New York State Testing Program

Grade 4
Mathematics Test

Released Questions

2024

New York State administered the Mathematics Tests in May 2024

and is making approximately 75% of the questions
from these tests available for review and use.
 THE STATE EDUCATION DEPARTMENT / THE UNIVERSITY OF THE STATE OF NEW YORK / ALBANY, NY 12234

New York State Testing Program

Grades 3–8 Mathematics
Released Questions from 2024 Exams
Background

As in past years, SED is releasing large portions of the 2024 NYS Grades 3–8 English Language Arts and
Mathematics test materials for review, discussion, and use.

For 2024, included in these released materials are at least 75 percent of the test questions that appeared on
the 2024 tests (including all constructed-response questions) that counted toward students’ scores.
Additionally, SED is also providing a map that details what each released question measures and the correct
response to each question. These released materials will help students, families, educators, and the public
better understand the tests and the New York State Education Department’s expectations for students.

Understanding Math Questions

Multiple-Choice Questions
Multiple-choice questions are designed to assess the New York State P–12 Next Generation Learning
Standards for Mathematics. Mathematics multiple-choice questions will be used mainly to assess standard
algorithms and conceptual standards. Multiple-choice questions incorporate both the grade-level standards
and the “Standards for Mathematical Practices.” Many questions are framed within the context of real-world
applications or require students to complete multiple steps. Likewise, many of these questions are linked to
more than one standard, drawing on the simultaneous application of multiple skills and concepts.

One-Credit Constructed-Response Questions

One-credit constructed-response questions require students to complete a task and provide only their final
answer. These one-credit questions will often require multiple steps, assessing procedural skills, as well as
conceptual understanding and application. While students may show how they arrived at their final answer,
only the final answer will be scored.

Two-Credit Constructed-Response Questions

Two-credit constructed-response questions require students to complete tasks and show their work. These
two-credit response questions will often require multiple steps, the application of multiple mathematics
skills, and real-world applications. Many of the short-response questions will cover conceptual and
application standards.

Three-Credit Constructed-Response Questions

Three-credit constructed-response questions ask students to show their work in completing two or more
tasks or a more extensive problem. These three-credit response questions allow students to show their
understanding of mathematical procedures, conceptual understanding, and application. Three-credit
response questions may also assess student reasoning and the ability to critique the arguments of others. The
scoring rubric for all constructed-response questions can be found in the grade-level Educator Guides at
https://www.nysed.gov/state-assessment/grades-3-8-ela-and-math-test-manuals.
New York State P–12 Next Generation Learning Standards Alignment

The alignment(s) to the New York State P–12 Next Generation Learning Standards for Mathematics is/are
intended to identify the primary analytic skills necessary to successfully answer each question. However,
some questions measure proficiencies described in multiple standards, including a balanced combination of
procedure and conceptual understanding. For example, two-credit and three-credit constructed-response
questions require students to show an understanding of mathematical procedures, concepts, and
applications.

These Released Questions Do Not Comprise a “Mini Test”

To ensure it is possible to develop future tests, some content must remain secure. This document is not
intended to be representative of the entire test, to show how operational tests look, or to provide
information about how teachers should administer the test; rather, its purpose is to provide an overview of
how the test reflects the demands of the New York State P–12 Next Generation Learning Standards.

The released questions do not represent the full spectrum of the standards assessed on the State tests, nor
do they represent the full spectrum of how the standards should be taught and assessed in the classroom. It
should not be assumed that a particular standard will be measured by an identical question in future
assessments.
GRADE 4 MATH SESSION 1

Name:___________________________________________________

New York State

Testing Program

Mathematics Test
Session 1

Grade
4
Spring 2024

RELEASED QUESTIONS
SESSION 1 MATH GRADE 4
Developed and published under contract with the New York State Education Department by NWEA, a division of HMH, 14720 Energy Way,
Apple Valley, MN 55124. Copyright © 2024 by the New York State Education Department.

Session 1
 Session 1

TIPS FOR TAKING THE TEST

Here are some ideas to help you do your best:
• Read each question carefully. Take your time.
•  ou have a ruler and a protractor that you can use on the test if they help you answer
Y
the question.

Session 1 Page 1
 Carter has 9 comic books. Ben has 3 times as many comic books as Carter.
1  
How many comic books does Ben have?

A 6

B 12

C 24

D 27

What value makes the equation shown below true?

2  

GO ON
Page 2 Session 1
 Ray KM divides straight angle JKL into two parts as shown below.
7  

Which equation represents how to nd the measure, in degrees, of angle JKM ?

A ?

B ?

C ?

D ?

GO ON
Session 1 Page 5
 Which statement about the diagram shown below is most likely true?
10  

A Line AB is perpendicular to line CD.

B Line AB is parallel to line CD.

C Line EF is perpendicular to line CD.

D Line EF is parallel to line CD.

GO ON
Page 6 Session 1
11   Which fraction can be added to to equal whole?

Which number, when rounded to the nearest thousand, is 17,000 ?

12  
A 16,129

B 16,921

C 17,538

D 17,853

GO ON
Session 1 Page 7
15   Allison is training for a race. She runs mile each day. Which fraction is

equivalent to the number of miles Allison runs in days?

16   What is the value of ?

GO ON
Session 1 Page 9
 What is the value of the expression shown below?
22  

GO ON
Session 1 Page 11
 How many hundreds are in 1,000 ?
23  
A 1

B 10

C 100

D 1,000

Which equation is not true?

24  

GO ON
Page 12 Session 1
 Which gure appears to be a rectangle?
26  

A C

B D

GO ON
Session 1 Page 13
 What is the product of 3 and 2,470 ?
29  
A 6,210

B 6,213

C 7,410

D 7,413

GO ON
Page 14 Session 1
 The perimeter of a square oor is 120 feet. What is the length, in feet, of each side
30  
of the oor?

A 20

B 30

C 40

D 60

STOP
Session 1 Page 15
Grade 4
Mathematics Test
Session 1
Spring 2024
GRADE 4 MATH SESSION 2

Name:

New York State

Testing Program

Mathematics Test
Session 2

Grade

r
Spring 2024

L _J

RELEASED QUESTIONS
Z NOISS3S HlVII\I l7 30W9
Developed and published under contract with the New York State Education Department by NWEA, a division of HMH, 14720 Energy Way,
Apple Valley, MN 55124. Copyright © 2024 by the New York State Education Department.

Session 2
 Session 2

TIPS FOR TAKING THE TEST

Here are some ideas to help you do your best:
• Read each question carefully. Take your time.
•  ou have a ruler and a protractor that you can use on the test if they help you answer
Y
the question.
• Be sure to show your work when asked.
• Be sure to explain your answer when asked.

Session 2 Page 1
 A gure with all equal sides is shown below.
31   

How many lines of symmetry does the gure have?

A 1

B 2

C 5

D 6

A group of 80 students goes to a zoo. The price for each student to ride the bus to
32  
the zoo is $3. The price for each student to get into the zoo is $2. What is the total
price for all of the students to ride the bus and get into the zoo?

A $160

B $240

C $400

D $480

GO ON
Page 2 Session 2
 Which number sentence shows a correct comparison?
33  

An incomplete area model is shown below. The area model can be used to
34  
represent the product of and .

Which equation shows how to nd the value of the area model after it
is complete?

GO ON
Session 2 Page 3
35   Which expression is equivalent to ?

GO ON
Page 4 Session 2
 This question is worth 1 credit.
36  
What is the measure, in degrees, of the angle shown below?

Answer degrees

GO ON
Session 2 Page 5
 This question is worth 1 credit.
37  
List all the factors of 21.

Answer

GO ON
Page 6 Session 2
 This question is worth 1 credit.
38  
A square is divided into two equal triangles as shown below.

What type of triangles are created when the square is divided into the
two equal triangles?

Answer triangles

GO ON
Session 2 Page 7
 This question is worth 2 credits.
39  
A soccer team sold water bottles to earn money to buy new soccer balls. The team
earned a total of $170. If the team pays $9 per soccer ball, what is the greatest
number of soccer balls they can buy with the money earned?
Explain your answer.

GO ON
Page 8 Session 2
 This question is worth 2 credits.
40  
Two numbers are shown below.
4,699 and 4,780
Write the two numbers in expanded form, and then compare them using the >, <,
or = symbol. Be sure to include what you know about place value in your answer.
Explain how you know your answer is correct.

GO ON
Session 2 Page 9
 This question is worth 2 credits.
41  
The line plot below shows the amount of time Jamie spent working on his book
report each day for four days.

What is the total amount of time, in hours, that Jamie spent working on his book
report for those four days?
Show your work.

Answer hours

GO ON
Page 10 Session 2
 This question is worth 2 credits.
42  
Two expressions are shown below.

Expression A:

Expression B:

Which expression, A or B, has a value greater than ? Be sure to include the value
of each expression in your answer.
Explain how you know your answer is correct.

GO ON
Session 2 Page 11
 This question is worth 2 credits.
43  
A rhombus is shown below.

Use what you know about parallel, perpendicular, or intersecting sides to describe
one pair of sides in the rhombus shown.
Explain how you know your answer is correct.

GO ON
Page 12 Session 2
 This question is worth 3 credits.
44  
Chairs have been set up for an event. There are 11 rows of chairs with 12 chairs in
each row. When the event is over, the chairs are put away on chair racks. If each
chair rack holds exactly 9 chairs, what is the fewest number of chair racks needed
to hold all of the chairs?
Explain how you know your answer is correct.

STOP
Session 2 Page 13
Grade 4
Mathematics Test
Session 2
Spring 2024
 THE STATE EDUCATION DEPARTMENT
THE UNIVERSITY OF THE STATE OF NEW YORK / ALBANY, NY 12234
2024 Mathematics Tests Map to the Standards
Grade 4
Multiple Choice
Constructed Response Questions
Questions
Question Type Key Points Standard Domain Secondary Standard(s) Percentage of Students P-Value
Average
Who Answered Correctly (Average Points Earned ÷
Points Earned
(P-Value) Total Possible Points)
Session 1
1 Multiple Choice D 1 NGLS.Math.Content.NY-4.OA.2 Operations and Algebraic Thinking 0.91
2 Multiple Choice C 1 NGLS.Math.Content.NY-4.NF.1 Number and Operations - Fractions 0.77
7 Multiple Choice C 1 NGLS.Math.Content.NY-4.MD.7 Measurement and Data 0.67
10 Multiple Choice A 1 NGLS.Math.Content.NY-4.G.1 Geometry 0.74
11 Multiple Choice D 1 NGLS.Math.Content.NY-4.NF.3a Number and Operations - Fractions 0.77
12 Multiple Choice B 1 NGLS.Math.Content.NY-4.NBT.3 Number and Operations in Base Ten 0.82
15 Multiple Choice A 1 NGLS.Math.Content.NY-4.NF.4c Number and Operations - Fractions 0.69
16 Multiple Choice B 1 NGLS.Math.Content.NY-4.NBT.6 Number and Operations in Base Ten 0.73
22 Multiple Choice B 1 NGLS.Math.Content.NY-4.NF.3c Number and Operations - Fractions 0.46
23 Multiple Choice B 1 NGLS.Math.Content.NY-4.NBT.1 Number and Operations in Base Ten 0.60
24 Multiple Choice A 1 NGLS.Math.Content.NY-4.NF.4b Number and Operations - Fractions 0.58
26 Multiple Choice B 1 NGLS.Math.Content.NY-4.G.2c Geometry 0.60
29 Multiple Choice C 1 NGLS.Math.Content.NY-4.NBT.5 Number and Operations in Base Ten 0.69
30 Multiple Choice B 1 NGLS.Math.Content.NY-4.MD.3 Measurement and Data 0.54
Session 2
31 Multiple Choice D 1 NGLS.Math.Content.NY-4.G.3 Geometry 0.58
32 Multiple Choice C 1 NGLS.Math.Content.NY-4.OA.3a Operations and Algebraic Thinking 0.58
33 Multiple Choice D 1 NGLS.Math.Content.NY-4.NF.2 Number and Operations - Fractions 0.74
34 Multiple Choice A 1 NGLS.Math.Content.NY-4.NBT.5 Number and Operations in Base Ten 0.67
35 Multiple Choice B 1 NGLS.Math.Content.NY-4.NF.3b Number and Operations - Fractions 0.63
36 Constructed Response n/a 1 NGLS.Math.Content.NY-4.MD.6 Measurement and Data 0.63 0.63
37 Constructed Response n/a 1 NGLS.Math.Content.NY-4.OA.4 Operations and Algebraic Thinking 0.58 0.58
38 Constructed Response n/a 1 NGLS.Math.Content.NY-4.G.2a Geometry 0.52 0.52
39 Constructed Response n/a 2 NGLS.Math.Content.NY-4.NBT.6 Number and Operations in Base Ten 0.79 0.40
40 Constructed Response n/a 2 NGLS.Math.Content.NY-4.NBT.2b Number and Operations in Base Ten NGLS.Math.Content.NY-4.NBT.2a 1.05 0.53
41 Constructed Response n/a 2 NGLS.Math.Content.NY-4.MD.4 Measurement and Data 0.85 0.43
42 Constructed Response n/a 2 NGLS.Math.Content.NY-4.NF.4a Number and Operations - Fractions 0.92 0.46
43 Constructed Response n/a 2 NGLS.Math.Content.NY-4.G.1 Geometry 0.82 0.41
44 Constructed Response n/a 3 NGLS.Math.Content.NY-4.OA.3b Operations and Algebraic Thinking NGLS.Math.Content.NY-4.OA.3a 1.13 0.38

*This item map is intended to identify the primary analytic skills necessary to successfully answer each question. However, some questions measure proficiencies described in multiple standards, including a balanced combination of procedural and
conceptual understanding.