measurement and Data 4.MD.6

advanced proficient progressing warning

© www.CFClassroom.com
 Student Grouping
Measurement and Data 4.MD.7..
advanced proficient progressing warning

Geometry 4.G.1..
advanced proficient progressing warning

© www.CFClassroom.com
 Student Grouping
Geometry 4.G.2..
advanced proficient progressing warning

Geometry 4.G.3..
advanced proficient progressing warning

© www.CFClassroom.com
 Student Grouping
Operations and Algebraic Thinking 4.OA.1..
advanced proficient progressing warning

Teaching Notes

© www.CFClassroom.com
 Student Grouping
Operations and Algebraic Thinking 4.OA.2..
advanced proficient progressing warning

Teaching Notes

© www.CFClassroom.com
 Student Grouping
Operations and Algebraic Thinking 4.OA.3..
advanced proficient progressing warning

Teaching Notes

© www.CFClassroom.com
 Student Grouping
Operations and Algebraic Thinking 4.OA.4..
advanced proficient progressing warning

Teaching Notes

© www.CFClassroom.com
 Student Grouping
Operations and Algebraic Thinking 4.OA.5..
advanced proficient progressing warning

Teaching Notes

© www.CFClassroom.com
 Student Grouping
Number and Operations in Base Ten 4.NBT.1..
advanced proficient progressing warning

Teaching Notes

© www.CFClassroom.com
 Student Grouping
Number and Operations in Base Ten 4.NBT.2..
advanced proficient progressing warning

Teaching Notes

© www.CFClassroom.com
 Student Grouping
Number and Operations in Base Ten 4.NBT.3..
advanced proficient progressing warning

Teaching Notes

© www.CFClassroom.com
 Student Grouping
Number and Operations in Base Ten 4.NBT. 4..
advanced proficient progressing warning

Teaching Notes

© www.CFClassroom.com
 Student Grouping
Number and Operations in Base Ten 4.NBT.5..
advanced proficient progressing warning

Teaching Notes

© www.CFClassroom.com
 Student Grouping
Number and Operations in Base Ten 4.NBT.6..
advanced proficient progressing warning

Teaching Notes

© www.CFClassroom.com
 Student Grouping
Number and Operations-Fractions 4.NF.1..
advanced proficient progressing warning

Teaching Notes

© www.CFClassroom.com
 Student Grouping
Number and Operations-Fractions 4.NF.2..
advanced proficient progressing warning

Teaching Notes

© www.CFClassroom.com
 Student Grouping
Number and Operations-Fractions 4.NF.3..
advanced proficient progressing warning

Teaching Notes

© www.CFClassroom.com
 Student Grouping
Number and Operations-Fractions 4.NF. 4..
advanced proficient progressing warning

Teaching Notes

© www.CFClassroom.com
 Student Grouping
Number and Operations-Fractions 4.NF.5..
advanced proficient progressing warning

Teaching Notes

© www.CFClassroom.com
 Student Grouping
Number and Operations-Fractions 4.NF.6..
advanced proficient progressing warning

Teaching Notes

© www.CFClassroom.com
 Student Grouping
Number and Operations-Fractions 4.NF.7..
advanced proficient progressing warning

Teaching Notes

© www.CFClassroom.com
 Student Grouping
Measurement and Data 4.MD.1..
advanced proficient progressing warning

Teaching Notes

© www.CFClassroom.com
 Student Grouping
Measurement and Data 4.MD.2..
advanced proficient progressing warning

Teaching Notes

© www.CFClassroom.com
 Student Grouping
Measurement and Data 4.MD.3..
advanced proficient progressing warning

Teaching Notes

© www.CFClassroom.com
 Student Grouping
Measurement and Data 4.MD.4..
advanced proficient progressing warning

Teaching Notes

© www.CFClassroom.com
 Student Grouping
Measurement and Data 4.MD.5..
advanced proficient progressing warning

Teaching Notes

© www.CFClassroom.com
 Student Grouping
Measurement and Data 4.MD.6..
advanced proficient progressing warning

Teaching Notes

© www.CFClassroom.com
 Student Grouping
Measurement and Data 4.MD.7..
advanced proficient progressing warning

Teaching Notes

© www.CFClassroom.com
 Student Grouping
Geometry 4.G.1..
advanced proficient progressing warning

Teaching Notes

© www.CFClassroom.com
 Student Grouping
Geometry 4.G.2..
advanced proficient progressing warning

Teaching Notes

© www.CFClassroom.com
 Student Grouping
Geometry 4.G.3..
advanced proficient progressing warning

Teaching Notes

© www.CFClassroom.com
copyright information: Copyright © 2013 Clutter-Free Classroom, LLC
All rights reserved by author.
Permission to copy for single classroom use only.
Electronic distribution limited to single classroom use only.
Not for public display.

with gratitude:
Thank you for downloading this packet. I hope that you and your student(s) enjoy this resource. If you are
pleased with this product, I would appreciate if you would leave feedback. If you have any questions or
concerns, please let me know. My email address is [email protected].

credits: Commercial Graphics used with permission from Scrappin’ Doodles

www.CFClassroom.com