Optional Assessments for Grade 4

In addition to the assessments included in Bridges Third Edition,

six optional assessments may be administered at appropriate times
during the school year:
• A baseline assessment designed to help teachers ascertain
incoming students’ math skills.
• Four checkups, which can be administered at two- or three-month
intervals, that offer a snapshot of each student’s skills near the end
of each quarter.
• A comprehensive growth assessment, which provides a
collection of questions related to each grade-level standard.

Please note that the six assessments contained herein are the
Baseline Assessment, Number Corner Checkups, and Comprehensive
Growth Assessment from Bridges in Mathematics Second Edition. We
are providing these assessments from Bridges Second Edition until
updated versions for Third Edition are available.
Number Corner® Second Edition Grade 4 Assessments
© 2023 by The Math Learning Center
All rights reserved.
Bridges and Number Corner are registered trademarks of The Math Learning Center.

The Math Learning Center, PO Box 12929, Salem, Oregon 97309. Tel 1 (800) 575-8130
www.mathlearningcenter.org

The Math Learning Center grants permission to reproduce and share print copies or to share electronic copies of the materials in
this publication for use in the classroom for which the publication was purchased. Licensed users may share print or electronic
copies of the materials with other district staff and teachers and with students and their families in support of implementation in
the classroom for which Bridges or Number Corner Second or Third Edition materials were purchased. All other uses and distribu-
tion of the materials are expressly prohibited, and you may not make print or electronic copies of the materials available for public
access. For usage questions, please contact The Math Learning Center.

Bridges in Mathematics is a standards-based K–5 curriculum that provides a unique blend of concept development and skills practice
in the context of problem solving. It incorporates Number Corner, a collection of daily skill-building activities for students.

The Math Learning Center is a nonprofit organization serving the education community. Our mission is to inspire and enable individuals
to discover and develop their mathematical confidence and ability. We offer innovative and standards-based professional development,
curriculum, materials, and resources to support learning and teaching. To find out more, visit us at www.mathlearningcenter.org.
September | September Assessment class set, plus 1 copy for display

NAME | DATE

Baseline Assessment page 1 of 6

1 Solve as many of these multiplication problems as you can in one minute.

8 7 4 6 5 4 8
×3 ×2 ×4 ×6 ×5 ×7 ×1

0 9 5 6 3 6 6
×4 ×7 ×7 ×5 ×4 ×8 ×7

10 9 4 7 7 9
×6 ×6 ×6 ×7 ×8 ×9

2 Write a story problem for the following equation: 6 × 7 = 42

3 Write a story problem for the following equation: 40 ÷ 5 = 8

(continued on next page)

Number Corner Grade 4 Teacher Masters T5 © The Math Learning Center | mathlearningcenter.org
September | Assessment class set, plus 1 copy for display

NAME | DATE

Baseline Assessment page 2 of 6

4 Add these two numbers. Use numbers, pictures, or words to help solve the equation
and show your thinking.
367 + 434 = _______

5 Subtract these two numbers. Use numbers, pictures, or words to help solve the
equation and show your thinking.
904 – 768 = _______

6 Kiara and her dad made 72 cookies for the bake sale. They divided all of the cookies
evenly onto 9 plates. How many cookies were there on each plate? Show your
thinking using numbers, words, or sketches.

(continued on next page)

Number Corner Grade 4 Teacher Masters T6 © The Math Learning Center | mathlearningcenter.org
September | Assessment class set, plus 1 copy for display

NAME | DATE

Baseline Assessment page 3 of 6

7 The kids in the After-School Club are going to the Children’s Museum. There are 45
kids, and each car holds 5 kids. How many cars will they need to take all 45 kids to
the museum? Show your thinking using numbers, words, or sketches.

8 Mei has to multiply 4 × 9 × 5. She says she will multiply 4 × 5 first to get 20, and
then multiply 20 by 9 because it’s an easy way to solve the problem. Jessica says Mei
has to multiply 4 × 9 first because that is the order of the numbers in the problem.
Who do you agree with, Mei or Jessica? Why?

9 Carlos had $482. He got $108 for taking care of the neighbor’s house while they
were on vacation. He is trying to save up $750.

a How much more money does Carlos need to have $750? Show your thinking
using numbers, words, or labeled sketches.

b Is your answer reasonable? Use estimation or rounding to explain why.

(continued on next page)

Number Corner Grade 4 Teacher Masters T7 © The Math Learning Center | mathlearningcenter.org
September | Assessment class set, plus 1 copy for display

NAME | DATE

Baseline Assessment page 4 of 6

10 Fill in the missing number in each equation.
a ____ × 6 = 36 b ____ = 7 × 7
c 54 ÷ ____ = 9 d ____ ÷ 4 = 10

11 Put the following fractions in the right places on the number line:
7 7 5 2 6
4 18 6 4 6 1 14 4
3
1
8

0 2

12 Sketch a number line, and use it to show why 13 is less than 12 .

13 The rectangle below has an area of 72 square centimeters. What is the length of the
side marked with an x? Show your work.
x cm

8 cm 72 sq. cm

(continued on next page)

Number Corner Grade 4 Teacher Masters T8 © The Math Learning Center | mathlearningcenter.org
September | Assessment class set, plus 1 copy for display

NAME | DATE

Baseline Assessment page 5 of 6

14 Color in this grid to show 6 × 8. Then answer the questions.
a Write and solve an equation to show the
area of the grid you just colored in.

b Mark all the statements that are true about

the grid.
NN You colored in exactly half the
entire grid.
NN The area of the entire grid is 10 × 10.
NN 6 × 8 = (6 × 5) + (6 × 3)
NN The part you colored in is less than half the area of the whole grid.

15 Which has a bigger area, Rectangle A or Rectangle B? How do you know?

• Use numbers, labeled sketches, or words to explain.
• Find the area of each rectangle, and include that information in your
explanation.
30

10 A

50
6 B

Number Corner Grade 4 Teacher Masters T9 © The Math Learning Center | mathlearningcenter.org
September | Assessment class set, plus 1 copy for display

NAME | DATE

Baseline Assessment page 6 of 6

16 Daniel has a tiny wind-up robot. One day, he decided to try an experiment with his
toy. He wound up the little robot, put it on the floor, and measured to see how far it
could walk before it fell over. He did this 7 times.

a The lines below show how far Daniel’s wind-up toy walked each time before it
1
fell over. Measure each line to the nearest 4 of an inch, and write the distance
in the box at the end of the line.

Trial 1
START

Trial 2

Trial 3

Trial 4

Trial 5

Trial 6

Trial 7

b Complete the line plot below to show Daniel’s data. Remember to:
• Label all of the marks along the line.
• Write a label below the line to tell what the numbers mean.
• Enter the data.
• Give your line plot a title to tell what it’s about.

Title

3 4 5 6

Number Corner Grade 4 Teacher Masters T10 © The Math Learning Center | mathlearningcenter.org
 September | September Assessment class set, plus 1 copy for display Answer Key

NAME | DATE

Baseline Assessment page 1 of 6

1 Solve as many of these multiplication problems as you can in one minute.

8 7 4 6 5 4 8
×3 ×2 ×4 ×6 ×5 ×7 ×1
24 14 16 36 25 28 8
0 9 5 6 3 6 6
×4 ×7 ×7 ×5 ×4 ×8 ×7
0 63 35 30 12 48 42
10 9 4 7 7 9
×6 ×6 ×6 ×7 ×8 ×9
60 54 24 49 56 81
2 Write a story problem for the following equation: 6 × 7 = 42
Story problems will vary. Example:
I have 6 friends. I gave each of them 7 candies.
How many candies in all?

3 Write a story problem for the following equation: 40 ÷ 5 = 8

Story problems will vary. Example:
My teacher had 40 pencils. She split them up into 5 cups. She used
them all. How many pencils in each cup?

(continued on next page)

Number Corner Grade 4 Teacher Masters T5 © The Math Learning Center | mathlearningcenter.org

Bridges in Mathematics Grade 4 Assessment Guide 7 © The Math Learning Center | mathlearningcenter.org
 September | Assessment class set, plus 1 copy for display Answer Key

NAME | DATE

Baseline Assessment page 2 of 6

4 Add these two numbers. Use numbers, pictures, or words to help solve the equation
and show your thinking.
367 + 434 = _______ 801
Work will vary. Example:
367 + 434 = 300 + 400 + 60 + 30 + 7 + 4 = 790 + 11 = 801

5 Subtract these two numbers. Use numbers, pictures, or words to help solve the
equation and show your thinking.
904 – 768 = _______ 136
Work will vary. Example:
904 – 768 = (904 + 32) – (768 + 32) = 936 – 800 = 136

6 Kiara and her dad made 72 cookies for the bake sale. They divided all of the cookies
evenly onto 9 plates. How many cookies were there on each plate? Show your
thinking using numbers, words, or sketches.
Work will vary. Example:
72 ÷ 9 = 8
There were 8 cookies on each plate.

(continued on next page)

Number Corner Grade 4 Teacher Masters T6 © The Math Learning Center | mathlearningcenter.org

Bridges in Mathematics Grade 4 Assessment Guide 8 © The Math Learning Center | mathlearningcenter.org
 September | Assessment class set, plus 1 copy for display Answer Key

NAME | DATE

Baseline Assessment page 3 of 6

7 The kids in the After-School Club are going to the Children’s Museum. There are 45
kids, and each car holds 5 kids. How many cars will they need to take all 45 kids to
the museum? Show your thinking using numbers, words, or sketches.
Work will vary. Example:
45 ÷ 5 = 9
They will need 9 cars.

8 Mei has to multiply 4 × 9 × 5. She says she will multiply 4 × 5 first to get 20, and
then multiply 20 by 9 because it’s an easy way to solve the problem. Jessica says Mei
has to multiply 4 × 9 first because that is the order of the numbers in the problem.
Who do you agree with, Mei or Jessica? Why?
Mei is correct. Explanations will vary.
The commutative and associative properties for multiplication allow
the order of the numbers being multiplied to be changed.
Multiplying 4 ,9, and 5 in any order results in the same product: 180

9 Carlos had $482. He got $108 for taking care of the neighbor’s house while they
were on vacation. He is trying to save up $750.

a How much more money does Carlos need to have $750? Show your thinking
using numbers, words, or labeled sketches.
Work will vary.
482 + 108 = 590; 750 – 590 = 760 – 600 = 160
Carlos will need to save $160 more to have a total of $750.

b Is your answer reasonable? Use estimation or rounding to explain why.

$160 is a reasonable answer. Explanations will vary.
Rounding 482 to 500 and 108 to 100, an estimate of his current
savings is $600. He would need to save about $150 more to
have $750. The answer, $160, is very close. (continued on next page)

Number Corner Grade 4 Teacher Masters T7 © The Math Learning Center | mathlearningcenter.org

Bridges in Mathematics Grade 4 Assessment Guide 9 © The Math Learning Center | mathlearningcenter.org
 September | Assessment class set, plus 1 copy for display Answer Key

NAME | DATE

Baseline Assessment page 4 of 6

10 Fill in the missing number in each equation.
a ____ 6 × 6 = 36 b 49
____ = 7 × 7
c 54 ÷ ____ 6 =9 d 40 ÷ 4 = 10
____

11 Put the following fractions in the right places on the number line:
7 7 5 2 6
4 18 6 4 6 1 14 4
3
1
8
Positioning may be approximate.

0 1⁄8 2⁄4 5⁄6 6⁄6 1¼ 7⁄4 1 7⁄8 2

4⁄3

12 Sketch a number line, and use it to show why 13 is less than 12 .

½ 2⁄2

0 1⁄3 2⁄3 3⁄3

1
Explanations will vary. Three one-thirds is equivalent to 2
one-halves. One one-third is smaller than 1 one-half.

13 The rectangle below has an area of 72 square centimeters. What is the length of the
side marked with an x? Show your work.
x cm
Work will vary.
8 cm 72 sq. cm 72 ÷ 8 = x
x=9

(continued on next page)

Number Corner Grade 4 Teacher Masters T8 © The Math Learning Center | mathlearningcenter.org

Bridges in Mathematics Grade 4 Assessment Guide 10 © The Math Learning Center | mathlearningcenter.org
 September | Assessment class set, plus 1 copy for display Answer Key

NAME | DATE

Baseline Assessment page 5 of 6

14 Color in this grid to show 6 × 8. Then answer the questions.
a Write and solve an equation to show the
area of the grid you just colored in.
Work will vary.
6 × 8 = 48
There are 48 sq. units.

6
b Mark all the statements that are true about
the grid.
 You colored in exactly half the
8
entire grid.
 The area of the entire grid is 10 × 10.
 6 × 8 = (6 × 5) + (6 × 3)
 The part you colored in is less than half the area of the whole grid.

15 Which has a bigger area, Rectangle A or Rectangle B? How do you know?

• Use numbers, labeled sketches, or words to explain.
• Find the area of each rectangle, and include that information in your
explanation.
30

10 A

50
6 B

The areas of rectangles A and B are equivalent.

Explanations will vary.
The area of rectangle A is 10 × 30 = 300 sq. units.
The area of rectangle A is 6 × 50 = 300 sq. units.

Number Corner Grade 4 Teacher Masters T9 © The Math Learning Center | mathlearningcenter.org

Bridges in Mathematics Grade 4 Assessment Guide 11 © The Math Learning Center | mathlearningcenter.org
 September | Assessment class set, plus 1 copy for display Answer Key

NAME | DATE

Baseline Assessment page 6 of 6

16 Daniel has a tiny wind-up robot. One day, he decided to try an experiment with his
toy. He wound up the little robot, put it on the floor, and measured to see how far it
could walk before it fell over. He did this 7 times.

a The lines below show how far Daniel’s wind-up toy walked each time before it
1
fell over. Measure each line to the nearest 4 of an inch, and write the distance
in the box at the end of the line.

Trial 1 4 ¼ in.
START

Trial 2 3 2⁄4 in. (or 3 ½ in.)

Trial 3 4 ¼ in.
Trial 4 5 in.
Trial 5 3 ¼ in.
Trial 6 4 ¾ in.
Trial 7 3 ¾ in.
b Complete the line plot below to show Daniel’s data. Remember to:
• Label all of the marks along the line.
• Write a label below the line to tell what the numbers mean.
• Enter the data.
• Give your line plot a title to tell what it’s about. Labels will vary.

The Walking
Title
Toy

X
X X X X X X
3 3 ¼ 3 2⁄4 3 ¾ 4 4 ¼ 4 2⁄4 4 ¾ 5 5 ¼ 5 2⁄4 5 ¾ 6 6 ¼ 6 2⁄4 6 ¾

Distance the Toy Walked

Number Corner Grade 4 Teacher Masters T10 © The Math Learning Center | mathlearningcenter.org

Bridges in Mathematics Grade 4 Assessment Guide 12 © The Math Learning Center | mathlearningcenter.org
Number Corner Assessments Baseline Assessment

Baseline Assessment Scoring Guide page 1 of 2

Student Name
Item CCSS Points Possible
1 Solves 20 multiplication facts 3.OA.7 • 4 pts.—18–20 correct
through 10 × 10 in 1 minute or less. • 3 pts.—16–17 correct
24, 14, 16, 36, 25, 28, 8 • 2 pts.—14–15 correct
0, 63, 35, 30, 12, 48, 42 • 1 pt.—12–13 correct
60, 54, 24, 49, 56, 81 • 0 pts.—11 or fewer correct
2 Writes a story problem for a 3.OA.1 1 pt.
multiplication equation.
Responses will vary. Example: There are
6 kids and each kid has 7 crayons. How
many crayons in all?
3 Writes a story problem for a division 3.OA.2 1 pt.
equation.
Responses will vary. Example: Mrs. Ortiz
had 40 markers. She divided the markers
evenly into 5 baskets. How many mark-
ers were there in each basket?
4 Adds two 3-digit numbers. Shows 3.NBT.2 2 pts.
work. • 1 pt. for correct answer
801; work will vary. • 1 pt. for work that could
lead to correct answer
5 Subtracts two 3-digit numbers. 3.NBT.2 2 pts.
Shows work. See scoring for item 4 above
136; work will vary.

6 Solves a story problem involving 3.OA.2 2 pts.

the sharing interpretation of division. 3.OA.3 See scoring for item 4 above
Shows work.
8 cookies; work will vary.
7 Solves a story problem involving 3.OA.2 2 pts.
the grouping interpretation of divi- 3.OA.3 See scoring for item 4 above
sion. Shows work.
9 cars; work will vary.
8 Demonstrate an understanding 3.OA.5 2 pts.
of the commutative and associative • 1 pt. for correct answer
properties of multiplication. (agree with Mei)
Agree with Mei; explanations will vary. • 1 pt. for explanation that
demonstrates under-
standing of properties
9a–b Solves a two-step story 3.OA.8 3 pts.
problem involving addition and sub- 3.NBT.2 • 1 pt. for correct answer
traction. Shows work. Uses estimation • 1 pt. for work that could
or rounding to assess the reasonable- lead to correct answer
ness of answer. • 1 pt. for using some form
a) $160; work will vary. of rounding, estimation,
b) Responses will vary. or mental computation
to assess reasonableness
of answer
10a–d Solves for the unknown in 3.OA.4 4 pts.
varying positions in a division or 3.OA.6 • 1 pt. for each correct
multiplication equation. 3.OA.7 answer
6, 49, 6, 40

Subtotal page 1

Bridges in Mathematics Grade 4 Assessment Guide 13 © The Math Learning Center | mathlearningcenter.org
Number Corner Assessments Baseline Assessment

Baseline Assessment Scoring Guide page 2 of 2

Student Name
Item CCSS Points Possible
11 Puts fractions, whole numbers, 3.NF.2 1 pt. for placing all 8
mixed numbers, and improper frac- 3.NF.3c numbers in the correct
tions on a number line. order along the line, and
Numbers should appear in the following in reasonably accurate
order along the line: 1/8, 2/4, 5/6, 6/6, 1 1/4, 4/3, locations with respect to
7/4, 1 7/8. each other
12 Uses a number line to compare 3.NF.3d 1 pt.
fractions.
Sketches will vary. See answer key for
example.
13 Solves a story problem in which a 3.OA.3 2 pts.
factor or quotient is unknown. 3.OA.4 • 1 pt. for correct answer
x = 9 cm; work will vary. • 1 pt. for work that could
lead to correct answer
14a–b Uses the area model to 3.MD.7c 3 pts.
illustrate the distributive property. • 1 pt. for shading in the
See answer key. grid accurately
a) 6 × 8 = 48 or 8 × 6 = 48 • 1 pt. for writing a
b) Statements 2, 3, and 4 multiplication equation
that accurately represents
the situation
• 1 pt. for selecting the 3
statements that are true
(and not selecting the 1
that is false)
15 Multiplies by 10 or multiples of 10 3.NBT.3 2 pts.
using strategies based on place value 3.MD.7b • 1 pt. for correct answer
or properties of multiplication to (Rectangles A and B have
determine the area of a rectangle. the same area)
The rectangles have the same area: 300 • 1 pt. for a reasonable
square units. Student work will vary. explanation that includes
the area of each rectangle
16a–b Measures 7 lengths to the 3.NF.2 4 pts.
nearest quarter-inch. Displays the data 3.MD.4 • 1 pt. for measuring all the
on a line plot. lengths accurately
a) 4 1/4”, 3 1/2”, 4 1/4”, 5”, 3 1/4”, 4 3/4”, and 3 3/4” • 1 pt. for labeling the
b) Some elements of students’ line plots, marks along the number
such as the title and the label for the line accurately
horizontal axis will vary. See answer key. • 1 pt. for correctly showing
Note: If a student has measured one each piece of data on the
or more of the lengths incorrectly, but line plot
constructed a line plot correctly with • 1/2 pt. each for title and
respect to his own measurements, you label that are accurate and
can award 3 out of the 4 possible points. informative

Subtotal page 2

Subtotal from page 1

TOTAL SCORE/LEVEL OF PROFICIENCY* 36 pts.

* Meeting Standard 27–36 points (75%–100% correct) Approaching Standard 18–26 points (50–74% correct)
Strategic 9–17 points (25–49% correct) Intensive 8 points or less (24% or less correct)

Bridges in Mathematics Grade 4 Assessment Guide 14 © The Math Learning Center | mathlearningcenter.org
October | Assessment class set, plus 1 copy for display

NAME | DATE

Number Corner Checkup 1 page 1 of 4

1 Solve each story problem below. Use numbers, pictures, or words to show your
thinking. Write an equation to match the problem.

a Elsa has 16 pictures in her photo album. Jamie has 9 times as many pictures as
Elsa does. How many pictures does Jamie have?

Equation: ___________________________________________________
Answer: _______

b Marco picks apples on his uncle’s farm. On Monday, he filled 8 baskets of

apples. On Tuesday, he filled 13 baskets. Marco put 25 apples in each basket.
How many apples did Marco pick on Monday and Tuesday?

Equation: ___________________________________________________
Answer: _______
(continued on next page)

Number Corner Grade 4 Teacher Masters T16 © The Math Learning Center | mathlearningcenter.org
October | Assessment class set, plus 1 copy for display

NAME | DATE

Number Corner Checkup 1 page 2 of 4

2 True or False?

a 8 and 6 are both factors of 24 and 48 _______

b 32 is a multiple of 3 _______

c 3 and 6 are both factors of 18 and 26 _______

3 Fill in the blanks.

a 70 × _______ = 700

b 70 × 20 = _______

c _______ × 200 = 14,000

4 Round. Fill in the table.

Number Nearest 10 Nearest 100 Nearest 1,000 Nearest 10,000 Nearest 100,000

451,607 a b c d e

850,012 f g h i j

5 Fill in the table below.

Base Ten Numerals Number Names Expanded Form

450,023

1000 + 200 + 8

thirty-four thousand, one hundred ten

6 Fill in the blanks. Use <, >, or =.

a 6,142,092 _____ 6,142,902 b 75,413,743 ____ 75,412,998

(continued on next page)

Number Corner Grade 4 Teacher Masters T17 © The Math Learning Center | mathlearningcenter.org
October | Assessment class set, plus 1 copy for display

NAME | DATE

Number Corner Checkup 1 page 3 of 4

7 Your teacher will read a problem aloud. Write and solve an equation for the
problem here.
Equation: ___________________________________________________

8 True or False
3 3 12 1
a 6 = 12 _______ b 36 = 3 _______
3 30 5 10
c 10 = 100 _______ d 12 = 12 _______

9 Fill in the blanks.

1
a 2 yard = _______ inches

b 18 inches = _______ feet

2
c 3 yard = _______ feet

10 Write an equivalent fraction for each fraction below.

4
a 10 = _______
50
b 100 = _______
4
c 5 = _______

11 Ahmet says, “I have 16 of a yard of string. Zoe has 26 of a foot of string. If we add our
parts together, we will have 36 of a yard of string.”

a Do you agree or disagree? Explain.

(continued on next page)

Number Corner Grade 4 Teacher Masters T18 © The Math Learning Center | mathlearningcenter.org
October | Assessment class set, plus 1 copy for display

NAME | DATE

Number Corner Checkup 1 page 4 of 4

12 Simon ate 104 of a pizza. Ellie ate 14 of a sub sandwich. Simon says he can’t tell who
ate more because they each ate part of a different type of food. Do you agree or
disagree? Explain.

13 Amanda is making a necklace. On Wednesday, she made 16 of the necklace. On

Thursday, she made 36 of the necklace. What fraction of the necklace did Amanda
make on Wednesday and Thursday? Use numbers, pictures, or words to show your
thinking. Write an equation to match the problem.

Equation: ___________________________________________________
Answer: _______

14 Chloe has 18 inches of red licorice. Reid has 6 inches of red licorice. What fraction
of a yard of red licorice do Chloe and Reid have together? Use numbers, pictures, or
words to show your thinking.

Number Corner Grade 4 Teacher Masters T19 © The Math Learning Center | mathlearningcenter.org
 October | Assessment class set, plus 1 copy for display Answer Key

NAME | DATE

Number Corner Checkup 1 page 1 of 4

1 Solve each story problem below. Use numbers, pictures, or words to show your
thinking. Write an equation to match the problem.

a Elsa has 16 pictures in her photo album. Jamie has 9 times as many pictures as
Elsa does. How many pictures does Jamie have?
Work will vary.
9 × 16 = (9 × 10) + (9 × 6) = 90 + 54 = 144

Equations will vary. Example:

9 × 16 = 144
Equation: ___________________________________________________
144 pictures
Answer: _______

b Marco picks apples on his uncle’s farm. On Monday, he filled 8 baskets of

apples. On Tuesday, he filled 13 baskets. Marco put 25 apples in each basket.
How many apples did Marco pick on Monday and Tuesday?

Work will vary.

(25 × 8) + (25 × 13) = 25 × 21
25 × 21 = (25 × 20) + 25 = 500 + 25 = 525

Equations will vary. Example:

(25 × 8) + (25 × 13) = 525
Equation: ___________________________________________________
525 apples
Answer: _______
(continued on next page)

Number Corner Grade 4 Teacher Masters T16 © The Math Learning Center | mathlearningcenter.org

Bridges in Mathematics Grade 4 Assessment Guide 15 © The Math Learning Center | mathlearningcenter.org
 October | Assessment class set, plus 1 copy for display Answer Key

NAME | DATE

Number Corner Checkup 1 page 2 of 4

2 True or False?

a 8 and 6 are both factors of 24 and 48 _______ True

b 32 is a multiple of 3 _______False
c 3 and 6 are both factors of 18 and 26 _______ False
3 Fill in the blanks.

a 10
70 × _______ = 700

b 70 × 20 = 1,400
_______

c 70 × 200 = 14,000
_______

4 Round. Fill in the table.

Number Nearest 10 Nearest 100 Nearest 1,000 Nearest 10,000 Nearest 100,000

451,607 a 451,610 b 451,600 c 452,000 d 450,000 e 500,000

850,012 f 850,010 g 850,000 h 850,000 i 850,000 j 900,000

5 Fill in the table below.

Base Ten Numerals Number Names Expanded Form

four hundred fifty thousand 400,000 + 50,000 +

450,023
twenty-three 20 + 3
1,208 one thousand two hundred eight 1000 + 200 + 8

30,000 + 4,000 +
34,110 thirty-four thousand, one hundred ten
100 + 10

6 Fill in the blanks. Use <, >, or =.

a <
6,142,092 _____ 6,142,902 b >
75,413,743 ____ 75,412,998

(continued on next page)

Number Corner Grade 4 Teacher Masters T17 © The Math Learning Center | mathlearningcenter.org

Bridges in Mathematics Grade 4 Assessment Guide 16 © The Math Learning Center | mathlearningcenter.org
 does Olivia have?

October | Assessment class set, plus 1 copy for display Answer Key

NAME | DATE

Number Corner Checkup 1 page 3 of 4

7 Your teacher will read a problem aloud. Write and solve an equation for the
problem here. Zander has 7 flowers. Olivia has 9 times as many flowers as Zander.
9 × 7 = 63 OR 7 × 9 = 63 How many flowers does Olivia have?
Equation: ___________________________________________________

8 True or False

a 3
6 = False
3
12 _______ b 12
36 = True
1
3 _______
True 12 = 12 False
3 30 5 10
c 10 = 100 _______ d _______

9 Fill in the blanks.

a 1
2 18
yard = _______ inches

b 1 ½ feet
18 inches = _______

c 2
2 feet
3 yard = _______

10 Write an equivalent fraction for each fraction below.

a 4
10 2⁄5, 8⁄2, 4⁄1
= _______ Fractions will vary but should be
equivalent to the fraction shown.
100 = ½ , 5⁄1, 25⁄5
50
b _______ Examples shown. Simplest form is listed
c 4
8⁄1, 12⁄15, 8⁄1
5 = _______
first for a & b; c is simplest form.

11 Ahmet says, “I have 16 of a yard of string. Zoe has 26 of a foot of string. If we add our
parts together, we will have 36 of a yard of string.”

a Do you agree or disagree? Explain.

Ahmet is not correct. Explanations will vary.
Example: When you add two fractions, they have to be about
the same thing. If you add 1⁄6 of a yard and 2⁄6 of a foot, you
won't get 3⁄6 of a yard in all.

(continued on next page)

Number Corner Grade 4 Teacher Masters T18 © The Math Learning Center | mathlearningcenter.org

Bridges in Mathematics Grade 4 Assessment Guide 17 © The Math Learning Center | mathlearningcenter.org
oes Olivia have?

October | Assessment class set, plus 1 copy for display Answer Key

NAME | DATE

Number Corner Checkup 1 page 4 of 4

12 Simon ate 104 of a pizza. Ellie ate 14 of a sub sandwich. Simon says he can’t tell who
ate more because they each ate part of a different type of food. Do you agree or
disagree? Explain.
Simon is correct. Explanations will vary.
To compare fractions, the whole needs to be the same unit. In
this case, the wholes (pizza and sandwich) are different.

13 Amanda is making a necklace. On Wednesday, she made 16 of the necklace. On

Thursday, she made 36 of the necklace. What fraction of the necklace did Amanda
make on Wednesday and Thursday? Use numbers, pictures, or words to show your
thinking. Write an equation to match the problem.
Work will vary.
1⁄6 + 3⁄6 = 4⁄6 or
2⁄3
(1 × 1⁄6) + (3 × 1⁄6) = 4 × 1⁄6 = 4⁄6 or 2⁄3

1⁄6 + 3⁄6 = 4⁄6

Equation: ___________________________________________________
Amanda made
Answer: _______ 4⁄6 or 2⁄3 of the necklace.

14 Chloe has 18 inches of red licorice. Reid has 6 inches of red licorice. What fraction
of a yard of red licorice do Chloe and Reid have together? Use numbers, pictures, or
words to show your thinking.
Work will vary.
18 + 6 = 24 inches total licorice.
1 yard = 36 inches.
24⁄36 = 2⁄3
Chloe and Reid have 2⁄3 of a yard of licorice.

Number Corner Grade 4 Teacher Masters T19 © The Math Learning Center | mathlearningcenter.org

Bridges in Mathematics Grade 4 Assessment Guide 18 © The Math Learning Center | mathlearningcenter.org
Number Corner Assessments October Assessment

Number Corner Checkup 1 Scoring Guide page 1 of 2

Student Name
Item CCSS Points Possible
1a Solves a story problem that 4.OA.2 3 pts.
involves a multiplicative com- 4.NBT.5 • 1 pt. for correct answer
parison and writes an equation for the • 1 pt. for work that could
problem. lead to correct answer
16 × 9 = 144 or 9 × 16 = 144; work will • 1 pt. for an equation
vary. Example: 16 × 9 = (10 × 9) + (6 × 9) that accurately repre-
= 90 + 54 = 144. sents the situation
1b Solves a multi-step story problem 4.OA.3 3 pts.
that involves multiplication and addition. 4.NBT.5 • 1 pt. for correct answer
Writes an equation for the problem. • 1 pt. for work that could
Equations will vary; example: lead to correct answer
(8 + 13) × 25 = 525. Work will vary; • 1 pt. for an accurate
example: 8 × 25 = 200; 13 × 25 = equation
(10 × 25) + (3 × 25) = 250 + 75 = 325;
200 + 325 = 525.
2a–c Marks statements as true or 4.OA.4 3 pts.
false to demonstrate understanding of
factors and multiples.
T, F, F
3a–c Fills in the blanks in equations 4.NBT.1 3 pts.
to demonstrate understanding of
multiplying by powers of 10.
10, 1400, 70
4a–j Rounds numbers to the nearest 4.NBT.3 5 pts.
10, 100, 1,000, 10,000, and 100,000. • 1/2 pt. for each correct
a) 451,610, b) 451,600, c) 452,000, d) answer
450,000, e) 500,000, f) 850,010, g)
850,000, h) 850,000, i) 850,000, j) 900,000
5 Reads and writes multi-digit whole 4.NBT.2 6 pts.
numbers represented with base ten
numerals, number names, and in
expanded form.
Four-hundred fifty thousand, twenty-three;
400,000 + 50,000 + 20 + 3; 1,208; one
thousand, two hundred eight; 34,110;
30,000 + 4,000 + 100 + 10
6 Compares multi-digit numbers using 4.NBT2 2 pts.
<, >, and =.
<, >
7 Writes and solves a multiplication 4.OA.1 1 pt.
equation to represent a verbal state-
ment of a multiplicative comparison.
7 × 9 = 63 or 9 × 7 = 63
8a–d Recognizes equivalent fractions 4.NF.1 4 pts.
in order to determine whether expres-
sions with equivalent fractions are true
or false.
F, T, T, F

Subtotal page 1

Bridges in Mathematics Grade 4 Assessment Guide 19 © The Math Learning Center | mathlearningcenter.org
Number Corner Assessments October Assessment

Number Corner Checkup 1 Scoring Guide page 2 of 2

Student Name
Item CCSS Points Possible
9a–c Records equivalent measure- 4.MD.1 3 pts.
ments in different units of measure
within the same system.
18 inches, 1 1/2 feet, 2 feet
10 Generates equivalent fractions. 4.NF.1 3 pts.
Answers will vary. Examples: 40/100 or 2/5,
5/10 or 1/2, 80/100 or 8/10.
11 Demonstrates the understanding 4.NF.3a 2 pts.
that addition of fractions must refer to • 1 pt. for correct answer
the same whole. (disagree)
Disagree; explanations will vary. • 1 pt. for a sensible
Example: When you add two fractions, explanation
they have to be about the same thing.
You can’t add 1/6 of a yard and 2/6 of a foot
and come out with 3/6 of a yard.
12 Demonstrates the understanding 4.NF.2 2 pts.
that fractions can be compared only • 1 pt. for correct answer
when they refer to the same whole. (agree)
Agree; explanations will vary. Example: • 1 pt. for a sensible
Simon is right because you don’t know if explanation
the pizza or the sandwich is bigger. 4/10 is
more than 1/4, but if the sandwich is really
big and the pizza is really smaller, 1/4 of
the sandwich might be more than 4/10 of
the pizza.
13 Solves a story problem involving 4.NF.3d 3 pts.
addition of fractions with the same • 1 pt. for correct answer
whole and like denominators. Writes • 1 pt. for work that could
an equation to match. lead to correct answer
1/6 + 3/6 = 4/6 (2/3 is also acceptable); work • 1 pt. for an accurate
will vary. equation
14 Solves story problems involving 4.MD.1 2 pts.
measurement using addition of 4.MD.2 • 1 pt. for correct answer
fractions. • 1 pt. for work that could
24/36 of a yard (4/6 or 2/3 are also accept- lead to correct answer
able); work will vary. Example: 18 + 6 = 24
inches, and there are 36 inches in a yard,
so it’s 24/36 of a yard.

Subtotal page 2

Subtotal from page 1

TOTAL SCORE/LEVEL OF PROFICIENCY* 45 pts.

* Meeting Standard 34–45 points (75%–100% correct) Approaching Standard 23–34 points (50–74% correct)
Strategic 12–22 points (25–49% correct) Intensive 11 points or less (24% or less correct)

Bridges in Mathematics Grade 4 Assessment Guide 20 © The Math Learning Center | mathlearningcenter.org
January | Assessment class set, plus 1 copy for display

NAME | DATE

Number Corner Checkup 2 page 1 of 4

1 Your teacher will give you a multiplicative comparison. Write and solve an equation
for the comparison.
Equation:

2 Write a multiplicative comparison for this equation: 4 × 6 = 24.

3 1 3
Mark doesn’t understand why 2 is equal to 6 . Draw a labeled picture that helps
1 3
Mark understand that 2 is equal to 6 .

4 Isabel cut a sandwich in half. Then, she cut each half in half again. Now she has
fourths. Isabel asks, “If I cut 2 of these fourths in half, I will have 6 pieces. Does that
mean I will have sixths?”
Respond to Isabel. How would you answer her question? Does she have sixths? It
may help to draw a picture showing how Isabel cut her sandwich.

5 Put the following fractions in order from least to greatest on the number line below:
7 1 3 6 1 6
8 12 4 6 4 12

0 1
(continued on next page)

Number Corner Grade 4 Teacher Masters T9 © The Math Learning Center | mathlearningcenter.org
January | Assessment class set, plus 1 copy for display

NAME | DATE

Number Corner Checkup 2 page 2 of 4

6 Roza wrote the following equation and drew the picture below. Write another
5
equation for 6 . Draw a picture that represents your equation.
5 3 1 1 = + +
6=6+6+6
5 3 1 1
6 6 6 6

7 Frances bought 8 new songs for her computer. She listened to 4 of them. Carlos
1
1
bought 8 new songs for his computer. He listened to 2 of them.
Find and mark the true statement.
NN Frances listened to 4 songs.
NN Frances and Carlos listened to the same number of songs.
NN There are 6 songs that Carlos did not listen to.
NN Frances listened to 2 songs and Carlos listened to 4 songs.

8 6
Erkan has 10 of a dollar. Fill in the blanks to show different ways to write the value
of Erkan’s money.

6 6 = $ __.____
a 10 =
100
b 10

9 3
Zoe has 4 of a dollar. Fill in the blanks to show different ways to write the value of
Zoe’s money.

3
a 4 = 100 b 34 = $ __.____

(continued on next page)

Number Corner Grade 4 Teacher Masters T10 © The Math Learning Center | mathlearningcenter.org
January | Assessment class set, plus 1 copy for display

NAME | DATE

Number Corner Checkup 2 page 3 of 4

10 Draw a figure that has exactly one pair of parallel sides and at least one line of
symmetry. Label the parallel sides and any lines of symmetry.

11 Andy says the figure below has perpendicular sides. Do you agree or disagree? How
could Andy prove that his figure does have perpendicular sides?

12 Solve this problem with the standard algorithm for addition.

358
+ 497

Do you think the standard algorithm is the most efficient way to solve this problem?
Why or why not?

13 Solve this problem with the standard algorithm for subtraction.

302
– 187

Do you think the standard algorithm is the most efficient way to solve this problem?
Why or why not?

(continued on next page)

Number Corner Grade 4 Teacher Masters T11 © The Math Learning Center | mathlearningcenter.org
January | Assessment class set, plus 1 copy for display

NAME | DATE

Number Corner Checkup 2 page 4 of 4

14 Write all the factors for the number 15.

15 Is the number 21 prime or composite? How do you know?

16 It takes 12 minutes for Tyson to make a bracelet. He sells bracelets for $4 each. If
Tyson spends 2 hours (120 minutes) making bracelets and sells them all, how much
money does he make?

a Make an estimate for this problem. Explain your thinking.

b Solve the problem. Show your work using numbers, pictures, or words.

17 Tonya wants to run 36 miles this month. So far she has run 17 miles. If she runs 2
miles a day for 8 days, will she have run all 36 miles?

a Make an estimate for this problem. Explain your thinking.

b Solve the problem. Show your work using numbers, pictures, or words.

Number Corner Grade 4 Teacher Masters T12 © The Math Learning Center | mathlearningcenter.org
 January | Assessment class set, plus 1 copy for display Answer Key

NAME | DATE

Number Corner Checkup 2 page 1 of 4

1 Your teacher will give you a multiplicative comparison. Write and solve an equation
for the comparison. Pablo is 8 years old. Pablo’s grandfather is 9 times as old as Pablo.
How old is Pablo’s grandfather?
Equation: 9 × 8 = 72 OR 8 × 9 = 72

2 Write a multiplicative comparison for this equation: 4 × 6 = 24.

Problems will vary. Example:
The new tomato plant is 6 inches tall. The bean plant is 4 times as
tall. How tall is the bean plant?
3 1 3
Mark doesn’t understand why 2 is equal to 6 . Draw a labeled picture that helps
1 3
Mark understand that 2 is equal to 6 .
Pictures will vary. If students show 3⁄6
1⁄6 1⁄6 1⁄6 1⁄6 1⁄6 1⁄6
the two fractions on different
wholes, the wholes should be
½ ½
½
roughly the same size.

4 Isabel cut a sandwich in half. Then, she cut each half in half again. Now she has
fourths. Isabel asks, “If I cut 2 of these fourths in half, I will have 6 pieces. Does that
mean I will have sixths?”
Respond to Isabel. How would you answer her question? Does she have sixths? It
may help to draw a picture showing how Isabel cut her sandwich.
Responses will vary.
Example: Isabel will ¼ ¼ ¼ 1⁄8 1⁄8
not have sixths. She will
have 2 one-fourths and ¼ ¼ ¼ 1⁄8 1⁄8
4 one-eighths of the
sandwich.

5 Put the following fractions in order from least to greatest on the number line below:
7 1 3 6 1 6
8 12 4 6 4 12
1⁄12 ¼ 6⁄12 ¾ 7⁄8 6⁄6

0 1
(continued on next page)

Number Corner Grade 4 Teacher Masters T9 © The Math Learning Center | mathlearningcenter.org

Bridges in Mathematics Grade 4 Assessment Guide 21 © The Math Learning Center | mathlearningcenter.org
 January | Assessment class set, plus 1 copy for display Answer Key

NAME | DATE

Number Corner Checkup 2 page 2 of 4

6 Roza wrote the following equation and drew the picture below. Write another
5
equation for 6 . Draw a picture that represents your equation.
5 3 1 1 = + +
6=6+6+6
5 3 1 1
Equations will vary. 6 6 6 6
Example:
5⁄6 = 2⁄6 + 3⁄6 = +
5⁄6 = 2⁄6 + 3⁄6

7 Frances bought 8 new songs for her computer. She listened to 4 of them. Carlos
1
1
bought 8 new songs for his computer. He listened to 2 of them.
Find and mark the true statement.
 Frances listened to 4 songs.
 Frances and Carlos listened to the same number of songs.
 There are 6 songs that Carlos did not listen to.
 Frances listened to 2 songs and Carlos listened to 4 songs.

8 6
Erkan has 10 of a dollar. Fill in the blanks to show different ways to write the value
of Erkan’s money.

6
a 10 =
60 0.60
6 = $ __.____
b 10
100

9 3
Zoe has 4 of a dollar. Fill in the blanks to show different ways to write the value of
Zoe’s money.

3 75
a 4 = 100 b 34 0.75
= $ __.____

(continued on next page)

Number Corner Grade 4 Teacher Masters T10 © The Math Learning Center | mathlearningcenter.org

Bridges in Mathematics Grade 4 Assessment Guide 22 © The Math Learning Center | mathlearningcenter.org
 January | Assessment class set, plus 1 copy for display Answer Key

NAME | DATE

Number Corner Checkup 2 page 3 of 4

10 Draw a figure that has exactly one pair of parallel sides and at least one line of
symmetry. Label the parallel sides and any lines of symmetry.
Figures will vary. This
isosceles trapezoid is line of parallel line
just one possibility. symmetry segments
11 Andy says the figure below has perpendicular sides. Do you agree or disagree? How
could Andy prove that his figure does have perpendicular sides?
Andy is correct. The figure contains
two perpendicular line segments. This could
be proved by placing a square tile where the
line segments meet to prove they form a 90
degree angle or using a protractor to measure
the angle to prove it is 90 degreees.

12 Solve this problem with the standard algorithm for addition.

11
358 358
+ 497 + 497
855
Do you think the standard algorithm is the most efficient way to solve this problem?
Why or why not? Responses will vary. Some students may think the
give and take method is better.
(358 – 3) + (497 + 3) = 355 + 500 = 855
13 Solve this problem with the standard algorithm for subtraction.
2 9 12
302 302
– 187 + 187
115
Do you think the standard algorithm is the most efficient way to solve this problem?
Why or why not? Responses will vary. Some students may think the
constant difference method is better.
(302 + 13) – (187 + 13) = 315 – 200 = 115
(continued on next page)

Number Corner Grade 4 Teacher Masters T11 © The Math Learning Center | mathlearningcenter.org

Bridges in Mathematics Grade 4 Assessment Guide 23 © The Math Learning Center | mathlearningcenter.org
 January | Assessment class set, plus 1 copy for display Answer Key

NAME | DATE

Number Corner Checkup 2 page 4 of 4

14 Write all the factors for the number 15.
1, 3, 5, 15
15 Is the number 21 prime or composite? How do you know?
21 is a composite number. Explanations will vary. Example:
It can be divided by 3 and 7 (as well as 1 and 21).

16 It takes 12 minutes for Tyson to make a bracelet. He sells bracelets for $4 each. If
Tyson spends 2 hours (120 minutes) making bracelets and sells them all, how much
money does he make?

a Make an estimate for this problem. Explain your thinking.

Accept reasonable estimates.
Explanations will vary.

b Solve the problem. Show your work using numbers, pictures, or words.
Work will vary.
120 ÷ 12 = 10; Tyson can make 10 bracelets in 2 hours.
10 × 4 = 40; Tyson will make $40 selling all his bracelets.

17 Tonya wants to run 36 miles this month. So far she has run 17 miles. If she runs 2
miles a day for 8 days, will she have run all 36 miles?

a Make an estimate for this problem. Explain your thinking.

Accept reasonable estimates. Explanations will vary.

b Solve the problem. Show your work using numbers, pictures, or words.
Work will vary.
No, Tonya will run only 33 miles, 3 short of her goal of 36.
36 – 17 = 39 – 20 = 19; Tonya needs to run 19 more miles.
2 × 8 = 16, so she will run a total of 33 miles.

Number Corner Grade 4 Teacher Masters T12 © The Math Learning Center | mathlearningcenter.org

Bridges in Mathematics Grade 4 Assessment Guide 24 © The Math Learning Center | mathlearningcenter.org
Number Corner Assessments January Assessment

Number Corner Checkup 2 Scoring Guide page 1 of 2

Student Name
Item CCSS Points Possible
1 Writes an equation for a verbal 4.OA.1 1 pt.
statement of a multiplicative
comparison.
8 × 9 = 72 or 9 × 8 = 72
2 Writes a comparison statement to 4.OA.1 1 pt.
match a multiplication equation.
Responses will vary. Example: I have
4 marbles. My friend has 6 times as
many marbles as I do. How many
marbles does my friend have?
3 Draws a labeled sketch showing 4.NF.1 1 pt.
that 1/2 is equal to 3/6.
Responses will vary, but must
demonstrate understanding that
comparisons, including equivalencies,
are valid only when the fractions refer
to the same whole.
4 Compares fractions with different 4.NF.2 2 pts.
denominators and recognizes that • 1 pt. for correct answer (Isabel
comparing fractions is valid only does not have sixths.)
when referring to the same whole. • 1 pt. for a sensible explanation.
Responses will vary. See answer key.
5 Compares and orders fractions. 4.NF.2 3 pts.
1/12, 1/4, 6/12, 3/4, 7/8 , 6/6; students should • 1/2 pt. for each fraction correctly
place the fractions approximately placed on the number line
where they belong on the number line.
6 Draws a model and writes 4.NF.3a 2 pts.
an equation to demonstrate an 4.NF.3b • 1 pt. for an equation that
understanding of how fractions are represents a decomposition of
decomposed. the fraction 5/6
Responses will vary. Acceptable equa- • 1 pt. for a drawing that repre-
tions include, but are not limited to: sents the equation
5/6 = 3/6 + 2/6, 5/6 = 1/6 + 1/6 + 1/6 + 1/6 + 1/6,
5/6 = 2/6 + 2/6 + 1/6, 5/6 = 5 × 1/6.
Drawing must match equation.
7 Demonstrates understanding of 4.NF.4b 1 pt.
the results of multiplying a fraction 4.NF.4c
by a whole number.
Choice 4: Frances listened to 2 songs
and Carlos listened to 4 songs.
8a-b Writes a fraction with the 4.NF.5 2 pts.
denominator 10 as an equivalent 4.NF.6
fraction with the denominator 100
and writes a fraction with denomi-
nator 10 as a decimal.
a) 6/10 = 60/100, b) 6/10 = $0.60
9a–b Writes the equivalent of 3/4 as 4.NF.5 2 pts.
a fraction with denominator 100, 4.NF.6
and writes a fraction with denomi-
nator 100 as a decimal.
a) 75/100, b) $0.75

Subtotal page 1

Bridges in Mathematics Grade 4 Assessment Guide 25 © The Math Learning Center | mathlearningcenter.org
Number Corner Assessments January Assessment

Number Corner Checkup 2 Scoring Guide page 2 of 2

Student Name
Item CCSS Points Possible
10 Draws a figure with exactly one 4.G.1 3 pts.
pair of parallel sides and 1 or more 4.G.3 • 1 pt. for constructing a figure with
lines of symmetry. Identifies and exactly 1 pair of parallel sides
labels parallel sides and line(s) of • 1 pt. for constructing a figure
symmetry. with 1 or more lines of symmetry
Responses will vary. See answer key • 1/2 pt. each for clearly labeling par-
for example. allel sides and line(s) of symmetry
11 Classifies a figure as having 4.G.2 2 pts.
perpendicular sides. • 1 pt. for correct answer (agree)
Agree; explanations will vary. • 1 pt. for a reasonable expla-
Example: Two line segments meet at a nation that includes some
right angle. Andy could prove they’re method for proving that the
perpendicular by setting a square line segments in the figure are
pattern block where they meet. perpendicular
12 Uses the standard algorithm to 4.NBT.4 2 pts.
add multi-digit numbers. 4.MP.5 • 1 pt. for correct answer, clearly
855; responses to the question about obtained using the standard
the most efficient way to solve the addition algorithm
problem will vary. • 1 pt. for a sensible response to
the strategy question
13 Uses the standard algorithm to 4.NBT.4 2 pts.
subtract multi-digit numbers. 4.MP.5 See scoring for item 12 above
115; responses to the question about
the most efficient way to solve the
problem will vary.
14 Lists all the factors for 15. [1, 3, 5, 15] 4.OA.4 1 pt.
15 Identifies 21 as a composite 4.OA.4 2 pts.
number and explains why. • 1 pt. for correct answer
Composite; explanations will vary. (composite)
Example: You can divide 21 by 3, so • 1 pt. for explanation that
you know it has more factors than just demonstrates understanding of
itself and 1. composite numbers
16 Solves a multi-step story 4.OA.3 3 pts.
problem involving multiplication 4.MD.2 • 1 pt. for making and explaining a
and division of time and money. reasonable estimate
Makes and explains an estimate for • 1 pt. for work that could lead to
the problem. Shows work. correct answer
a) Estimates and explanations will vary. • 1 pt. for the correct answer
b) $40; work will vary.
17 Solves a multi-step story 4.OA.3 3 pts.
problem involving multiplication 4.MD.2 See scoring for item 16 above
and subtraction of distance. Makes
and explains an estimate for the
problem. Shows work.
a) Estimates and explanations will vary.
b) No, she will have run only 33 miles.
Work will vary.

Subtotal page 2

Subtotal from page 1

TOTAL SCORE/LEVEL OF PROFICIENCY* 33 pts.

* Meeting Standard 25–33 points (75%–100% correct) Approaching Standard 17–25 points (50–74% correct)
Strategic 9–16 points (25–49% correct) Intensive 8 points or less (24% or less correct)

Bridges in Mathematics Grade 4 Assessment Guide 26 © The Math Learning Center | mathlearningcenter.org
March | Assessment class set, plus 1 copy for display

NAME | DATE

Number Corner Checkup 3 page 1 of 6

1 Compare the fractions below. Record your comparisons with <, >, or = signs.
a 3
8
3
4 b 7
8
14
16 c 2
3
7
12

2 Circle the fractions that are equivalent to 4 .

3

6 3 75 12 30 9
8 8 100 16 4 12

3 8
Hai says that 23 and 12 are equivalent fractions. Do you agree? Why or why not?
Include a labeled sketch in your explanation. You can use the blank clock faces
below, or a different visual model if you prefer.

4 Compare the decimal numbers below. Record your comparisons with <, >, or = signs.
a 0.4 0.40 b 0.45 0.6 c 0.35 0.2

5 Mara says that 0.45 is greater than 0.5 because 45 is greater than 5. Do you agree or
disagree with Mara? Explain. Show your thinking with numbers, sketches, or words.

(continued on next page)

Number Corner Grade 4 Teacher Masters T12 © The Math Learning Center | mathlearningcenter.org
March | Assessment class set, plus 1 copy for display

NAME | DATE

Number Corner Checkup 3 page 2 of 6

6 Solve the following problems. Show your work.

a 3
15 + 35 =
4
b 1
43 – 23 =
2

7 5
Write an equation for 8 . Draw a model that represents your equation.

8 Use numbers, labeled sketches, or words to solve these problems. Show your work.

a 5× 3 =
1
b 3
4 ×3=

9 Mr. Tanaka bought some cloth to make a banner for his fourth grade classroom. He
1 1 1
got 4 a yard of green cloth, 4 a yard of red cloth, and 4 a yard of blue cloth. Which
equation below best represents the total amount of cloth Mr. Tanaka bought?
1 1 1 3 1 3 1 1
4 + 4 + 4 = 12 3× 4 = 4 4×1=4 4 ÷3= 12

10 Carlota says that 78 is the same as 18 multiplied by 7. Do you agree? Why or why not?
Include a labeled sketch and an equation in your explanation.

(continued on next page)

Number Corner Grade 4 Teacher Masters T13 © The Math Learning Center | mathlearningcenter.org
March | Assessment class set, plus 1 copy for display

NAME | DATE

Number Corner Checkup 3 page 3 of 6

11 1
Fiona made 8 cards to give to her friends. She painted 5 of each card blue. What part
of all of the cards are blue? Show your thinking with numbers, sketches, or words.

12 Simon needs to add 103 and 100

65 3 30
. He says he can think about the 10 as 100 and then add
30 65 95
and 100 to get 100 . Do you agree or disagree with Simon? Explain. Use equations,
100
numbers, sketches, or words to show your thinking.

13 Jorani programmed a function machine with the rule (n × 2) + 2. When she puts in
a number, the function machine doubles the number and adds 2.

a Fill in the blanks to show input and output numbers for Jorani’s program.
Input Output

1
2
3
10
10
42

b What do you notice about the output numbers? Write two observations.
It may help to think about more input and output numbers.

(continued on next page)

Number Corner Grade 4 Teacher Masters T14 © The Math Learning Center | mathlearningcenter.org
March | Assessment class set, plus 1 copy for display

NAME | DATE

Number Corner Checkup 3 page 4 of 6

14 For Ari’s birthday, he ordered pizza for his whole class. Each pizza has 8 slices. He
ordered 2 pepperoni pizzas, 3 cheese pizzas, and 2 vegetable pizzas. Ari wants to
share all of the pizza evenly among the 24 kids in his class.

a Make an estimate: About how much pizza can each kid have? Explain your
reasoning.

b How much pizza can each kid have? Show your thinking with numbers,
sketches, or words. Be sure to show how you are thinking about the remainder,
if there is one.

15 All of the fourth grade classes are going to the museum. There are 28 kids in Mr.
Ortega’s class, 27 kids in Ms. Dunning’s class, 25 kids in Mr. Brown’s class, and
29 kids in Mrs. Blanco’s class. When they get to the museum, they will divide into
groups of 8, and each group will have an adult leader.

a How many adults will they need to be leaders on this trip? Show your thinking
with numbers, sketches, and or words. Be sure to show how you are thinking
about the remainder, if there is one.

b Is your answer reasonable? How do you know?

(continued on next page)

Number Corner Grade 4 Teacher Masters T15 © The Math Learning Center | mathlearningcenter.org
March | Assessment class set, plus 1 copy for display

NAME | DATE

Number Corner Checkup 3 page 5 of 6

16 Match each term to its definition:
a angle A a triangle whose sides are all of different
lengths
b obtuse angle B an angle whose measure is greater than
0º and less than 90º
c right triangle C a figure formed by 2 rays that share an
endpoint
d acute angle D an angle whose measure is greater than
90º and less than 180º
e ray E a triangle with 1 right angle

f scalene triangle F a line that begins at a point and

continues in the opposite direction

17 A video camera is monitoring a store. Every second, it turns one degree. After 60
seconds, what is the measure of the angle formed by the turning of the video camera?

18 What is the measure of the mystery angle in the sketch below?

130˚
?

(continued on next page)

Number Corner Grade 4 Teacher Masters T16 © The Math Learning Center | mathlearningcenter.org
March | Assessment class set, plus 1 copy for display

NAME | DATE

Number Corner Checkup 3 page 6 of 6

19 Use a protractor the measure the angle below.

20 Use a protractor to sketch an angle that measures 60 degrees.

21 Sarah made a 95-degree turn on her skateboard. Then, she turned 125 degrees more.
a Write and solve an equation that shows how far Sarah turned in all.

b Write and solve an equation that shows how much farther Sarah needs to turn
to make a complete circle.

Number Corner Grade 4 Teacher Masters T17 © The Math Learning Center | mathlearningcenter.org
 March | Assessment class set, plus 1 copy for display Answer Key

NAME | DATE

Number Corner Checkup 3 page 1 of 6

1 Compare the fractions below. Record your comparisons with <, >, or = signs.
a 3
8 < 3
4 b 7
8 = 14
16 c 2
3 > 7
12

2 Circle the fractions that are equivalent to 4 .

3

6 3 75 12 30 9
8 8 100 16 4 12

3 8
Hai says that 23 and 12 are equivalent fractions. Do you agree? Why or why not?
Include a labeled sketch in your explanation. You can use the blank clock faces
below, or a different visual model if you prefer.
They are equivalent.
Explanations will vary.
12⁄12 = 1= 3⁄3
4⁄12 = 1⁄3
8⁄12 = 2⁄3

4 Compare the decimal numbers below. Record your comparisons with <, >, or = signs.
a 0.4 = 0.40 b 0.45 < 0.6 c 0.35 > 0.2
5 Mara says that 0.45 is greater than 0.5 because 45 is greater than 5. Do you agree or
disagree with Mara? Explain. Show your thinking with numbers, sketches, or words.

Mara is incorrect. 0.45 < 0.5

Explanations will vary. Example:
0.45 = 45⁄
0.5 = 5⁄1 = 5⁄1
45⁄1 < 5⁄1

(continued on next page)

Number Corner Grade 4 Teacher Masters T12 © The Math Learning Center | mathlearningcenter.org

Bridges in Mathematics Grade 4 Assessment Guide 27 © The Math Learning Center | mathlearningcenter.org
 March | Assessment class set, plus 1 copy for display Answer Key

NAME | DATE

Number Corner Checkup 3 page 2 of 6

6 Solve the following problems. Show your work.

a 3
15 + 35 =
4 5 2⁄5 b 1
43 – 23 =
2 1 2⁄3
Work will vary.

7 5
Write an equation for 8 . Draw a model that represents your equation.
Equations and drawings
will vary. Example:
2⁄8 + 3⁄8 = 5⁄8
2⁄8 + 3⁄8 = 5⁄8
8 Use numbers, labeled sketches, or words to solve these problems. Show your work.

a 5× 3 =
1 5⁄3 or 1 2⁄3 b 3
4 ×3= 9⁄4 or 2 ¼
Work will vary.

9 Mr. Tanaka bought some cloth to make a banner for his fourth grade classroom. He
1 1 1
got 4 a yard of green cloth, 4 a yard of red cloth, and 4 a yard of blue cloth. Which
equation below best represents the total amount of cloth Mr. Tanaka bought?
1 1 1 3 1 3 1 1
4 + 4 + 4 = 12 3× 4 = 4 4×1=4 4 ÷3= 12

10 Carlota says that 78 is the same as 18 multiplied by 7. Do you agree? Why or why not?
Include a labeled sketch and an equation in your explanation.

Carlota is correct.
1⁄8 × 7 = 7⁄8
Explanations and
sketches will vary. 1⁄8+1⁄8+1⁄8+1⁄8+1⁄8+1⁄8+1⁄8=7⁄8
or 1⁄8 × 7 = 7⁄8 (continued on next page)

Number Corner Grade 4 Teacher Masters T13 © The Math Learning Center | mathlearningcenter.org

Bridges in Mathematics Grade 4 Assessment Guide 28 © The Math Learning Center | mathlearningcenter.org
 March | Assessment class set, plus 1 copy for display Answer Key

NAME | DATE

Number Corner Checkup 3 page 3 of 6

11 1
Fiona made 8 cards to give to her friends. She painted 5 of each card blue. What part
of all of the cards are blue? Show your thinking with numbers, sketches, or words.
1⁄5 × 8 = 8⁄5 or 1 3⁄5 of all the cards are blue.
Work will vary.

12 Simon needs to add 103 and 100

65 3 30
. He says he can think about the 10 as 100 and then add
30 65 95
and 100 to get 100 . Do you agree or disagree with Simon? Explain. Use equations,
100
numbers, sketches, or words to show your thinking.
Simon is correct. 3⁄1 = 3⁄1; 3⁄1 + 65⁄1 = 95⁄1
Work and explanations will vary.

13 Jorani programmed a function machine with the rule (n × 2) + 2. When she puts in
a number, the function machine doubles the number and adds 2.

a Fill in the blanks to show input and output numbers for Jorani’s program.
Input Output

1 4
2 6
3 8
4 10
10 22
20 42

b What do you notice about the output numbers? Write two observations.
It may help to think about more input and output numbers.
Observations will vary. Examples:
The outputs are even numbers, whether the inputs are even or odd.
For inputs that go up by 1 the output goes up by 2.
If you add 1 to the input and multiply it times 2, it will equal the output.
(continued on next page)

Number Corner Grade 4 Teacher Masters T14 © The Math Learning Center | mathlearningcenter.org

Bridges in Mathematics Grade 4 Assessment Guide 29 © The Math Learning Center | mathlearningcenter.org
 March | Assessment class set, plus 1 copy for display Answer Key

NAME | DATE

Number Corner Checkup 3 page 4 of 6

14 For Ari’s birthday, he ordered pizza for his whole class. Each pizza has 8 slices. He
ordered 2 pepperoni pizzas, 3 cheese pizzas, and 2 vegetable pizzas. Ari wants to
share all of the pizza evenly among the 24 kids in his class.

a Make an estimate: About how much pizza can each kid have? Explain your
reasoning. Estimates and reasoning will vary.
If there are a total of 7 pizzas there are 8 × 7 or 56 slices.
2 × 24 = 48. Each student will get a little over 2 pieces.
b How much pizza can each kid have? Show your thinking with numbers,
sketches, or words. Be sure to show how you are thinking about the remainder,
if there is one.
Work will vary.
8 × 7 = 56 slices.
56 ÷ 24 = 2 R8 or 2 8⁄24 = 2 1⁄3
Each student will get 2 1⁄3 slices.

15 All of the fourth grade classes are going to the museum. There are 28 kids in Mr.
Ortega’s class, 27 kids in Ms. Dunning’s class, 25 kids in Mr. Brown’s class, and
29 kids in Mrs. Blanco’s class. When they get to the museum, they will divide into
groups of 8, and each group will have an adult leader.

a How many adults will they need to be leaders on this trip? Show your thinking
with numbers, sketches, and or words. Be sure to show how you are thinking
about the remainder, if there is one.
14 adults will be needed.
Work and explanations will vary.
28 + 27 + 25 + 29 = 109 students.
109 ÷ 8 = 13 R5
There will be 14 groups; 13 groups will have 8 students.
1 group will have 5 students.
b Is your answer reasonable? How do you know?
Explanations will vary.
Some students may choose to show that (8 × 13) + 5 = 109
(continued on next page)

Number Corner Grade 4 Teacher Masters T15 © The Math Learning Center | mathlearningcenter.org

Bridges in Mathematics Grade 4 Assessment Guide 30 © The Math Learning Center | mathlearningcenter.org
 March | Assessment class set, plus 1 copy for display Answer Key

NAME | DATE

Number Corner Checkup 3 page 5 of 6

16 Match each term to its definition:
a angle A a triangle whose sides are all of different
lengths
b obtuse angle B an angle whose measure is greater than
0º and less than 90º
c right triangle C a figure formed by 2 rays that share an
endpoint
d acute angle D an angle whose measure is greater than
90º and less than 180º
e ray E a triangle with 1 right angle

f scalene triangle F a line that begins at a point and

continues in the opposite direction

17 A video camera is monitoring a store. Every second, it turns one degree. After 60
seconds, what is the measure of the angle formed by the turning of the video camera?
After 60 seconds the camera will
have turned an angle of 60 degrees.

18 What is the measure of the mystery angle in the sketch below?

130˚
?

The mystery angle is 50°.

(continued on next page)

Number Corner Grade 4 Teacher Masters T16 © The Math Learning Center | mathlearningcenter.org

Bridges in Mathematics Grade 4 Assessment Guide 31 © The Math Learning Center | mathlearningcenter.org
 March | Assessment class set, plus 1 copy for display Answer Key

NAME | DATE

Number Corner Checkup 3 page 6 of 6

19 Use a protractor the measure the angle below.

45°

20 Use a protractor to sketch an angle that measures 60 degrees.

21 Sarah made a 95-degree turn on her skateboard. Then, she turned 125 degrees more.
a Write and solve an equation that shows how far Sarah turned in all.

95° + 125° = 220°

b Write and solve an equation that shows how much farther Sarah needs to turn
to make a complete circle.

360° – 220° = 140° or 220° + 140° = 360°

Equations will vary but Sarah must turn
140° more to complete a circle.

Number Corner Grade 4 Teacher Masters T17 © The Math Learning Center | mathlearningcenter.org

Bridges in Mathematics Grade 4 Assessment Guide 32 © The Math Learning Center | mathlearningcenter.org
Number Corner Assessments March Assessment

Number Corner Checkup 3

Scoring Guide page 1 of 2

Student Name
Item CCSS Points Possible
1 a–c Compares fractions with 4.NF.2 3 pts.
different numerators and different
denominators and records com-
parisons with <, >, = symbols.
<, =, >
2 Identifies fractions equivalent 4.NF.1 1 pt. for circling all (and only) four
to 3/4. correct fractions
6/8, 75/100, 12/16, 9/12

3 Explains why 8/12 is equivalent to 4.NF.1 3 pts.

2/3 using visual models. • 1 pt. for correct answer (agree)
Agree. Explanations will vary. • 1 pt. for explanation that dem-
See answer key for example. onstrates an understanding of
equivalent fractions
• 1 pt. for including viable visual
model in the explanation
4 a–c Compares decimal num- 4.NF.7 3 pts.
bers and records comparisons
with <, >, = symbols. [=, <, >]
5 Explains why one decimal number 4.NF.7 2 pts.
must be greater than another. • 1 pt. for correct answer (disagree)
Disagree. Explanations will vary. • 1 pt. for explanation that demon-
strates understanding of decimal
notation for tenths and hundredths
6 a–b Adds and subtracts mixed 4.NF.3c 4 pts. (2 pts. per problem):
numbers with like denominators. • 1 pt. for correct answer
5 2/5, 1 2/3; work will vary. • 1 pt. for work that could lead to
correct answer
7 Writes an equation showing a 4.NF.3a 2 pts.
fraction decomposed into smaller 4.NF.3b • 1 pt. for writing a valid equation
fractions with like denominators. • 1 pt. for drawing a sketch that
Makes a sketch to match. represents the equation
Responses will vary. See answer key
for example.
8a–b Multiplies a whole number 4.NF.4b 4 pts. (2 pts. per problem):
by a fraction. Shows work. • 1 pt. for correct answer
5/3 or 1 1/3, 9/4 or 2 1/4. Work will vary. • 1 pt. for work that could lead to
correct answer
9 Chooses the equation that best 4.NF.4a 1 pt.
represents a story problem in
which a unit fraction is multiplied
by a whole number.
Choice Two: 3 × 1/4 = 3/4.
10 Uses a visual model and an 4.NF.4a 2 pts.
equation to demonstrate that a • 1 pt. for correct answer (agree)
fraction a/b is a multiple of the • 1 pt. for an explanation that
unit fraction 1/b. includes an equation and a labeled
Agree. Explanations will vary. sketch that demonstrate under-
standing of the fact that 7/8 = 7 × 1/8
11 Solves a story problem involv- 4.NF.4c 2 pts.
ing multiplying a fraction by a • 1 pt. for correct answer
whole number. • 1 pt. for work that could lead to
8/5 or 1 3/5 of the cards were painted correct answer
blue. Work will vary.

Subtotal page 1

Bridges in Mathematics Grade 4 Assessment Guide 33 © The Math Learning Center | mathlearningcenter.org
Number Corner Assessments March Assessment

Number Corner Checkup 3 Scoring Guide

page 2 of 2

Student Name
Item CCSS Points Possible
12 Adds fractions with denomina- 4.NF.1 2 pts.
tors 10 and 100 by converting the 4.NF.5 • 1 pt. for correct answer (agree)
tenths to hundredths and then • 1 pt. for explanation that demon-
adding hundredths. strates understanding that tenths
Agree. Explanations will vary. Example: can be rewritten as hundredths in
3/10 = 30/100 and 30/100 + 65/100 = 95/100. order to add tenths and hundredths
13 Generates a number pattern 4.OA.5 5 pts.
based on a certain rule, and writes • 1/2 pt. for each correct input and
two observations about the pattern. output number
4, 6, 8, 4, 22, 20. Observations will vary. • 1 pt. for each accurate observation
14 a–b Solves a multi-step story 4.OA.3 4 pts.
problem involving addition, 4.NBT.6 • 1 pt. for making and justifying a
multiplication, and division with reasonable estimate
a remainder (remainder can be • 1 pt. for the correct answer
partitioned). Shows work. • 1 pt. for work that could lead to
a) Estimates and explanations will correct answer
vary. See answer key. • 1 pt. for demonstrating understand-
b) 2 1/3 pieces. Work will vary. ing of how to deal with the remainder
15a–b Solves a multi-step story 4.OA.3 4 pts.
problem involving addition, and 4.NBT.6 • 1 pt. for the correct answer
division with a remainder (situation • 1 pt. for work that could lead to
requires rounding). Shows work. correct answer
a) 14 adults. Work will vary. • 1 pt. for demonstrating understand-
b) Responses will vary. See answer ing of how to deal with the remainder
key. • 1 pt. for giving a sensible response
as to why the answer is reasonable
16 Matches geometric terms to 4.MD.5 3 pts.
the correct definitions. 4.G.1 • 1/2 pt. for each correct answer
a) C, b) D, c) E, d) B, e) F, f) A 4.G.2
17 Understands one-degree 4.MD.5a 1 pt.
angles and uses them to deter- 4.MD.5b
mine measures of other angles.
60 degrees
18 Finds the measure of an 4.MD.7 1 pt.
unknown angle using addition or
subtraction and prior knowledge
about lines and angles.
50 degrees
19 Finds the measure of an angle 4.MD.6 1 pt.
with a protractor.
Accept answers within 3° of 45°.
20 Uses a protractor to sketch an 4.MD.6 1 pt.
angle of a certain measure.
Accept any angle within 3° of 60°.
21 a–b Demonstrates under- 4.MD.7 2 pts. (1 pt. per problem):
standing that angle measures are • 1/2 point for correct answer
additive and shows this relation- • 1/2 point for equation that accu-
ship with an equation. rately represents the situation
a) 220°; equations will vary.
b) 140°; equations will vary.
Subtotal page 2
Subtotal from page 1
TOTAL SCORE/LEVEL OF PROFICIENCY* 51 pts.
* Meeting Standard 39–51 points (75%–100% correct) Approaching Standard 26–38 points (50–74% correct)
Strategic 13–25 points (25–49% correct) Intensive 12 points or less (24% or less correct)

Bridges in Mathematics Grade 4 Assessment Guide 34 © The Math Learning Center | mathlearningcenter.org
May | Assessment class set, plus 1 copy for display

NAME | DATE

Number Corner Checkup 4 page 1 of 5

1 What is the perimeter of the rectangle? Show your work. Don’t forget the units!
7 12 cm

4 12 cm

2 What is the area of the rectangle? Show your work. Don’t forget the units!
18 m

6m

3 What measurement unit would you use the measure the following items? Choose
the correct answers from the box below.

a The distance between two towns _______________

b The length of a pencil _______________

c The amount of paint in a bucket _______________

d The mass of a paperclip _______________

liters grams centimeters kilometers

4 Fill in the table below to show conversions between measurements.

Grams Kilograms

1,000
14
57,000

(continued on next page)

Number Corner Grade 4 Teacher Masters T11 © The Math Learning Center | mathlearningcenter.org
May | Assessment class set, plus 1 copy for display

NAME | DATE

Number Corner Checkup 4 page 2 of 5

5 Anjali has 2 kilograms of watermelon. Selene has 985 grams of watermelon. How
many grams of watermelon do they have together? Show your work.

6 Lee has 29 milliliters of food coloring. Sasha has 3 times as many milliliters. How
many milliliters do they have together? Show your work.

7 1 2
Esperanza is 43 3 inches tall. Leon is 41 3 inches tall. How much taller is Esperanza
than Leon? Show your work.

8 Sara bought 4 pieces of ribbon for an art project. Each piece of ribbon is
2
3 of a yard.

a How many yards of ribbon did Sara buy in all? Show your work.

b Write a multiplication equation, including the answer, to represent this problem.

(continued on next page)

Number Corner Grade 4 Teacher Masters T12 © The Math Learning Center | mathlearningcenter.org
May | Assessment class set, plus 1 copy for display

NAME | DATE

Number Corner Checkup 4 page 3 of 5

9 Mr. Fisher’s class all planted seeds. They measured the plants each week. The data in
the table shows how tall some of the plants were after one week.
Plant Height Plant Height
3 7
Avery’s plant 2 8 cm Logan’s plant 1 8 cm
1 1
Billy’s plant 1 2 cm Milo’s plant 1 4 cm
3 3
Carly’s plant 4 cm Pedro’s plant 2 8 cm
Gloria’s plant 3 cm

a Make a line plot to show the data, using the line below. Label the rest of the
marks along the line, and then enter the data points. Add a title above the line
plot and a label below the line to explain what the numbers mean.

5 1 2
8

b What is the difference in height between the tallest and the shortest plant?
Show your work.

10 Solve the following problems.

a 3 4 + 2 = _____ b 4×
3
= _____
6 6 8

c 1 3
6 4 – 3 4 = _____
d 5 4
1 8 + 3 8 = _____

(continued on next page)

Number Corner Grade 4 Teacher Masters T13 © The Math Learning Center | mathlearningcenter.org
May | Assessment class set, plus 1 copy for display

NAME | DATE

Number Corner Checkup 4 page 4 of 5

11 True or false?
6 1 2 1 3 1
4 =6× 4 ___ 5× 3 = 15 × 2 ___ 5 ×4= 5 × 12 ___

12 What is 104 + 100

36
? Show your work.

13 Divide. Show your work.

a 52 ÷ 4 = ____

b 55 ÷ 4 = ____

c 125 ÷ 5 = ____

d 128 ÷ 5 = ____

(continued on next page)

Number Corner Grade 4 Teacher Masters T14 © The Math Learning Center | mathlearningcenter.org
May | Assessment class set, plus 1 copy for display

NAME | DATE

Number Corner Checkup 4 page 5 of 5

14 Francis has 39 pieces of pizza to share with 9 people. If all 9 people get the same
amount, and Francis uses all 39 of the pieces, how much pizza does each person
get? Show your work.

15 How many lines of symmetry does each of the figures below have? Write the
number below the figure, and draw in the lines of symmetry (if there are any) on
each figure.

Number Corner Grade 4 Teacher Masters T15 © The Math Learning Center | mathlearningcenter.org
 May | Assessment class set, plus 1 copy for display Answer Key

NAME | DATE

Number Corner Checkup 4 page 1 of 5

1 What is the perimeter of the rectangle? Show your work. Don’t forget the units!
7 12 cm

24 cm. Work will vary.

4 12 cm

2 What is the area of the rectangle? Show your work. Don’t forget the units!
18 m

6m 108 square meters. Work will vary.

3 What measurement unit would you use the measure the following items? Choose
the correct answers from the box below.

a kilometers
The distance between two towns _______________

b centimeters
The length of a pencil _______________

c liters
The amount of paint in a bucket _______________

d grams
The mass of a paperclip _______________

liters grams centimeters kilometers

4 Fill in the table below to show conversions between measurements.

Grams Kilograms

1,000 1
14,000 14
57,000 57

(continued on next page)

Number Corner Grade 4 Teacher Masters T11 © The Math Learning Center | mathlearningcenter.org

Bridges in Mathematics Grade 4 Assessment Guide 35 © The Math Learning Center | mathlearningcenter.org
 May | Assessment class set, plus 1 copy for display Answer Key

NAME | DATE

Number Corner Checkup 4 page 2 of 5

5 Anjali has 2 kilograms of watermelon. Selene has 985 grams of watermelon. How
many grams of watermelon do they have together? Show your work.
2,985 grams. Work will vary.

6 Lee has 29 milliliters of food coloring. Sasha has 3 times as many milliliters. How
many milliliters do they have together? Show your work.
116 milliliters. Work will vary.

7 1 2
Esperanza is 43 3 inches tall. Leon is 41 3 inches tall. How much taller is Esperanza
than Leon? Show your work.
1 2⁄3 inches. Work will vary.

8 Sara bought 4 pieces of ribbon for an art project. Each piece of ribbon is
2
3 of a yard.

a How many yards of ribbon did Sara buy in all? Show your work.
8⁄3 (or 2 2⁄3) yards. Work will vary.

b Write a multiplication equation, including the answer, to represent this problem.

Equations will vary.
Some acceptable equations include:
4 × 2⁄3 = 8⁄3
4 × 2⁄3 = 2 2⁄3
8 × 1⁄3 = 8⁄3

(continued on next page)

Number Corner Grade 4 Teacher Masters T12 © The Math Learning Center | mathlearningcenter.org

Bridges in Mathematics Grade 4 Assessment Guide 36 © The Math Learning Center | mathlearningcenter.org
 May | Assessment class set, plus 1 copy for display Answer Key

NAME | DATE

Number Corner Checkup 4 page 3 of 5

9 Mr. Fisher’s class all planted seeds. They measured the plants each week. The data in
the table shows how tall some of the plants were after one week.
Plant Height Plant Height
3 7
Avery’s plant 28 cm Logan’s plant 1 8 cm
1 1
Billy’s plant 1 2 cm Milo’s plant 1 4 cm
3 3
Carly’s plant 4 cm Pedro’s plant 2 8 cm
Gloria’s plant 3 cm

a Make a line plot to show the data, using the line below. Label the rest of the
marks along the line, and then enter the data points. Add a title above the line
plot and a label below the line to explain what the numbers mean.

Height of Plants After 1 Week

Titles will vary.

5 ¾ 7⁄8 1 1 1⁄8 1 ¼ 1 3⁄8 1 ½ 1 5⁄8 1 ¾ 1 7⁄8 2 2 1⁄8 2 ¼ 2 3⁄8 2 ½ 2 5⁄8 2 ¾ 2 7⁄8 3

8
Height (in cm)
Labels will vary. Students may use equivalent fractions.
b What is the difference in height between the tallest and the shortest plant?
Show your work.
2 ¼ cm. Work will vary.

10 Solve the following problems.

a 3 4 + 2 = _____
3 6⁄6 = 4 b 4×
3 12⁄8 = 1 4⁄8 = 1 ½
= _____
6 6 8

c 64 – 34 =2
1
2⁄4 or 2 ½
_____
3 d 5 4
4 9⁄8 = 5 1⁄8
1 8 + 3 8 = _____

(continued on next page)

Number Corner Grade 4 Teacher Masters T13 © The Math Learning Center | mathlearningcenter.org

Bridges in Mathematics Grade 4 Assessment Guide 37 © The Math Learning Center | mathlearningcenter.org
 May | Assessment class set, plus 1 copy for display Answer Key

NAME | DATE

Number Corner Checkup 4 page 4 of 5

11 True or false?
6
4 =6×
1
4 T
___ 5×
2
3 = 15 ×
1
2 F
___
3
5 ×4=
1
5 T
× 12 ___

12 What is 104 + 100

36
? Show your work.
4⁄1 + 36⁄1 = 76⁄1 (38⁄5, 19⁄25)
Work will vary.

13 Divide. Show your work.

a 52 ÷ 4 = 13____
Work will vary.

b 55 ÷ 4 = 13
____R3 (or 13 ¾)
Work will vary.

c 125 ÷ 5 =25
____
Work will vary.

d 128 ÷ 5 =25 R3 (or 25 3⁄5)

____

Work will vary.

(continued on next page)

Number Corner Grade 4 Teacher Masters T14 © The Math Learning Center | mathlearningcenter.org

Bridges in Mathematics Grade 4 Assessment Guide 38 © The Math Learning Center | mathlearningcenter.org
 May | Assessment class set, plus 1 copy for display Answer Key

NAME | DATE

Number Corner Checkup 4 page 5 of 5

14 Francis has 39 pieces of pizza to share with 9 people. If all 9 people get the same
amount, and Francis uses all 39 of the pieces, how much pizza does each person
get? Show your work.
4 3⁄9 or 4 1⁄3 slices of pizza. Work will vary.

15 How many lines of symmetry does each of the figures below have? Write the
number below the figure, and draw in the lines of symmetry (if there are any) on
each figure.

1 line of 0 lines of 2 lines of

symmetry symmetry symmetry

Number Corner Grade 4 Teacher Masters T15 © The Math Learning Center | mathlearningcenter.org

Bridges in Mathematics Grade 4 Assessment Guide 39 © The Math Learning Center | mathlearningcenter.org
Number Corner Assessments May Assessment

Number Corner Checkup 4 Scoring Guide page 1 of 2

Student Name
Item CCSS Points Possible
1 Determines the perimeter of a 4.MD.3 2 pts.
rectangle; adds mixed numbers with 4.NF.3c • 1 pt. for the correct answer
like denominators. • 1 pt. for work that could
24 cm; work will vary. lead to correct answer
2 Determines the area of a rectangle. 4.MD.3 2 pts.
108 sq. meters; work will vary. • 1 pt. for the correct answer
• 1 pt. for work that could
lead to correct answer
3 a–d Identifies relative sizes of metric 4.MD.1 4 pts.
units of measure.
Kilometers, centimeters, liters, grams
4 a–c Fills in a two-column table to 4.MD.1 3 pts.
show measurement conversions.
1 (kg), 14,000 (g), 57 (kg)
5 Solves a measurement story prob- 4.MD.2 2 pts.
lem involving addition, and expresses • 1 pt. for the correct answer
measurements given in a larger unit as • 1 pt. for work that could
a smaller unit. lead to correct answer
2,985 grams; work will vary.
6 Solves a measurement story 4.OA.2 2 pts.
problem involving a multiplicative 4.MD.2 • 1 pt. for the correct answer
comparison. • 1 pt. for work that could
116 milliliters; work will vary. lead to correct answer
7 Solves a measurement story 4.NF.3c 2 pts.
problem involving subtraction of 4.NF.3d • 1 pt. for the correct answer
mixed numbers. 4.MD.2 • 1 pt. for work that could
1 2/3 inches; work will vary. lead to correct answer
8a–b Solves a measurement story 4.NF.4b 3 pts.
problem involving multiplication of a 4.NF.4c • 1 pt. for the correct answer
fraction by a whole number. Writes an 4.MD.2 • 1 pt. for work that could
equation to represent the problem. lead to correct answer
8/3 or 2 2/3 yards; work will vary . • 1 pt. for a multiplication
Acceptable equations include 4 × 2/3 = 8/3, equation that accurately
4 × 2/3 = 2 2/3, 8 × 1/3 = 8/3, 2 2/3 = 4 × 2/3. represents the problem
9a Completes a line plot to display a 4.MD.4 2 pts.
data set comprising measurements • 1 pt. for completing the
taken in halves, fourths, and eighths line plot accurately
of an inch. • 1 pt. for entering all the
See answer key. data points accurately
9b Solves a problem involving 4.MD.4 2 pts.
subtraction of fractions shown on the • 1 pt. for correct answer
line plot. • 1 pt. for work that could
2 1/4 cm; work will vary. lead to correct answer
10 a–d Adds and subtracts fractions 4.NF.3c 4 pts.
and mixed numbers; multiplies a 4.NF.4b
fraction by a whole number.
4, 12/8 or 1 4/8 or 1 1/2, 2 2/4 or 2 1/2, 4 9/8 or 5 1/8

Subtotal page 1

Bridges in Mathematics Grade 4 Assessment Guide 40 © The Math Learning Center | mathlearningcenter.org
Number Corner Assessments May Assessment

Number Corner Checkup 4 Scoring Guide page 2 of 2

Student Name
Item CCSS Points Possible
11 Demonstrates an understanding 4.NF.4a 3 pts.
of multiplying a fraction by a whole
number.
T, F, T
12 Converts a fraction with 4.NF.1 2 pts.
denominator of 10 into a fraction with 4.NF.5 • 1 pt. for correct answer
denominator of 100 in order to add • 1 pt. for work that could
tenths and hundredths. lead to correct answer
76/100 (or 38/50 or 19/25); work will vary.
13 a–d Solves division problems with 4.NBT.6 4 pts.
and without remainders.
13, 13 R3 or 13 3/4 or 13.75, 25, 25 R3 or 25
3/5. Work will vary.
14 Solves a division story problem 4.OA.3 3 pts.
with a remainder involving a situation 4.NBT.6 • 1 pt. for correct answer
in which the remainder can be split • 1 pt. for a viable strategy
into fractional pieces. that could lead to the
4 3/9 or 4 1/3 pieces of pizza. correct answer
• 1 pt. for demonstrating
understanding of how to
deal with the remainder
15 Identifies the number of lines of sym- 4.G.3 3 pts.
metry in figures, and draws them in.
1, 0, 2 lines of symmetry. See answer key.

Subtotal page 2

Subtotal from page 1

TOTAL SCORE/LEVEL OF PROFICIENCY* 43 pts.

* Meeting Standard 33–43 points (75%–100% correct) Approaching Standard 22–32 points (50–74% correct)
Strategic 11–21 points (25–49% correct) Intensive 10 points or less (24% or less correct)

Bridges in Mathematics Grade 4 Assessment Guide 41 © The Math Learning Center | mathlearningcenter.org
Comprehensive Growth Assessment Written Assessment

Comprehensive Growth Assessment page 1 of 16

1 Write and solve an equation to represent this situation: Jackson has 48 pattern
blocks. He has 8 times as many pattern blocks as Vanessa. How many pattern
blocks does Vanessa have?

2 Write a story problem that involves a multiplicative comparison for this equation:
8 × 5 = 40.

3 Mario has 17 baseball cards in his collection. Julia has 6 times as many baseball
cards as Mario does.

a How many baseball cards does Julia have? Use numbers, labeled sketches, or
words to solve this problem. Show your work.

b Write an equation to represent the problem.

4 True or False?

a 4 and 6 are both factors of 24 and 36. ____

b 38 is a multiple of 3. ____

c 3 and 6 are both factors of 18 and 29. ____

d 19 is a prime number. ____

e 1, 2, 3, 4, 6, and 12 are all the factors of 12. ____

Bridges in Mathematics Grade 4 Assessment Guide A1 © The Math Learning Center | mathlearningcenter.org
Comprehensive Growth Assessment Written Assessment

Comprehensive Growth Assessment page 2 of 16

5 Darius is training for a marathon. He wants to run 100 miles over the next couple
of weeks. Darius ran 8 miles a day for 3 days. Then, he ran 6 miles a day for 5 days.
How many more miles does he still have to run to get to his goal of 100 miles?

a Sonia estimated that Darius would need to run about 70 more miles to get to
his goal of 100 miles. Is this a reasonable estimate? Why or why not?

b Write an equation for this problem with a letter standing for the unknown
quantity.

c Solve the problem. Show your work using numbers, pictures, or words.

6 Fill in the blanks.

a 60 × ____ = 600 b 60 × 30 = ____ c ____ × 300 = 18,000

7 Round. Fill in the table.

Number Nearest 10 Nearest 100 Nearest 1,000 Nearest 10,000 Nearest 100,000

3,467,425
2,815,948

Bridges in Mathematics Grade 4 Assessment Guide A2 © The Math Learning Center | mathlearningcenter.org
Comprehensive Growth Assessment Written Assessment

Comprehensive Growth Assessment page 3 of 16

8 Here are the first 4 arrangements in a tile sequence.

Arrangement 1 Arrangement 2 Arrangement 3 Arrangement 4

a Sketch the 5th and 6th arrangements in this sequence.

Arrangement 5 Arrangement 6

b Fill in the table to show how many tiles it takes to build each of the first 10
arrangements in the sequence.
Arrangement
Number
1 2 3 4 5 6 7 8 9 10
Number of
Tile to Build
3 5

c Describe and explain two different patterns you notice in the tile arrangements
or the numbers in the table.

d How many tiles would it take to build the 21st arrangement in the sequence
shown above? Use labeled sketches, numbers, or words to help figure it out.
Show all your work.

Bridges in Mathematics Grade 4 Assessment Guide A3 © The Math Learning Center | mathlearningcenter.org
Comprehensive Growth Assessment Written Assessment

Comprehensive Growth Assessment page 4 of 16

9 Fill in the table below.

Base Ten Numeral Number Name Expanded Form

463,812

50,000 + 3,000 + 900 + 7

one million, twenty-four thousand,

three hundred fifty

10 Fill in the blanks. Use <, >, or =.

a 4,879,708 4,879,078 b 5,543,998 5,544,001

11 Use the standard addition and subtraction algorithms to solve these problems.
Show your work.

34,587 308,691
+ 68,305 – 92,877

12 Fill in the blanks on the array. Then determine the total product and complete the
equation beside the array.
5

10 100

4
14 × ___ = ____

Bridges in Mathematics Grade 4 Assessment Guide A4 © The Math Learning Center | mathlearningcenter.org
Comprehensive Growth Assessment Written Assessment

Comprehensive Growth Assessment page 5 of 16

13 Use an efficient strategy to solve each multiplication problem. Show your work.

235 26
× 7 × 32

14 Use an efficient strategy to solve this division problem. Show your work.
288 ÷ 9 =

15 Sam’s class is going on a field trip to the science museum. There are 31 people in
Sam’s class.

a If each car can hold 4 people (not including the driver), how many cars do they
need to take all 31 people in Sam’s class to the museum? Show your work using
numbers, sketches, or words.

b If there is was a remainder, how did you handle it? Why?

Bridges in Mathematics Grade 4 Assessment Guide A5 © The Math Learning Center | mathlearningcenter.org
Comprehensive Growth Assessment Written Assessment

Comprehensive Growth Assessment page 6 of 16

16 After visiting the science museum, Sam’s class went out for pizza. There were 6 kids
and 21 slices of pizza at Sam’s table.

a If they share all the pizza evenly, how much pizza can each of the 6 kids have?
Show your work using numbers, sketches, or words.

b If there is was a remainder, how did you handle it? Why?

17 Akiko says that 34 and 68 are equivalent fractions. Do you agree with Akiko? Why or
why not? Include a labeled sketch in your explanation.

18 Use the symbols <, >, and = to compare each pair of fractions.
2 4 4 5 3 9 8 2
3 6 8 12 4 10 6 16

19 Emir says, “I have 14 of a yard of rope. Lily has 14 of a foot of rope. If we add our
2
parts together, we will have 4 of a yard of rope.” Do you agree or disagree with
Emir? Explain.

Bridges in Mathematics Grade 4 Assessment Guide A6 © The Math Learning Center | mathlearningcenter.org
Comprehensive Growth Assessment Written Assessment

Comprehensive Growth Assessment page 7 of 16

20 Theo says that 58 is less than 126 because 5 is less than 6, and 8 is less than 12. Do you
agree with Theo? Why or why not? Include a labeled sketch in your explanation.

21 Kim has 13 of a pie. Matt has 16 of a pie. Mark all the statements about this situation
that are true.
NN We know for sure that Kim has more pie than Matt.
NN If the pies are exactly the same size, Matt has a smaller piece than Kim.
NN If the pieces are exactly the same size, Matt has a larger piece than Kim.
NN If Matt’s pie was bigger than Kim’s pie to start, Matt might have more pie than Kim.

22 There are several different ways to write 58 as the sum of fractions with the same
denominator.
• Make a sketch on the geoboard to match the equation in the first box.
• Write an equation to match the sketch in the second box.
5
• Write an equation and make a sketch to show a different way to write 8 as the
sum of fractions with the same denominator.

a 5
8 =
4
8 +
1
8 b 5
8 = c 5
8 =

Bridges in Mathematics Grade 4 Assessment Guide A7 © The Math Learning Center | mathlearningcenter.org
Comprehensive Growth Assessment Written Assessment

Comprehensive Growth Assessment page 8 of 16

23 Paul and the other kids in his scout troop are learning how to make rope. On
1 4
Monday, Paul made 6 of a meter of rope. On Tuesday, he made 6 of a meter of rope.
How much rope did Paul make on Monday and Tuesday put together? Show your
work using numbers, sketches, or words. Label your answer with the correct units.

24 Isabel brought 1 34 liters of lemonade to a party. Andrew brought 3 34 liters of

lemonade to the party. How much lemonade do they have together? Show your
work using numbers, sketches, or words. Label your answer with the correct units.

25 Max and Zoe raced their pet snails. Max’s snail moved 9 38 centimeters. Zoe’s snail
7
moved 7 8 centimeters. How much farther did Max’s snail move than Zoe’s? Show your
work using numbers, sketches, or words. Label your answer with the correct units.

26 Fill in the blanks to complete each equation.

a 5
12 =5× b 9
8 = ×
1
8 c 4
5 = ×
1
5

Bridges in Mathematics Grade 4 Assessment Guide A8 © The Math Learning Center | mathlearningcenter.org
Comprehensive Growth Assessment Written Assessment

Comprehensive Growth Assessment page 9 of 16

27 Zara says that 4 × 23 is the same as 8 × 13 . Do you agree or disagree? Explain

28 Multiply.
a 5×
1
3 = b 6×
3
4 =

29 6 people each ate 38 of a pizza. How much pizza did all 6 people eat? Show your work
with numbers, sketches, or words.

30 Fill in the blanks.

2= 90 = 6 = 85
10 100 100 10 10 0. 100 = 0.

31 Rabya says she can add 104 and 100

37 4 40 40
by thinking about 10 as 100 and then adding 100
37
and 100 . Do you agree or disagree? Explain.

32 Use the symbols <, >, and = to compare each pair of decimals.
0.7 0.89 0.60 0.06 1.3 1.25 2.24 1.99

Bridges in Mathematics Grade 4 Assessment Guide A9 © The Math Learning Center | mathlearningcenter.org
Comprehensive Growth Assessment Written Assessment

Comprehensive Growth Assessment page 10 of 16

33 Leo has 0.3 meter of ribbon. Sara has 0.3 decimeter of ribbon. Leo says they have
the same amount of ribbon. Do you agree or disagree? Explain.

34 Mark the word that best completes each sentence.

a I would use centimeters to measure the length of a
NN pencil NN sandbox NN racetrack

b I would use liters to measure the amount of water in a

NN teaspoon NN coffee cup NN bathtub

c To find the mass of 5 paperclips, I would use

NN milligrams NN grams NN kilograms

d To measure how long it takes to walk from our classroom to the office and
back, I would use
NN seconds NN minutes NN hours

e To find the weight of an apple, I would use

NN ounces NN pounds NN tons

35 Fill in the table to show how many inches there are in different numbers of feet.
Feet 1 2 3 4 5 10 15 24
Inches

36 Fill in the blanks.

a 3 yards = ____ feet b 9 meters = ____ centimeters

c 6 kilograms = ____ grams d 5 liters = ____ milliliters

Bridges in Mathematics Grade 4 Assessment Guide A10

A10 © The Math Learning Center | mathlearningcenter.org
Comprehensive Growth Assessment Written Assessment

Comprehensive Growth Assessment page 11 of 16

37 Kiara woke up at 7:15. It took her 20 minutes to get ready for school and 10 minutes
to walk to the bus stop. What time did Kiara get to the bus stop? Use a labeled
sketch to show and solve this problem.

38 When Darius is in training, he drinks lots of water. Yesterday, he drank 2 liters of

water during his run. When he got home again, he drank 450 milliliters of water.
How many milliliters of water did he drink in all? Show your work. Label your
answer with the correct units.

39 What is the perimeter of the rectangle? Show your work. Label your answer with
the correct units.
7 12 m

3 12 m

Bridges in Mathematics Grade 4 Assessment Guide A11

A11 © The Math Learning Center | mathlearningcenter.org
Comprehensive Growth Assessment Written Assessment

Comprehensive Growth Assessment page 12 of 16

40 Here is a sketch map of the Jacksons’ kitchen. They are planning to put in new tiles
that will cover the entire floor.

a What is the area of the Jackson’s kitchen floor? Show your work. Label your
answer with the correct units.
12'

4'

4'

6'

b The tiles are each 1 square foot (1 foot by 1 foot), and they come in packages of 10.
How many packages of tiles will the Jacksons need to buy? Show all your work.

Bridges in Mathematics Grade 4 Assessment Guide A12

A12 © The Math Learning Center | mathlearningcenter.org
Comprehensive Growth Assessment Written Assessment

Comprehensive Growth Assessment page 13 of 16

41 Mr. Alonzo’s students kept track of how much they grew during fourth grade. The
table below shows how much some of the students grew during fourth grade.
Student Inches Grown Student Inches Grown
3
Alison 1 8 in. Kyle 3 in.
1 1
Darius 2 2 in. Maria 1 4 in.
3 3
Akiko 4 in. Marco 1 8 in.
7
Miranda 1 8 in.

a Make a line plot to show the data, using the line below. Label the rest of the
marks along the line, and then enter the data points. Add a title above the line
plot and a label below the line to explain what the numbers mean.

5 1 2
8

b If you combine the number of inches Marco and Miranda grew, what is the
total? Show your work.

c How much more did Kyle grow this year than Alison? Show your work.

Bridges in Mathematics Grade 4 Assessment Guide A13

A13 © The Math Learning Center | mathlearningcenter.org
Comprehensive Growth Assessment Written Assessment

Comprehensive Growth Assessment page 14 of 16

42 A video camera is monitoring a store. Every second, it turns one degree. After 90
seconds, what is the measure of the angle formed by the turning of the video camera?

43 Use your protractor to solve both of these problems.

a Measure this angle. b Sketch an angle that measures 30º.

The measure of this angle is ____º

44 Luke made a 90 degree turn on his snowboard. Then, he turned 160 degrees more.
As you answer the questions below, it may help to draw a sketch.

a Write and solve an equation to show how far Luke turned in all.

b Write and solve an equation that shows how much farther Luke needs to turn
to make a complete circle.

Bridges in Mathematics Grade 4 Assessment Guide A14

A14 © The Math Learning Center | mathlearningcenter.org
Comprehensive Growth Assessment Written Assessment

Comprehensive Growth Assessment page 15 of 16

45 Write and solve an equation to find the measure of the mystery angle below. Write
the answer in the gray box.

115˚

46 Draw an example to illustrate each word or phrase below. Use a ruler to help make
your drawings neat and accurate.
Note You can use a geoboard and rubber bands to build any of these before you
sketch them on the sheet.
A polygon with one or more pairs of
An acute angle A right triangle
perpendicular sides

A quadrilateral with exactly one pair

A right angle of parallel sides and exactly one line An obtuse angle
of symmetry

Bridges in Mathematics Grade 4 Assessment Guide A15

A15 © The Math Learning Center | mathlearningcenter.org
Comprehensive Growth Assessment Written Assessment

Comprehensive Growth Assessment page 16 of 16

47 How many lines of symmetry does each of the figures below have? Write the
number below the figure, and draw in the lines of symmetry (if there are any) on
each figure.

48 Use this collection of figures to answer the questions below.

G
B E

A F
C D H

a Find all the right triangles and color them blue.

b Ari says figure G is not a right triangle. Do you agree? Why or why not?

c Jane says that figure H is not a right triangle because the sides are all different
lengths. Do you agree? Why or why not?

49 Mark every statement about quadrilaterals that is true.

NN All quadrilaterals have 4 sides.
NN All quadrilaterals have exactly 2 pairs of parallel sides.
NN Some quadrilaterals have at least 1 pair of perpendicular sides.
NN There is no such thing as a quadrilateral with 1 or more obtuse angles.
NN Some quadrilaterals have exactly 2 lines of symmetry.

Bridges in Mathematics Grade 4 Assessment Guide A16

A16 © The Math Learning Center | mathlearningcenter.org
 Comprehensive Growth Assessment Written Assessment Answer Key

Comprehensive Growth Assessment page 1 of 16

1 Write and solve an equation to represent this situation: Jackson has 48 pattern
blocks. He has 8 times as many pattern blocks as Vanessa. How many pattern
blocks does Vanessa have?
6 pattern blocks. Acceptable equations include:
48 ÷ 8 = 6 or 8 × 6 = 48 or 6 × 8 = 48
2 Write a story problem that involves a multiplicative comparison for this equation:
8 × 5 = 40.
Work will vary. Example:
I have 8 toy cars. My friend has 5 times as many toy cars
as I do. How many toy cars does my friend have?

3 Mario has 17 baseball cards in his collection. Julia has 6 times as many baseball
cards as Mario does.

a How many baseball cards does Julia have? Use numbers, labeled sketches, or
words to solve this problem. Show your work.
102 baseball cards
17 × 6 = 102 or 6 × 17 = 102
Work will vary.

b Write an equation to represent the problem.

17 × 6 = (10 × 6) + (7 × 6) = 60 + 42 = 102
4 True or False?

a T
4 and 6 are both factors of 24 and 36. ____

b F
38 is a multiple of 3. ____

c F
3 and 6 are both factors of 18 and 29. ____

d T
19 is a prime number. ____

e T
1, 2, 3, 4, 6, and 12 are all the factors of 12. ____

Bridges in Mathematics Grade 4 Assessment Guide A1 © The Math Learning Center | mathlearningcenter.org

Bridges in Mathematics Grade 4 Assessment Guide 5 © The Math Learning Center | mathlearningcenter.org
 Comprehensive Growth Assessment Written Assessment Answer Key

Comprehensive Growth Assessment page 2 of 16

5 Darius is training for a marathon. He wants to run 100 miles over the next couple
of weeks. Darius ran 8 miles a day for 3 days. Then, he ran 6 miles a day for 5 days.
How many more miles does he still have to run to get to his goal of 100 miles?

a Sonia estimated that Darius would need to run about 70 more miles to get to
his goal of 100 miles. Is this a reasonable estimate? Why or why not?
No. Explanations will vary. Example: 70 is too much.
8 × 3 = 24 and 6 × 5 = 30, so he’s already gone more
than 50 miles.

b Write an equation for this problem with a letter standing for the unknown
quantity. Responses will vary. Acceptable equations include:
100 − ((8 × 3) + (6 × 5)) = m, 100 – (24 + 30) = m,
100 – 54 = m, and 54 + m = 100.
c Solve the problem. Show your work using numbers, pictures, or words.
46 miles. Work will vary.

6 Fill in the blanks.

a 10 = 600
60 × ____ b 1,800
60 × 30 = ____ c ____
60 × 300 = 18,000
7 Round. Fill in the table.
Number Nearest 10 Nearest 100 Nearest 1,000 Nearest 10,000 Nearest 100,000

3,467,425 3,467,430 3,467,400 3,467,000 3,470,000 3,500,000

2,815,948 2,815,950 2,815,900 2,816,000 2,820,000 2,800,000

Bridges in Mathematics Grade 4 Assessment Guide A2 © The Math Learning Center | mathlearningcenter.org

Bridges in Mathematics Grade 4 Assessment Guide 6 © The Math Learning Center | mathlearningcenter.org
 Comprehensive Growth Assessment Written Assessment Answer Key

Comprehensive Growth Assessment page 3 of 16

8 Here are the first 4 arrangements in a tile sequence.

Arrangement 1 Arrangement 2 Arrangement 3 Arrangement 4

a Sketch the 5th and 6th arrangements in this sequence.

Arrangement 5 Arrangement 6

b Fill in the table to show how many tiles it takes to build each of the first 10
arrangements in the sequence.
Arrangement
Number
1 2 3 4 5 6 7 8 9 10
Number of
Tile to Build
3 5 7 9 11 13 15 17 19 21
c Describe and explain two different patterns you notice in the tile arrangements
or the numbers in the table.
Responses will vary. Examples:
All the numbers of tiles are odd because it’s always twice
the arrangement number plus 1.
Every arrangement adds 2 more tiles.
d How many tiles would it take to build the 21st arrangement in the sequence
shown above? Use labeled sketches, numbers, or words to help figure it out.
Show all your work.
43 tiles. Work will vary. Example: 21
1
21 + 21 + 1 = 43 21

Bridges in Mathematics Grade 4 Assessment Guide A3 © The Math Learning Center | mathlearningcenter.org

Bridges in Mathematics Grade 4 Assessment Guide 7 © The Math Learning Center | mathlearningcenter.org
 Comprehensive Growth Assessment Written Assessment Answer Key

Comprehensive Growth Assessment page 4 of 16

9 Fill in the table below.

Base Ten Numeral Number Name Expanded Form
four hundred sixty-three thousand, 400,000 + 60,000 +
463,812 eight hundred twelve 3,000 + 800 + 10 + 2

53,907 fifty-three thousand, nine hundred

seven 50,000 + 3,000 + 900 + 7

1,024,350 one million, twenty-four thousand, 1,000,000 + 20,000 +

4,000 + 300 + 50
three hundred fift y

10 Fill in the blanks. Use <, >, or =.

a 4,879,708 > 4,879,078 b 5,543,998 < 5,544,001

11 Use the standard addition and subtraction algorithms to solve these problems.
Show your work.

1 1 21 7 8
34,587 308,691
1 1
+ 68,305 – 92,877
102,892 215,814

12 Fill in the blanks on the array. Then determine the total product and complete the
equation beside the array.
10 5

10 100 50

4 40 20 15 210
14 × ___ = ____

Bridges in Mathematics Grade 4 Assessment Guide A4 © The Math Learning Center | mathlearningcenter.org

Bridges in Mathematics Grade 4 Assessment Guide 8 © The Math Learning Center | mathlearningcenter.org
 Comprehensive Growth Assessment Written Assessment Answer Key

Comprehensive Growth Assessment page 5 of 16

13 Use an efficient strategy to solve each multiplication problem. Show your work.

235 26
× 7 × 32
1,645 832
Work will vary. Example: Work will vary. Example:
7 × 200 = 1,400 10 × 26 = 260, so 30 × 26 = 780
7 × 30 = 210 2 × 26 = 52
7 × 5 = 35 780 + 52 = 832
1,400 + 210 + 35 = 1,645

14 Use an efficient strategy to solve this division problem. Show your work.
288 ÷ 9 = 32 Work will vary. Example:
9 × 10 = 90
9 × 20 = 180
9 × 30 = 270
288 – 270 = 18, and 2 × 9 = 18
9 × 32 = 288, so 288 ÷ 9 = 32
15 Sam’s class is going on a field trip to the science museum. There are 31 people in
Sam’s class.

a If each car can hold 4 people (not including the driver), how many cars do they
need to take all 31 people in Sam’s class to the museum? Show your work using
numbers, sketches, or words.
8 cars
Work will vary.

b If there is was a remainder, how did you handle it? Why?

Student answers will vary. Example:
31 ÷ 4 = 7 R3, but you can’t just leave 3 kids
behind, so you need 1 more car, even though
it won’t be all the way full.

Bridges in Mathematics Grade 4 Assessment Guide A5 © The Math Learning Center | mathlearningcenter.org

Bridges in Mathematics Grade 4 Assessment Guide 9 © The Math Learning Center | mathlearningcenter.org
 Comprehensive Growth Assessment Written Assessment Answer Key

Comprehensive Growth Assessment page 6 of 16

16 After visiting the science museum, Sam’s class went out for pizza. There were 6 kids
and 21 slices of pizza at Sam’s table.

a If they share all the pizza evenly, how much pizza can each of the 6 kids have?
Show your work using numbers, sketches, or words.
3 ½ pieces of pizza; work will vary.

b If there is was a remainder, how did you handle it? Why?

Student answers will vary. Example: 21 ÷ 6 = 18 R3, but you can cut up
pizza, so each kid can have another half of a piece.
17 3 6
Akiko says that 4 and 8 are equivalent fractions. Do you agree with Akiko? Why or
why not? Include a labeled sketch in your explanation.
Agree. Explanations and sketches will vary. Example:
I made a circle and divided it into fourths. Then I colored in 3 of
the fourths. Then I cut each fourth in half, and you can see that
you get 6⁄8.

18 Use the symbols <, >, and = to compare each pair of fractions.
3 = 6 8 > 12 4 < 10 =
2 4 4 5 3 9 8 2
6 16

19 Emir says, “I have 14 of a yard of rope. Lily has 14 of a foot of rope. If we add our
2
parts together, we will have 4 of a yard of rope.” Do you agree or disagree with
Emir? Explain.
Disagree. Explanations will vary. Example:
You can’t add ¼ of a foot and ¼ of a yard and say you have
2⁄4 of a yard. You could add those if you changed them both to
inches.

Bridges in Mathematics Grade 4 Assessment Guide A6 © The Math Learning Center | mathlearningcenter.org

Bridges in Mathematics Grade 4 Assessment Guide 10 © The Math Learning Center | mathlearningcenter.org
 Comprehensive Growth Assessment Written Assessment Answer Key

Comprehensive Growth Assessment page 7 of 16

20 Theo says that 58 is less than 126 because 5 is less than 6, and 8 is less than 12. Do you
agree with Theo? Why or why not? Include a labeled sketch in your explanation.
Disagree; explanations will vary. Example:
You can see that 5⁄8 is more than 6⁄12.

21 Kim has 13 of a pie. Matt has 16 of a pie. Mark all the statements about this situation
that are true.
N We know for sure that Kim has more pie than Matt.
N If the pies are exactly the same size, Matt has a smaller piece than Kim.
N If the pieces are exactly the same size, Matt has a larger piece than Kim.
N If Matt’s pie was bigger than Kim’s pie to start, Matt might have more pie than Kim.

22 There are several different ways to write 58 as the sum of fractions with the same
denominator.
• Make a sketch on the geoboard to match the equation in the first box.
• Write an equation to match the sketch in the second box.
5
• Write an equation and make a sketch to show a different way to write 8 as the
sum of fractions with the same denominator.

a 5
8 =
4
8 +
1
8 b 5
8 = 2⁄8 + 3⁄8 c 5
8 =1⁄8 + 1⁄8 + 1⁄8 + 1⁄8 + 1⁄8 = 5⁄8
Responses will vary. Example: Responses will vary. Example:

Bridges in Mathematics Grade 4 Assessment Guide A7 © The Math Learning Center | mathlearningcenter.org

Bridges in Mathematics Grade 4 Assessment Guide 11 © The Math Learning Center | mathlearningcenter.org
 Comprehensive Growth Assessment Written Assessment Answer Key

Comprehensive Growth Assessment page 8 of 16

23 Paul and the other kids in his scout troop are learning how to make rope. On
1 4
Monday, Paul made 6 of a meter of rope. On Tuesday, he made 6 of a meter of rope.
How much rope did Paul make on Monday and Tuesday put together? Show your
work using numbers, sketches, or words. Label your answer with the correct units.
5⁄6 meter
Work will vary.

24 Isabel brought 1 34 liters of lemonade to a party. Andrew brought 3 34 liters of

lemonade to the party. How much lemonade do they have together? Show your
work using numbers, sketches, or words. Label your answer with the correct units.
5 2⁄4 liters or 5 ½ liters

25 Max and Zoe raced their pet snails. Max’s snail moved 9 38 centimeters. Zoe’s snail
7
moved 7 8 centimeters. How much farther did Max’s snail move than Zoe’s? Show your
work using numbers, sketches, or words. Label your answer with the correct units.
1 4⁄8 centimeters or 1 ½ centimeters

26 Fill in the blanks to complete each equation.

a 125 = 5 × 1⁄12 b 98 = 9 × 18 c 4
5 = 4 ×
1
5

Bridges in Mathematics Grade 4 Assessment Guide A8 © The Math Learning Center | mathlearningcenter.org

Bridges in Mathematics Grade 4 Assessment Guide 12 © The Math Learning Center | mathlearningcenter.org
 Comprehensive Growth Assessment Written Assessment Answer Key

Comprehensive Growth Assessment page 9 of 16

27 Zara says that 4 × 23 is the same as 8 × 13 . Do you agree or disagree? Explain

Agree. Explanations will vary. Example:
4 × 2⁄3 = 8⁄3 and 8 × 1⁄3 = 8⁄3. They’re the same because every
group of 2⁄3 has 2 one-thirds in it, so 4 groups of 2⁄3 is the same
as 8 groups of 1⁄3.
28 Multiply.
a 5×
1
3 = 5⁄3 b 6×
3
4 = 18⁄4 or 4 2⁄4 or 4 ½

29 6 people each ate 38 of a pizza. How much pizza did all 6 people eat? Show your work
with numbers, sketches, or words.
2 2⁄8 or 2 ¼ pizzas
Work will vary. Example:
I drew a pizza and cut it into 8 parts. I colored in 3 of the
parts for the first person, 3 for the second, and so on.
I kept drawing and coloring in pieces until there was
enough. You can see that together, they ate 2 ¼ pizzas.
30 Fill in the blanks.
2 = 20 90 = 9 6 = 85
10 100 100 10 10 0. 6 100 = 0. 85

31 Rabya says she can add 104 and 100

37 4 40 40
by thinking about 10 as 100 and then adding 100
37
and 100 . Do you agree or disagree? Explain.

Agree. Explanations will vary. Example:

4⁄1 = 4⁄1 and 4⁄1 + 37⁄1 = 77⁄1

32 Use the symbols <, >, and = to compare each pair of decimals.
0.7 < 0.89 0.60 > 0.06 1.3 > 1.25 2.24 > 1.99

Bridges in Mathematics Grade 4 Assessment Guide A9 © The Math Learning Center | mathlearningcenter.org

Bridges in Mathematics Grade 4 Assessment Guide 13 © The Math Learning Center | mathlearningcenter.org
 Comprehensive Growth Assessment Written Assessment Answer Key

Comprehensive Growth Assessment page 10 of 16

33 Leo has 0.3 meter of ribbon. Sara has 0.3 decimeter of ribbon. Leo says they have
the same amount of ribbon. Do you agree or disagree? Explain.
Disagree. Explanations will vary. Example:
Leo has more than Sara because 3⁄10 of a meter is way more
than 3⁄10 of a decimeter.

34 Mark the word that best completes each sentence.

a I would use centimeters to measure the length of a
N pencil N sandbox N racetrack

b I would use liters to measure the amount of water in a

N teaspoon N coffee cup N bathtub

c To find the mass of 5 paperclips, I would use

N milligrams N grams N kilograms

d To measure how long it takes to walk from our classroom to the office and
back, I would use
N seconds N minutes N hours

e To find the weight of an apple, I would use

N ounces N pounds N tons

35 Fill in the table to show how many inches there are in different numbers of feet.
Feet 1 2 3 4 5 10 15 24
Inches 12 24 36 48 60 120 180 288
36 Fill in the blanks.
a 3 yards = ____9 feet b 900 centimeters
9 meters = ____

c 6 kilograms =6,000
____ grams d 5 liters =5,000
____ milliliters

Bridges in Mathematics Grade 4 Assessment Guide A10

A10 © The Math Learning Center | mathlearningcenter.org

Bridges in Mathematics Grade 4 Assessment Guide 14 © The Math Learning Center | mathlearningcenter.org
 Comprehensive Growth Assessment Written Assessment Answer Key

Comprehensive Growth Assessment page 11 of 16

37 Kiara woke up at 7:15. It took her 20 minutes to get ready for school and 10 minutes
to walk to the bus stop. What time did Kiara get to the bus stop? Use a labeled
sketch to show and solve this problem.
7:45 Work will vary. Example:

+ 20 min. + 10 min.

7:15 7:35 7:45

38 When Darius is in training, he drinks lots of water. Yesterday, he drank 2 liters of

water during his run. When he got home again, he drank 450 milliliters of water.
How many milliliters of water did he drink in all? Show your work. Label your
answer with the correct units.
2,450 milliliters
Work will vary.

39 What is the perimeter of the rectangle? Show your work. Label your answer with
the correct units.
7 12 m 22 meters
Work will vary.
3 12 m

Bridges in Mathematics Grade 4 Assessment Guide A11

A11 © The Math Learning Center | mathlearningcenter.org

Bridges in Mathematics Grade 4 Assessment Guide 15 © The Math Learning Center | mathlearningcenter.org
 Comprehensive Growth Assessment Written Assessment Answer Key

Comprehensive Growth Assessment page 12 of 16

40 Here is a sketch map of the Jacksons’ kitchen. They are planning to put in new tiles
that will cover the entire floor.

a What is the area of the Jackson’s kitchen floor? Show your work. Label your
answer with the correct units.
12'
72 square feet.
4' 4 × 6 = 24 Work will vary. Example shown.
8 × 6 = 48 4 × 6 = 24
8 × 6 = 48
4'
24 + 48 = 72
6'

b The tiles are each 1 square foot (1 foot by 1 foot), and they come in packages of 10.
How many packages of tiles will the Jacksons need to buy? Show all your work.
8 packages. Work will vary. Example:
They need 72 tiles to cover the floor. The tiles come in packs
of 10, so they have to get 8 packs. They can save the extras
in case they break one.

Bridges in Mathematics Grade 4 Assessment Guide A12

A12 © The Math Learning Center | mathlearningcenter.org

Bridges in Mathematics Grade 4 Assessment Guide 16 © The Math Learning Center | mathlearningcenter.org
 Comprehensive Growth Assessment Written Assessment Answer Key

Comprehensive Growth Assessment page 13 of 16

41 Mr. Alonzo’s students kept track of how much they grew during fourth grade. The
table below shows how much some of the students grew during fourth grade.
Student Inches Grown Student Inches Grown
3
Alison 1 8 in. Kyle 3 in.
1 1
Darius 2 2 in. Maria 1 4 in.
3 3
Akiko 4 in. Marco 1 8 in.
7
Miranda 1 8 in.

a Make a line plot to show the data, using the line below. Label the rest of the
marks along the line, and then enter the data points. Add a title above the line
plot and a label below the line to explain what the numbers mean.
How Much We Grew
Titles will vary.

×
× × × × × ×
5 ¾ 1 1 ¼ 1 3⁄8 1 7⁄8 2 2½ 3
8

Inches Grown
Labels will vary.
b If you combine the number of inches Marco and Miranda grew, what is the
total? Show your work.
3 2⁄8 or 3 ¼ inches
Work will vary.
c How much more did Kyle grow this year than Alison? Show your work.
1 5⁄8 inches
Work will vary.

Bridges in Mathematics Grade 4 Assessment Guide A13

A13 © The Math Learning Center | mathlearningcenter.org

Bridges in Mathematics Grade 4 Assessment Guide 17 © The Math Learning Center | mathlearningcenter.org
 Comprehensive Growth Assessment Written Assessment Answer Key

Comprehensive Growth Assessment page 14 of 16

42 A video camera is monitoring a store. Every second, it turns one degree. After 90
seconds, what is the measure of the angle formed by the turning of the video camera?
90 degrees

43 Use your protractor to solve both of these problems.

a Measure this angle. b Sketch an angle that measures 30º.
Accept answers that are
within 3° of 30°, either
under or over.

Accept answers that are

within 3° of 75°, either
under or over.

75
The measure of this angle is ____º

44 Luke made a 90 degree turn on his snowboard. Then, he turned 160 degrees more.
As you answer the questions below, it may help to draw a sketch.

a Write and solve an equation to show how far Luke turned in all.
250°
Equations will vary. Example: 90 + 160 = 250°

b Write and solve an equation that shows how much farther Luke needs to turn
to make a complete circle.
110°
Equations will vary. Example: 360 – 250 = 110°

Bridges in Mathematics Grade 4 Assessment Guide A14

A14 © The Math Learning Center | mathlearningcenter.org

Bridges in Mathematics Grade 4 Assessment Guide 18 © The Math Learning Center | mathlearningcenter.org
 Comprehensive Growth Assessment Written Assessment Answer Key

Comprehensive Growth Assessment page 15 of 16

45 Write and solve an equation to find the measure of the mystery angle below. Write
the answer in the gray box.

180 – 115 = 65
Equations may vary slightly.
65° 115˚

46 Draw an example to illustrate each word or phrase below. Use a ruler to help make
your drawings neat and accurate.
Note You can use a geoboard and rubber bands to build any of these before you
sketch them on the sheet.
A polygon with one or more pairs of
An acute angle A right triangle
perpendicular sides

A quadrilateral with exactly one pair

A right angle of parallel sides and exactly one line An obtuse angle
of symmetry

Bridges in Mathematics Grade 4 Assessment Guide A15

A15 © The Math Learning Center | mathlearningcenter.org

Bridges in Mathematics Grade 4 Assessment Guide 19 © The Math Learning Center | mathlearningcenter.org
 Comprehensive Growth Assessment Written Assessment Answer Key

Comprehensive Growth Assessment page 16 of 16

47 How many lines of symmetry does each of the figures below have? Write the
number below the figure, and draw in the lines of symmetry (if there are any) on
each figure.

4 1 0

48 Use this collection of figures to answer the questions below.

G
B E

A F
C D H

a Find all the right triangles and color them blue.

b Ari says figure G is not a right triangle. Do you agree? Why or why not?
Agree. Explanations will vary. Example:
Figure G is not a right triangle because it is not closed.
c Jane says that figure H is not a right triangle because the sides are all different
lengths. Do you agree? Why or why not?
Disagree. Explanations will vary. Example:
Figure H is a right triangle because it has a right angle. It
doesn’t matter if the sides are different lengths or not.
49 Mark every statement about quadrilaterals that is true.
N All quadrilaterals have 4 sides.
N All quadrilaterals have exactly 2 pairs of parallel sides.
N Some quadrilaterals have at least 1 pair of perpendicular sides.
N There is no such thing as a quadrilateral with 1 or more obtuse angles.
N Some quadrilaterals have exactly 2 lines of symmetry.

Bridges in Mathematics Grade 4 Assessment Guide A16

A16 © The Math Learning Center | mathlearningcenter.org

Bridges in Mathematics Grade 4 Assessment Guide 20 © The Math Learning Center | mathlearningcenter.org
Comprehensive Growth Assessment | Scoring Guide

Comprehensive Growth Assessment Scoring Guide page 1 of 7

Student Name
Item CCSS Points Possible
1 Writes and solves an equation to 4.OA.1 1 pt.
represent a statement of a multiplica-
tive comparison.
6 pattern blocks; acceptable equations:
48 ÷ 8 = 6 or 8 × 6 = 48 or 6 × 8 = 48.
2 Writes a story problem that involves 4.OA.1 1 pt.
a multiplicative comparison to match a
multiplication equation.
Responses will vary; see answer key.
3a–b Solves a story problem that 4.OA.2 3 pts.
involves a multiplicative comparison 4.NBT.5 • 1 pt. for correct answer
and writes an equation for the problem. • 1 pt. for work that could lead
102 baseball cards; 17 × 6 = 102 or to the correct answer
6 × 17 = 102; work will vary. Equations • 1 pt. for an equation that
will vary. Example: 17 × 6 = (10 × 6) + (7 accurately represents the
× 6) = 60 + 42 = 102. situation
4a–e Marks statements as true or 4.OA.4 5 pts.
false to demonstrate understanding of
factors and multiples.
T, F, F, T, T
5a Evaluates for reasonableness an 4.OA.3 2 pts.
estimated answer for a multi-step • 1 pt. for correct answer (no)
story problem involving addition, • 1 pt. for a sensible explana-
subtraction, and multiplication. tion as to why the estimate is
No; explanations will vary. Example: 70 not reasonable
is too much. 8 × 3 = 24 and 6 × 5 = 30, so
he’s already gone more than 50 miles.
5b Writes an equation for the 4.OA.3 1 pt.
multi-step story problem with a letter
standing for the unknown quantity.
Responses will vary. Acceptable equa-
tions include 100 – ((8 × 3) + (6 × 5)) = m;
100 – (24 + 30) = m; 100 – 54 = m;
54 + m = 100.
5c Solves a multi-step story problem 4.OA.3 2 pts.
involving addition, subtraction, and • 1 pt. for correct answer
multiplication. • 1 pt. for work that could lead
46 miles; work will vary. to the correct answer
6a–c Fills in the blanks in equations 4.NBT.1 3 pts.
to demonstrate understanding of
multiplying by powers of 10.
10, 1800, 60
7 Rounds numbers to the nearest 10, 4.NBT.3 5 pts.
100, 1,000, 10,000, and 100,000. • 1/2 pt for each correct answer
3,467,430; 3,467,400; 3,467,000;
3,470,000; 3,500,000
2,815,950; 2,815,900; 2,816,000;
2,820,000; 2,800,000

Subtotal page 1

Bridges in Mathematics Grade 4 Assessment Guide 21 © The Math Learning Center | mathlearningcenter.org
Comprehensive Growth Assessment | Scoring Guide

Comprehensive Growth Assessment

Scoring Guide page 2 of 7

Student Name
Item CCSS Points Possible
8a Sketches the 5th and 6th arrange- 4.OA.5 1 pt.
ments in a geometric sequence, given
the first 4 arrangements.
See answer key.
8b Completes a table showing how 4.OA.5 1 pt.
many tiles it takes to build each of the
first 10 arrangements in the sequence.
7, 9, 11, 13, 15, 17, 19, 21
8c Describes and explains 2 pat- 4.OA.5 2 pts.
terns in the tile arrangements or the
numbers in the table.
Responses will vary. See answer key for
example.
8d Determines how many tiles it 4.OA.5 2 pts.
would take to build the 21st arrange- • 1 pt. for the correct answer
ment in the sequence. Shows work. • 1 pt. for a viable strategy
43 tiles; work will vary. See answer key for that could lead to the correct
example. answer
9 Reads and writes multi-digit whole 4.NBT.2 6 pts.
numbers represented with base ten
numerals, number names, and in
expanded form.
Four hundred sixty-three thousand, eight
hundred twelve;
400,000 + 60,000 + 3,000 + 800 + 10 + 2
53,907; fifty-three thousand, nine
hundred seven
1,024,350;
1,000,000 + 20,000 + 4,000 + 300 + 50
10 Compares multi-digit numbers 4.NBT2 2 pts.
using <, >, and =.
>, <
11 Uses the standard algorithms to 4.NBT.4 2 pts.
add and subtract multi-digit numbers.
102,892; 215,814
12 Finishes labeling an open array to 4.NBT.5 2 pts.
model and solve a 2-digit by 2-digit • 1 pt. for correctly labeling
multiplication combination. Completes the array
an equation to show the results. • 1 pt. for the correct equation
10, 50, 40, 20; 14 × 15 = 210
13 Uses an efficient strategy to solve 4.NBT.5 4 pts. (2 pts. per problem)
a 3-digit by 1-digit multiplication • 1 pt. for correct answer
combination and a 2-digit by 2-digit • 1 pt. for an efficient strategy
combination. that could lead to the correct
1,645; 832. Work will vary; see answer answer
key.
14 Uses an efficient strategy to divide 4.NBT.6 2 pts.
a 3-digit by a 1-digit number. Shows • 1 pt. for correct answer
work. • 1 pt. for an efficient strategy
32. Work will vary; see answer key. that could lead to the correct
answer

Subtotal page 2

Bridges in Mathematics Grade 4 Assessment Guide 22 © The Math Learning Center | mathlearningcenter.org
Comprehensive Growth Assessment | Scoring Guide

Comprehensive Growth Assessment

Scoring Guide page 3 of 7

Student Name
Item CCSS Points Possible
15a–b Solves a division story problem 4.OA.3 3 pts.
with a remainder involving a situation 4.NBT.6 • 1 pt. for correct answer
that requires rounding up to the next • 1 pt. for a viable strategy
whole number. Explains how the that could lead to the correct
remainder was handled, and why. answer
8 cars; work will vary. Responses to part • 1 pt. for an explanation that
b will vary. Example: 31 ÷ 4 = 7 R3, but demonstrates understand-
you can’t just leave 3 kids behind, so you ing of how to deal with the
need 1 more car. remainder in this situation
16a–b Solves a division story 4.OA.3 3 pts.
problem with a remainder involving a 4.NBT.6 See scoring guidelines for items
situation in which the remainder can 15a–b above
be split into fractional pieces.
3 1/2 pieces of pizza; work will vary.
Responses to part b will vary. See answer
key for example.
17 Recognizes 3/4 and 6/8 as equivalent 4.NF.1 3 pts.
fractions, and uses a visual model to • 1 pt. for correct answer
demonstrate why. (agree)
Agree. Explanations and sketches will • 1 pt. for explanation that
vary. See answer key for example. demonstrates understand-
ing of equivalent fractions
• 1 pt. for a viable visual model
in the explanation
18 Uses the symbols <, >, and = to 4.NF.2 4 pts.
compare pairs of fractions that have
different numerators and different
denominators.
=, >, <, =
19 Demonstrates the understanding 4.NF.3a 2 pts.
that fractions can’t be added unless • 1 pt. for correct answer
they refer to the same whole. (disagree)
Disagree; explanations will vary. See • 1 pt. for explanation that
answer key for example. demonstrates understand-
ing of the fact that fractions
must refer to the same
whole to be added
20 Compares two fractions and 4.NF.2 2 pts.
explains why 5/8 is greater than • 1 pt. for correct answer
6/12. Includes a labeled sketch in (disagree)
explanation. • 1 pt. for a reasonable
Disagree; explanations will vary. Sketch explanation that includes a
must reflect the understanding that the relevant, labeled sketch
two fractions being compared must
involve the same-sized whole.
21 Demonstrates the understanding 4.NF.2 1 pt. for selecting the correct
that fractions must refer to the same choices, and not selecting
whole to be compared. those that are incorrect
Choices 2 and 4

Subtotal page 3

Bridges in Mathematics Grade 4 Assessment Guide 23 © The Math Learning Center | mathlearningcenter.org
Comprehensive Growth Assessment | Scoring Guide

Comprehensive Growth Assessment

Scoring Guide page 4 of 7

Student Name
Item CCSS Points Possible
22a–c Decomposes 5/8 into a sum of 4.NF.3a 3 pts.
fractions with the same denominator 4.NF.3b
in several different ways; uses visual
models to justify decompositions.
a) Responses will vary.
b) 2/8 + 3/8
c) Responses will vary.
23 Solves a story problem that 4.NF.3d 2 pts.
involves addition of 2 fractions with • 1 pt. for correct answer
like denominators. Shows work and • 1/2 pt each for work that could
labels answer with correct units. lead to the correct answer
5/6 meter; work will vary and for labeling the answer
with the correct units
24 Solves a story problem that 4.NF.3c 2 pts.
involves addition of mixed numbers See scoring guidelines for item
with like denominators. 23 above
5 2/4 liters or 5 1/2 liters
25 Solves a story problem that 4.NF.3c 2 pts.
involves subtraction of mixed numbers See scoring guidelines for item
with like denominators. 23 above
1 4/8 centimeters or 1 1/2 centimeters
26a–c Completes equations that 4.NF.4a 3 pts.
involve multiplying a fraction by a
whole number.
1/12, 9, 4
27 Agrees with the assertion that 4.NF.4b 2 pts.
4 × 2/3 is the same as 8 × 1/3, and • 1 pt. for correct answer
explains why. (agree)
Agree. Explanations will vary. Example: • 1 pt. for an explanation that
4 × 2/3 = 8/3 and 8 × 1/3 = 8/3. They’re the demonstrates an under-
same because every group of 2/3 has 2 standing of the fact that any
one-thirds in it, so 4 groups of 2/3 is the multiple of a fraction a/b is
same as 8 groups of 1/3. also a multiple of 1/b
28a–b Multiplies a fraction by a whole 4.NF.4b 2 pts.
number.
5/3, 18/4 or 4 2/4 or 4 1/2
29 Solves a story problem that 4.NF.4c 2 pts.
involves multiplying a fraction by a • 1 pt. for correct answer
whole number. • 1 pt. for work that could lead
2 2/8 or 2 1/4 pizzas; work will vary. See to the correct answer
answer key for example.
30 Converts between tenths and 4.NF.5 4 pts.
hundredths; writes fractions with 4.NF.6
denominators 10 and 100 in decimal
notation.
20/100, 9/10, 0.6, 0.85

Subtotal page 4

Bridges in Mathematics Grade 4 Assessment Guide 24 © The Math Learning Center | mathlearningcenter.org
Comprehensive Growth Assessment | Scoring Guide

Comprehensive Growth Assessment

Scoring Guide page 5 of 7

Student Name
Item CCSS Points Possible
31 Adds fractions with denominators 4.NF.1 2 pts.
10 and 100 by converting the tenths 4.NF.5 • 1 pt. for correct answer
to hundredths and then adding (agree)
hundredths. • 1 pt. for an explanation that
Agree. Explanations will vary. Example: demonstrates understand-
4/10 = 40/100 and 40/100 + 37/100 = 77/100 ing that tenths can be
rewritten as hundredths
in order to add tenths and
hundredths
32 Uses the symbols >, =, and < to 4.NF.7 4 pts.
compare pairs of decimal numbers to
hundredths.
<, >, >, >
33 Responds to the assertion that 0.3 4.NF.7 2 pts.
meter of ribbon is the same amount as • 1 pt. for correct answer (agree)
0.3 decimeter of ribbon. • 1 pt. for an explanation that
Disagree; explanations will vary. demonstrates understand-
Example: Leo has more than Sara ing that a comparison of
because 3/10 of a meter is way more than decimal numbers is valid
3/10 of a decimeter. only when they refer to the
same whole
34a–e Chooses units appropriate to 4.MD.1 5 pts.
measuring the length, liquid volume,
mass, time, or weight of specific items.
Choice 1: pencil; Choice 3: bathtub;
Choice 2: grams; Choice 2: minutes
(seconds may be acceptable if your
classroom is very close to the office);
Choice 1: ounces
35 Fills in a 2-row table to show how 4.NBT.5 4 pts.
many inches there are in different 4.MD.1 • 1/2 pt for each correct answer
numbers of feet.
12, 24, 36, 48, 60, 120, 180, 288
36a–d Converts measurements made 4.NBT.5 4 pts.
in larger units to their equivalent in 4.MD.1
smaller units within the same system.
9 feet, 900 centimeters, 6,000 grams,
5,000 milliliters
37 Solves a story problem involving 4.MD.2 2 pts.
intervals of time using addition. • 1 pt. for correct answer
Includes a labeled diagram in work • 1 pt. for the use of a labeled
shown. sketch to model and solve
7:45; work will vary. See answer key for the problem
example.
38 Solves a measurement story prob- 4.MD.2 3 pts.
lem involving addition, and expresses • 1 pt. for the correct answer
measurements given in a larger unit • 1 pt. for work that could lead
as a smaller unit. Labels answer with to the correct answer
correct units. • 1 pt. for labeling the answer
2,450 milliliters; work will vary. with the correct units

Subtotal page 5

Bridges in Mathematics Grade 4 Assessment Guide 25 © The Math Learning Center | mathlearningcenter.org
Comprehensive Growth Assessment | Scoring Guide

Comprehensive Growth Assessment

Scoring Guide page 6 of 7

Student Name
Item CCSS Points Possible
39 Determines the perimeter of a 4.MD.3 3 pts.
rectangle; adds mixed numbers with 4.NF.3c See scoring guidelines for item
like denominators. 38 above
22 meters; work will vary.
40a Uses the formula for the area 4.MD.3 3 pts.
of a rectangle to find the area of a See scoring guidelines for item
rectilinear figure. Shows work. Labels 38 above
answer with correct units.
72 square feet. Work will vary; see answer
key.
40b Solves a division story problem 4.OA.3 2 pts.
with a remainder. 4.NBT.6 • 1 pt. for correct answer
8 packages; work will vary. Example: • 1 pt. for a viable strategy
They need 72 tiles to cover the floor. The that could lead to the correct
tiles come in packs of 10, so they have to answer
get 8 packs. They can save the extras in
case they break one.
41a Completes a line plot to display a 4.MD.4 2 pts.
data set comprised of measurements • 1 pt. for completing the line
taken in halves, fourths, and eighths plot accurately
of an inch. • 1 pt. for entering all the data
See answer key. points accurately
41b Solves a problem involving 4.NF.3c 2 pts.
addition of mixed numbers shown on 4.MD.4 • 1 pt. for correct answer
the line plot. • 1 pt. for work that could lead
3 2/8 or 3 1/4 inches; work will vary. to the correct answer
41c Solves a problem involving 4.NF.3c 2 pts.
subtraction of mixed numbers shown 4.MD.4 • 1 pt. for correct answer
on the line plot. • 1 pt. for work that could lead
1 5/8 inches; work will vary. to the correct answer
42 Understands one-degree angles 4.MD.5a 1 pt.
and use them to determine measures 4.MD.5b
of other angles.
90 degrees
43a–b Uses a protractor to measure 4.MD.6 2 pts.
an angle and to construct an angle
that measures 30°.
a) 75° (accept answers that are within
3° of 75°)
b) Accept any angle within 3° of 30°,
either more or less.
44 a–b Demonstrates understanding 4.MD.7 2 pts. (1 pt. per problem):
that angle measures are additive and • 1/2 point for correct answer
shows this relationship with an equation. • 1/2 point for equation that
a) 250°. Equations will vary. accurately represents the
Example: 90 + 160 = 250°. situation
b) 110°. Equations will vary.
Example: 360 – 250 = 110°.
45 Finds the measure of an unknown 4.MD.7 1 pt.
angle using addition or subtraction and
prior knowledge about lines and angles.
65 degrees

Subtotal page 6

Bridges in Mathematics Grade 4 Assessment Guide 26 © The Math Learning Center | mathlearningcenter.org
Comprehensive Growth Assessment | Scoring Guide

Comprehensive Growth Assessment

Scoring Guide page 7 of 7

Student Name
Item CCSS Points Possible
46 Draws an example of each of 6 4.MD.5 6 pts.
different geometric elements and 4.G.1
polygons. 4.G.2
Responses will vary. See answer key for 4.G.3
examples.
47 Identifies the number of lines of sym- 4.G.3 3 pts.
metry in figures, and draws them in.
4, 1, 0 lines of symmetry. See answer key.
48a Finds and colors in all the right 4.G.2 1 pt. for coloring in all the
triangles in a collection of figures. correct choices, and none of
Triangles A, B, E, and H should be colored the incorrect choices
blue. All the others should remain
uncolored.
48b Responds to the assertion that 4.G.2 2 pts.
Figure G is not a right triangle, and • 1 pt. for correct answer
explains response. (agree)
Agree; explanations will vary. Example: • 1 pt. for an explanation
Figure G is not a right triangle because it demonstrating understand-
is not closed. ing that a triangle must be
closed
48c Responds to the assertion that 4.G.2 2 pts.
Figure H is not a right triangle, and • 1 pt. for correct answer
explains response. (disagree)
Disagree; explanations will vary. • 1 pt. for an explanation dem-
Example: Figure H is a right triangle onstrating understanding
because it has a right angle. It doesn’t that the defining character-
matter if the sides are different lengths istic of a right triangle is the
or not. presence of a right angle (it
doesn’t matter if the side
lengths are different)
49 Marks all the true statements 4.G.2 1 pt. for selecting all the true
about quadrilaterals. 4.G.3 statements, and none of the
Choices 1, 3, and 5 false statements

Subtotal page 7

Subtotal from page 1

Subtotal from page 2

Subtotal from page 3

Subtotal from page 4

Subtotal from page 5

Subtotal from page 6

TOTAL SCORE/LEVEL OF PROFICIENCY* 148 pts.

* Meeting Standard 111-148 points (75%–100% correct) Approaching Standard 74–110 points (50–74% correct)
Strategic 37–73 points (25–49% correct) Intensive 36 points or less (24% or less correct)

Bridges in Mathematics Grade 4 Assessment Guide 27 © The Math Learning Center | mathlearningcenter.org
September | Assessment class set, plus 1 for display

NOMBRE | FECHA

Evaluación básica página 1 de 6

1 Resuelve todas las operaciones de multiplicación que puedas en un minuto.

8 7 4 6 5 4 8
×3 ×2 ×4 ×6 ×5 ×7 ×1

0 9 5 6 3 6 6
×4 ×7 ×7 ×5 ×4 ×8 ×7

10 9 4 7 7 9
×6 ×6 ×6 ×7 ×8 ×9

2 Escribe un problema de texto para la siguiente ecuación: 6 × 7 = 42

3 Escribe un problema de texto para la siguiente ecuación: 40 ÷ 5 = 8

(continúa en la página siguiente)

Number Corner Grade 4 Teacher Masters T5 © The Math Learning Center | mathlearningcenter.org
September | Assessment class set, plus 1 for display

NOMBRE | FECHA

Evaluación básica página 2 de 6

4 Suma estos dos números. Usa números, dibujos o palabras para ayudarte a resolver
la ecuación y mostrar tu razonamiento.
367 + 434 = _______

5 Resta estos dos números. Usa números, dibujos o palabras para ayudarte a resolver
la ecuación y mostrar tu razonamiento.
904 – 768 = _______

6 Kiara y su papá prepararon 72 galletas para la venta de repostería. Dividieron todas

las galletas exactamente en 9 platos. ¿Cuántas galletas había en cada plato? Muestra
tu razonamiento con números, palabras o dibujos.

(continúa en la página siguiente)

Number Corner Grade 4 Teacher Masters T6 © The Math Learning Center | mathlearningcenter.org
September | Assessment class set, plus 1 for display

NOMBRE | FECHA

Evaluación básica página 3 de 6

7 Los niños del Club de actividades después de la escuela van a ir al Museo del Niño.
Hay 45 niños y en cada carro caben 5 niños. ¿Cuántos carros necesitarán para llevar a
los 45 niños al museo? Muestra tu razonamiento con números, palabras o dibujos.

8 Mei tiene que multiplicar 4 × 9 × 5. Ella dice que multiplicará 4 × 5 primero para
obtener 20 y luego multiplicará 20 por 9, porque esta es una forma fácil de resolver el
problema. Jessica dice que Mei tiene que multiplicar 4 × 9 primero porque ese es el
orden de los números en el problema. ¿Con quién estás de acuerdo, con Mei o Jessica?
¿Por qué?

9 Carlos tenía $482. Recibió $108 por cuidar la casa del vecino mientras estuvo de
vacaciones. Él está tratando de ahorrar $750.

a ¿Cuánto dinero más necesita Carlos para tener $750? Muestra tu razonamiento
con números, palabras o dibujos con anotaciones.

b ¿Es razonable tu respuesta? Usa estimación o redondeo para explicar por qué.

(continúa en la página siguiente)

Number Corner Grade 4 Teacher Masters T7 © The Math Learning Center | mathlearningcenter.org
September | Assessment class set, plus 1 for display

NOMBRE | FECHA

Evaluación básica página 4 de 6

10 Completa el número faltante en cada ecuación.
a ____ × 6 = 36 b ____ = 7 × 7
c 54 ÷ ____ = 9 d ____ ÷ 4 = 10

11 Coloca las siguientes fracciones en los lugares correctos sobre la recta numérica:
7 7 5 2 6
4 18 6 4 6 1 14 4
3
1
8

0 2

12 Realiza un dibujo de una recta numérica y úsala para mostrar por qué 13 es menor
1
que 2 .

13 El rectángulo de abajo tiene un área de 72 centímetros cuadrados. ¿Cuál es el largo

del lado marcado con una x? Muestra tu trabajo.
x cm

72 cm
8 cm
cuadrados

(continúa en la página siguiente)

Number Corner Grade 4 Teacher Masters T8 © The Math Learning Center | mathlearningcenter.org
September | Assessment class set, plus 1 for display

NOMBRE | FECHA

Evaluación básica página 5 de 6

14 Colorea esta cuadrícula para representar 6 x 8. Luego responde las preguntas que
están debajo de la cuadrícula.

a Escribe y resuelve una ecuación para

representar el área de la cuadrícula que
acabas de colorear.

b Marca todos los enunciados acerca de la

cuadrícula que son verdaderos.
NN Coloreaste exactamente la mitad de
toda la cuadrícula.
NN El área de toda la cuadrícula mide 10 x 10.
NN 6 × 8 = (6 × 5) + (6 × 3)
NN La parte que coloreaste es menos que la mitad del área de toda la cuadrícula.

15 ¿Cuál tiene un área más grande, el Rectángulo A o el Rectángulo B? ¿Cómo lo sabes?

• Usa números, dibujos con anotaciones o palabras para explicar.
• Encuentra el área de cada rectángulo e incluye esa información en tu
explicación.
30

10 A

50
6 B

Number Corner Grade 4 Teacher Masters T9 © The Math Learning Center | mathlearningcenter.org
September | Assessment class set, plus 1 for display

NOMBRE | FECHA

Evaluación básica página 6 de 6

16 Daniel tiene un robot de cuerda miniatura. Un día, decidió intentar un experimento
con su juguete. Le dio cuerda al pequeño robot, lo puso sobre el piso y midió para
ver cuán lejos podía caminar antes de caerse. Lo hizo así 7 veces.

a Las líneas a continuación representan cuán lejos el juguete de cuerda de Daniel

1
caminó cada vez antes de caerse. Mide cada línea hasta el 4 de pulgada más
cercano y escribe la distancia en el recuadro al final de la línea.

Prueba 1
INICIO

Prueba 2

Prueba 3

Prueba 4

Prueba 5

Prueba 6

Prueba 7

b Completa la línea de trazado siguiente para representar los datos de Daniel. Recuerda:
• Rotula todas las marcas a lo largo de la línea.
• Escribe un rótulo debajo de la línea para indicar lo que significan los números.
• Escribe los datos.
• Ponle título a tu línea de trazado para indicar de qué se trata.

Título

3 4 5 6

Number Corner Grade 4 Teacher Masters T10 © The Math Learning Center | mathlearningcenter.org
October | Assessment class set, plus 1 for display

NOMBRE | FECHA

Repaso de Number Corner 1 página 1 de 4

1 Resuelve cada problema de texto a continuación. Usa números, dibujos o palabras para
mostrar tu razonamiento. Escribe una ecuación que corresponda al problema.

a Elsa tiene 16 fotos en su álbum. Jamie tiene 9 veces más fotos que las que tiene
Elsa. ¿Cuántas fotos tiene Jamie?

Ecuación: ___________________________________________________
Respuesta: _______

b Marco recoge manzanas en la granja de su tío. El lunes llenó 8 canastas de

manzanas. El martes llenó 13 canastas. Marco puso 25 manzanas en cada
canasta. ¿Cuántas manzanas recogió Marco el lunes y el martes?

Ecuación: ___________________________________________________
Respuesta: _______

(continúa en la página siguiente)

Number Corner Grade 4 Teacher Masters T16 © The Math Learning Center | mathlearningcenter.org
October | Assessment class set, plus 1 for display

NOMBRE | FECHA

Repaso de Number Corner 1 página 2 de 4

2 ¿Verdadero o falso?

a 8 y 6 son ambos factores de 24 y 48 _______

b 32 es múltiplo de 3 _______

c 3 y 6 son ambos factores de 18 y 26 _______

3 Completa los espacios en blanco.

a 70 × _______ = 700

b 70 × 20 = _______

c _______ × 200 = 14,000

4 Redondea. Completa la tabla.

Decena más Centena más Millar más Decena de millar Centena de millar
Número
cercana cercana cercano más cercana más cercana

451,607 a b c d e

850,012 f g h i j

5 Completa la tabla a continuación.

Nombres de los números Números de base diez Forma desarrollada

450,023

1000 + 200 + 8

treinta y cuatro mil ciento diez

6 Completa los espacios en blanco. Usa <, > o =.

a 6,142,092 _____ 6,142,902 b 75,413,743 ____ 75,412,998

(continúa en la página siguiente)

Number Corner Grade 4 Teacher Masters T17 © The Math Learning Center | mathlearningcenter.org
October | Assessment class set, plus 1 for display

NOMBRE | FECHA

Repaso de Number Corner 1 página 3 de 4

7 Tu maestro leerá un problema en voz alta. Escribe y resuelve aquí una ecuación para
el problema.
Ecuación: ___________________________________________________

8 Verdadero o Falso
3 3 12 1
a 6 = 12 _______ b 36 = 3 _______
3 30 5 10
c 10 = 100 _______ d 12 = 12 _______

9 Completa los espacios en blanco.

1
a 2 una yarda = _______ pulgadas

b 18 pulgadas = _______ pies

2
c 3 yarda = _______ pies

10 Escribe una fracción equivalente para cada fracción a continuación.

4
a 10 = _______
50
b 100 = _______
4
c 5 = _______

11 Ahmet dice: “Tengo 16 de una yarda de cuerda. Zoe tiene 26 de un pie de cuerda. Si
sumamos nuestras partes, tendremos 36 de una yarda de cuerda”.

a ¿Estás de acuerdo o no? Explícalo.

(continúa en la página siguiente)

Number Corner Grade 4 Teacher Masters T18 © The Math Learning Center | mathlearningcenter.org
October | Assessment class set, plus 1 for display

NOMBRE | FECHA

Repaso de Number Corner 1 página 4 de 4

12 Simon comió 104 de una pizza. Ellie comió 14 de un sándwich estilo submarino. Dice
que no puede indicar quién comió más, porque cada uno se comió una parte de un
tipo diferente de comida. ¿Está de acuerdo o no? Explícalo.

13 Amanda está haciendo un collar. El miércoles hizo 16 del collar. El jueves hizo 36 del
collar. ¿Qué fracción del collar hizo Amanda el miércoles y el jueves? Usa números,
dibujos o palabras para mostrar tu razonamiento. Escribe una ecuación que
coincida con el problema.

Ecuación: ___________________________________________________
Respuesta: _______

14 Chloe tiene 18 pulgadas de regaliz rojo. Reid tiene 6 pulgadas de regaliz rojo. ¿Qué
fracción de una yarda de regaliz rojo tienen conjuntamente Chloe y Reid? Usa
números, dibujos o palabras para mostrar tu razonamiento.

Number Corner Grade 4 Teacher Masters T19 © The Math Learning Center | mathlearningcenter.org
January | Assessment class set, plus 1 for display

NOMBRE | FECHA

Repaso de Number Corner 2 página 1 de 4

1 Tu maestro te dará una comparación multiplicativa. Escribe y resuelve una ecuación
para la comparación.
Ecuación:

2 Escribe una comparación multiplicativa para esta ecuación: 4 × 6 = 24.

3 1 3
Mark no comprende por qué 2 es igual a 6 . Dibuja una ilustración rotulada que
1 3
ayude a Mark a comprender que 2 es igual a 6 .

4 Isabel cortó un sándwich a la mitad. Después cortó cada mitad de nuevo por la
mitad. Ahora tiene cuartos. Isabel pregunta: “Si corto 2 de estos cuartos en mitades,
obtendré 6 piezas. ¿Significa eso que obtendré sextos?”
Respóndele a Isabel. ¿Cómo contestarías su pregunta? ¿Obtiene ella sextos? Puede
ser útil dibujar una ilustración que represente cómo cortó Isabel su sándwich.

5 Escribe las siguientes fracciones en orden de menor a mayor en la recta numérica a

continuación:
7 1 3 6 1 6
8 12 4 6 4 12

0 1
(continúa en la página siguiente)

Number Corner Grade 4 Teacher Masters T9 © The Math Learning Center | mathlearningcenter.org
January | Assessment class set, plus 1 for display

NOMBRE | FECHA

Repaso de Number Corner 2 página 2 de 4

6 Roza escribió la siguiente ecuación y dibujó la ilustración que aparece a continuación.
5
Escribe otra ecuación para 6 . Dibuja una ilustración que represente tu ecuación.
5 3 1 1 = + +
6=6 + 6 + 6
5 3 1 1
6 6 6 6

7 Frances compró 8 canciones nuevas para su computadora. Escuchó 4 de ellas.

1
1
Carlos compró 8 canciones nuevas para su computadora. Escuchó 2 de ellas.
Halla y marca el enunciado que sea verdadero.
NN Frances escuchó 4 canciones.
NN Frances y Carlos escuchó el mismo número de canciones.
NN Hay 6 canciones que Carlos no escuchó.
NN Frances escuchó 2 canciones y Carlos escuchó 4 canciones.

8 6
Erkan tiene 10 de un dólar. Completa los espacios en blanco para representar formas
diferentes de escribir el valor del dinero de Erkan.

6 6 = $ __.____
a 10 =
100
b 10

9 3
Zoe tiene 4 de un dólar. Completa los espacios en blanco para representar formas
diferentes de escribir el valor del dinero de Zoe.

3
a 4 = 100 b 34 = $ __.____

(continúa en la página siguiente)

Number Corner Grade 4 Teacher Masters T10 © The Math Learning Center | mathlearningcenter.org
January | Assessment class set, plus 1 for display

NOMBRE | FECHA

Repaso de Number Corner 2 página 3 de 4

10 Dibuja una figura que tenga exactamente un par de líneas paralelas y como mínimo
una línea de simetría. Rotula las líneas paralelas y cualquier línea de simetría.

11 Andy dice que la figura de abajo tiene líneas perpendiculares. ¿Estás de acuerdo o
no? ¿Cómo podría comprobar Andy que su figura tiene líneas perpendiculares?

12 Resuelve este problema con el algoritmo convencional para la suma.

358
+ 497

¿Piensas que el algoritmo convencional es la manera más eficiente de resolver este

problema? ¿Por qué o por qué no?

13 Resuelve este problema con el algoritmo convencional para la resta.

302
– 187

¿Piensas que el algoritmo convencional es la manera más eficiente de resolver este

problema? ¿Por qué? o por qué no?

(continúa en la página siguiente)

Number Corner Grade 4 Teacher Masters T11 © The Math Learning Center | mathlearningcenter.org
January | Assessment class set, plus 1 for display

NOMBRE | FECHA

Repaso de Number Corner 2 página 4 de 4

14 Escribe todos los factores para el número 15.

15 ¿El número 21 es primo o compuesto? ¿Cómo lo sabes?

16 Tyson necesita 12 minutos para hacer un brazalete. Los vende a $4 cada uno. Si
Tyson pasa 2 horas (120 minutos) haciendo brazaletes y los vende todos, ¿cuánto
dinero obtiene?

a Haz una estimación para este problema. Explica tu razonamiento.

b Resuelve el problema. Muestra tu trabajo con números, dibujos o palabras.

17 Tonya desea correr 36 millas este mes. Hasta el momento ha corrido 17 millas. Si
corre 2 millas al día durante 8 días, ¿habrá corrido 36 millas?

a Haz una estimación para este problema. Explica tu razonamiento.

b Resuelve el problema. Muestra tu trabajo con números, dibujos o palabras.

Number Corner Grade 4 Teacher Masters T12 © The Math Learning Center | mathlearningcenter.org
March | Assessment class set, plus 1 for display

NOMBRE | FECHA

Repaso de Number Corner 3 página 1 de 6

1 Compara las fracciones a continuación. Anota tus comparaciones con los signos <, > o =.
a 3
8
3
4 b 7
8
14
16 c 2
3
7
12

2 Encierra en un círculo las fracciones que sean equivalentes a 4 .

3

6 3 75 12 30 9
8 8 100 16 4 12

3 8
Hai dice que 23 y 12 son fracciones equivalentes. ¿Estás de acuerdo? ¿Por qué o por
qué no? Incluye un dibujo con anotaciones en tu explicación. Puedes utilizar las
carátulas de reloj vacías que aparecen a continuación o un modelo visual diferente,
si lo prefieres.

4 Compara los números decimales a continuación. Anota tus comparaciones con los
signos <, > o =.
a 0.4 0.40 b 0.45 0.6 c 0.35 0.2

5 Mara dice que 0.45 es mayor que 0.5 porque 45 es mayor que 5. ¿Estás de acuerdo o no
con Mara? Explícalo. Muestra tu razonamiento con números, dibujos o palabras.

(continúa en la página siguiente)

Number Corner Grade 4 Teacher Masters T12 © The Math Learning Center | mathlearningcenter.org
March | Assessment class set, plus 1 for display

NOMBRE | FECHA

Repaso de Number Corner 3 página 2 de 6

6 Resuelve los siguientes problemas. Muestra tu trabajo.

a 3
15 + 35 =
4
b 1
43 – 23 =
2

7 5
Escribe una ecuación para 8 . Dibuja un modelo que represente tu ecuación.

8 Usa números, dibujos con anotaciones o palabras para solucionar estos problemas.
Muestra tu trabajo.

a 5× 3 =
1
b 3
4 ×3=

9 El Sr. Tanaka compró algo de tela para hacer un afiche para su clase de cuarto grado. Él
1 1 1
recibió 4 de yarda de tela verde, 4 de yarda de tela roja y 4 de yarda de tela azul. ¿Qué
ecuación a continuación representa la cantidad total de tela que compró el Sr. Tanaka?
1 1 1 3 1 3 1 1
4 + 4 + 4 = 12 3× 4 = 4 4×1=4 4 ÷3= 12

10 Carlota dice que 78 es lo mismo que 18 multiplicado por 7. ¿Estás de acuerdo? ¿Por qué
o por qué no? Incluye un dibujo con anotaciones y una ecuación en tu explicación.

(continúa en la página siguiente)

Number Corner Grade 4 Teacher Masters T13 © The Math Learning Center | mathlearningcenter.org
March | Assessment class set, plus 1 for display

NOMBRE | FECHA

Repaso de Number Corner 3 página 3 de 6

11 1
Fiona hizo 8 tarjetas para sus amigos. Pintó 5 de cada tarjeta de azul. ¿Qué parte de todas
las tarjetas son azules? Muestra tu razonamiento con números, dibujos o palabras.

12 Simon necesita sumar 103 y 100

65 3 30
. Él dice que puede pensar en los 10 como 100 y luego
30 65 95
sumar 100 y 100 para obtener 100 . ¿Estás de acuerdo o no con Simon? Explícalo. Usa
ecuaciones, números, dibujos o palabras para mostrar tu razonamiento.

13 Jorani programó una máquina de funciones con la regla (n × 2) + 2. Cuando ingresa

un número, la máquina de funciones duplica el número y agrega 2.

a Completa los espacios en blanco para representar números de entrada y

números de salida para el programa de Jorani.
Entrada Salida

1
2
3
10
10
42

b Qué observas acerca de los números de salida? Escribe como mínimo dos
observaciones. Te puede ser útil pensar en más números de entrada y de salida.

(continúa en la página siguiente)

Number Corner Grade 4 Teacher Masters T14 © The Math Learning Center | mathlearningcenter.org
March | Assessment class set, plus 1 for display

NOMBRE | FECHA

Repaso de Number Corner 3 página 4 de 6

14 Por su cumpleaños, Ari pidió pizza para la clase entera. Cada pizza tiene 8
porciones. Él pidió 2 pizzas de pepperoni, 3 pizzas de queso y 2 pizzas de vegetales.
Ari quiere compartir toda la pizza exactamente entre los 24 niños de su clase.

a Haz una estimación: ¿Cerca de cuánta pizza puede recibir cada niño? Explica
tu razonamiento.

b ¿Cuánta pizza puede recibir cada niño? Muestra tu razonamiento con números,
dibujos o palabras. Asegúrate de mostrar la forma en que estás razonando
acerca del residuo, si lo hay.

15 Todas las clases del cuarto grado van a ir al museo. Hay 28 niños en la clase del Sr.
Ortega, 27 niños en la clase de la Sra. Dunning, 25 niños en la clase del Sr. Brown
y 29 niños en la clase de la Sra. Blanco. Cuando lleguen al museo, los dividirán en
grupos de 8 y cada grupo tendrá a un adulto como líder.

a ¿Cuántos adultos necesitarán ser líderes en esta excursión? Muestra tu

razonamiento con números, dibujos o palabras. Asegúrate de mostrar la forma
en que estás razonando acerca del residuo, si lo hay.

b ¿Es razonable tu respuesta? ¿Cómo lo sabes?

(continúa en la página siguiente)

Number Corner Grade 4 Teacher Masters T15 © The Math Learning Center | mathlearningcenter.org
March | Assessment class set, plus 1 for display

NOMBRE | FECHA

Repaso de Number Corner 3 página 5 de 6

16 Une cada término a su definición:
es un triángulo cuyos lados tienen todos
a ángulo A diferentes longitudes
es un ángulo cuya medida es mayor que
b ángulo obtuso B 0º y menor que 90º
es una figura formada por 2 rayos que
c triángulo rectángulo C comparten un extremo
es un ángulo cuya medida es mayor que
d ángulo agudo D 90º y menor que 180º

e rayo E un triángulo con 1 ángulo recto

una línea que comienza en un punto y

f triángulo escaleno F continúa en la dirección opuesta

17 Hay una cámara de video monitoreando una tienda. Cada segundo gira un grado.
Después de 60 segundos, ¿cuál es la medida del ángulo formado por el giro de la
cámara de video?

18 ¿Cuál es la medida del ángulo misterioso en el dibujo a continuación?

130 ˚
?

(continúa en la página siguiente)

Number Corner Grade 4 Teacher Masters T16 © The Math Learning Center | mathlearningcenter.org
March | Assessment class set, plus 1 for display

NOMBRE | FECHA

Repaso de Number Corner 3 página 6 de 6

19 Usa un transportador para medir el ángulo a continuación.

20 Usa un transportador para realizar un dibujo de un ángulo que mida 60 grados.

21 Sarah hizo un giro de 95 grados en su patineta. Después giró 125 grados más.
a Escribe y resuelve una ecuación que represente cuán lejos giró Sarah en total.

b Escribe y resuelve una ecuación que represente cuánto más lejos necesita girar
Sarah para hacer un círculo completo.

Number Corner Grade 4 Teacher Masters T17 © The Math Learning Center | mathlearningcenter.org
May | Assessment class set, plus 1 for display

NOMBRE | FECHA

Repaso de Number Corner 4 página 1 de 5

1 ¿Cuál es el perímetro del rectángulo? Muestra tu trabajo. ¡No te olvides de las unidades!
7 12 cm

4 12 cm

2 ¿Cuál es el área del rectángulo? Muestra tu trabajo. ¡No te olvides de las unidades!
18 m

6m

3 ¿Qué unidad de medida usarías para medir los siguientes objetos? Escoge las
respuestas correctas del cuadro a continuación.

a La distancia entre dos ciudades _______________

b La longitud de un lápiz _______________

c La cantidad de pintura en una cubeta _______________

d La masa de un sujetapapeles _______________

litros gramos centímetros kilómetros

4 Completa la tabla a continuación para representar las conversiones entre medidas.

Gramos Kilogramos

1,000
14
57,000

(continúa en la página siguiente)

Number Corner Grade 4 Teacher Masters T11 © The Math Learning Center | mathlearningcenter.org
May | Assessment class set, plus 1 for display

NOMBRE | FECHA

Repaso de Number Corner 4 página 2 de 5

5 Anjali tiene 2 kilogramos de sandía. Selene tiene 985 gramos de sandía. ¿Cuántos
gramos de sandía tienen en total? Muestra tu trabajo.

6 Lee tiene 29 mililitros de colorante vegetal. Sasha tiene 3 veces esa cantidad de
mililitros. ¿Cuántos mililitros tienen en total? Muestra tu trabajo.

7 1 2
Esperanza mide 43 3 pulgadas de estatura. Leon mide 41 3 pulgadas de estatura.
¿Cuánto más alta es Esperanza que Leon? Muestra tu trabajo.

8 Sara compró 4 pedazos de cinta para un proyecto de arte. Cada pedazo de cinta
2
tiene 3 de yarda.

a ¿Cuántas yardas de cinta compró Sara en total? Muestra tu trabajo.

b Escribe una ecuación de multiplicación, que incluya la respuesta, para representar

este problema.

(continúa en la página siguiente)

Number Corner Grade 4 Teacher Masters T12 © The Math Learning Center | mathlearningcenter.org
May | Assessment class set, plus 1 for display

NOMBRE | FECHA

Repaso de Number Corner 4 página 3 de 5

9 Todos en la clase del Sr. Fisher plantaron semillas. Midieron las plantas cada
semana. Los datos contenidos en la tabla muestran cuán altas estaban algunas de
las plantas después de una semana.
Planta Altura Planta Altura

Planta de Avery 2 38 cm Planta de Logan 1 78 cm

Planta de Billy 1 12 cm Planta de Milo 1 14 cm
3
Planta de Carly 4 cm Planta de Pedro 2 38 cm
Planta de Gloria 3 cm

a Haz una línea de trazado para mostrar los datos y utiliza para ello la línea
que aparece a continuación. Rotula el resto de las marcas a lo largo de la línea
y luego ingresa los puntos de datos. Agrega un título encima de la línea de
trazado y un rótulo debajo de la línea para explicar qué significan los números.

5 1 2
8

b ¿Cuál es la diferencia de altura entre la planta más alta y la más corta?

Muestra tu trabajo.

10 Resuelve los siguientes problemas.

a 3 4 + 2 = _____ b 4×
3
= _____
6 6 8

c 1 3
6 4 – 3 4 = _____
d 5 4
1 8 + 3 8 = _____

(continúa en la página siguiente)

Number Corner Grade 4 Teacher Masters T13 © The Math Learning Center | mathlearningcenter.org
May | Assessment class set, plus 1 for display

NOMBRE | FECHA

Repaso de Number Corner 4 página 4 de 5

11 ¿Verdadero o falso?
6 1 2 1 3 1
4 =6× 4 ___ 5 × 3 = 15 × 2 ___ 5 ×4= 5 × 12 ___

12 ¿Cuánto es 104 + 100

36
? Muestra tu trabajo.

13 Divide, muestra tu trabajo.

a 52 ÷ 4 = ____

b 55 ÷ 4 = ____

c 125 ÷ 5 = ____

d 128 ÷ 5 = ____

(continúa en la página siguiente)

Number Corner Grade 4 Teacher Masters T14 © The Math Learning Center | mathlearningcenter.org
May | Assessment class set, plus 1 for display

NOMBRE | FECHA

Repaso de Number Corner 4 página 5 de 5

14 Francis tiene 39 porciones de pizza para compartir con 9 personas. Si las 9 personas
reciben la misma cantidad y Francis utiliza las 39 porciones, ¿cuánta pizza recibe
cada persona? Muestra tu trabajo.

15 ¿Cuántas líneas de simetría tienen cada una de las figuras de abajo? Escribe el número
debajo de la figura y dibuja las líneas de simetría (si las hubiera) en cada figura.

Number Corner Grade 4 Teacher Masters T15 © The Math Learning Center | mathlearningcenter.org
Comprehensive Growth Assessment Written Assessment

Evaluación del crecimiento integral página 1 de 16

1 Escribe y resuelve la ecuación para representar esta situación: Jackson tiene
48 bloques de patrones. Él tiene 8 veces más bloques de patrones que Vanessa.
¿Cuántos bloques de patrones tiene Vanessa?

2 Escribe un problema de texto que implique una comparación multiplicativa para

esta ecuación: 8 × 5 = 40.

3 Mario tiene 17 tarjetas de béisbol en su colección. Julia tiene 6 veces más tarjetas de
béisbol que Mario.

a ¿Cuántas tarjetas de béisbol tiene Julia? Usa números, dibujos con anotaciones
o palabras para solucionar este problema. Muestra tu trabajo.

b Escribe una ecuación para representar el problema.

4 ¿Verdadero o falso?

a 4 y 6 son ambos factores de 24 y 36. ____

b 38 es un múltiplo de 3. ____

c 3 y 6 son ambos factores de 18 y 29. ____

d 19 es un número primo. ____

e 1, 2, 3, 4, 6 y 12 son todos factores de 12. ____

Bridges in Mathematics Grade 4 Assessment Guide A1 © The Math Learning Center | mathlearningcenter.org
Comprehensive Growth Assessment Written Assessment

Evaluación del crecimiento integral página 2 de 16

5 Darius está entrenando para una maratón. Él quiere correr 100 millas en las
siguientes dos semanas. Darius corrió 8 millas al día durante 3 días. Luego, corrió
6 millas al día durante 5 días. ¿Cuántas millas más tiene que correr todavía para
alcanzar su meta de 100 millas?

a Sonia estimó que Darius necesitaría correr cerca de 70 millas más para lograr su
meta de 100 millas. ¿Es esta una estimación razonable? ¿Por qué o por qué no?

b Escribe una ecuación para este problema con una letra que represente la
cantidad desconocida.

c Resuelve el problema. Muestra tu trabajo con números, dibujos o palabras.

6 Completa los espacios en blanco.

a 60 × ____ = 600 b 60 × 30 = ____ c ____ × 300 = 18,000

7 Redondea. Completa la tabla.

Decena más Centena más Millar más Decena de millar Centena de millar
Número
cercana cercana cercano más cercana más cercana

3,467,425
2,815,948

Bridges in Mathematics Grade 4 Assessment Guide A2 © The Math Learning Center | mathlearningcenter.org
Comprehensive Growth Assessment Written Assessment

Evaluación del crecimiento integral página 3 de 16

8 Estas son las primeras 4 ordenaciones en una secuencia de fichas cuadradas.

Ordenación 1 Ordenación 2 Ordenación 3 Ordenación 4

a Dibuja la 5.º y 6.º ordenación en esta secuencia.

Ordenación 5 Ordenación 6

b Completa la tabla para representar cuántas fichas cuadradas se necesitan para

construir cada una de las 10 ordenaciones en la secuencia.
Número de
ordenación
1 2 3 4 5 6 7 8 9 10
Número de
fichas cuadradas 3 5
para construir

c Describe y explica dos patrones diferentes que observes en las ordenaciones de

fichas cuadradas o en los números en la tabla.

d ¿Cuántas fichas cuadradas se necesitarían para construir la 21.º ordenación en

la secuencia que se muestra arriba? Usa dibujos con anotaciones, números o
palabras para ayudar a explicarlo. Muestra todo tu trabajo.

Bridges in Mathematics Grade 4 Assessment Guide A3 © The Math Learning Center | mathlearningcenter.org
Comprehensive Growth Assessment Written Assessment

Evaluación del crecimiento integral página 4 de 16

9 Completa la tabla a continuación.

Numeral de base diez Nombre del número Forma desarrollada

463,812

50,000 + 3,000 + 900 + 7

un millón, veinticuatro mil,

trescientos cincuenta

10 Completa los espacios en blanco. Usa <, > o =.

a 4,879,708 4,879,078 b 5,543,998 5,544,001

11 Usa los algoritmos convencionales de suma y resta para resolver estos problemas.
Muestra tu trabajo.
34,587 308,691
+ 68,305 – 92,877

12 Completa los espacios en blanco en la matriz. Luego determina el producto total y

completa la ecuación al lado de la matriz.
5

10 100

4
14 × ___ = ____

Bridges in Mathematics Grade 4 Assessment Guide A4 © The Math Learning Center | mathlearningcenter.org
Comprehensive Growth Assessment Written Assessment

Evaluación del crecimiento integral página 5 de 16

13 Utiliza una estrategia eficiente para resolver cada operación de multiplicación.

Muestra tu trabajo.

235 26
× 7 × 32

14 Utiliza una estrategia eficiente para resolver este problema de división. Muestra tu
trabajo.
288 ÷ 9 =

15 La clase de Sam saldrá de excursión al museo de ciencia. Hay 31 personas en la clase

de Sam.

a Si cada carro puede llevar a 4 personas (sin incluir al conductor) ¿cuántos

carros se necesitan para llevarse al museo a las 31 personas de la clase de Sam?
Muestra tu trabajo con números, dibujos o palabras.

b ¿Si quedó un residuo, ¿cómo lo manejaste? ¿Por qué?

Bridges in Mathematics Grade 4 Assessment Guide A5 © The Math Learning Center | mathlearningcenter.org
Comprehensive Growth Assessment Written Assessment

Evaluación del crecimiento integral página 6 de 16

16 Luego de visitar el museo de ciencia, la clase de Sam salió a comer pizza. Había 6
niños y 21 porciones de pizza en la mesa de Sam.

a Si comparten toda la pizza de manera uniforme, ¿cuánta pizza puede comer cada
uno de los 6 niños? Muestra tu trabajo con números, dibujos o palabras.

b Si quedó un residuo, ¿cómo lo manejaste? ¿Por qué?

17 Akiko dijo que 34 y 68 son fracciones equivalentes. ¿Estás de acuerdo con Akiko?
¿Por qué o por qué no? Incluye un dibujo con anotaciones en tu explicación.

18 Usa los signos <, > y = para comparar cada par de fracciones.
2 4 4 5 3 9 8 2
3 6 8 12 4 10 6 16

19 Emir dice: “Tengo 14 de yarda de cuerda. Lily tiene 14 de pie de cuerda. Si sumamos
2
nuestras partes, tendremos 4 de yarda de cuerda”. ¿Estás de acuerdo o no con Emir?
Explícalo.

Bridges in Mathematics Grade 4 Assessment Guide A6 © The Math Learning Center | mathlearningcenter.org
Comprehensive Growth Assessment Written Assessment

Evaluación del crecimiento integral página 7 de 16

20 Teo dice que 58 es menos que 126 porque 5 es menor que 6 y 8 es menor que 12. ¿Estás
de acuerdo con Theo? ¿Por qué o por qué no? Incluye un dibujo con anotaciones en tu
explicación.

21 Kim tiene 13 de tarta. Matt tiene 16 de tarta. Marca todos los enunciados acerca de
esta situación que sean verdaderas.
NN Sabemos con seguridad que Kim tiene más tarta que Matt.
NN Si las tartas son exactamente del mismo tamaño, Matt tiene una porción más
pequeña que Kim.
NN Si las porciones tienen exactamente el mismo tamaño, Matt tiene una porción más
grande que Kim.
NN Si la tarta de Matt fuera más grande que la tarta de Kim para empezar, es posible que Matt
tenga más tarta que Kim.

22 Hay varias formas diferentes de escribir 58 como la suma de fracciones con el mismo
denominador.
• Haz un dibujo en la geotabla que coincida con la ecuación del primer cuadro.
• Escribe una ecuación que coincida con el dibujo del segundo cuadro.
• Escribe una ecuación y haz un dibujo para representar una forma diferente de
5
escribir 8 como la suma de fracciones con el mismo denominador.

a 5
8 =
4
8 +
1
8 b 5
8 = c 5
8 =

Bridges in Mathematics Grade 4 Assessment Guide A7 © The Math Learning Center | mathlearningcenter.org
Comprehensive Growth Assessment Written Assessment

Evaluación del crecimiento integral página 8 de 16

23 Paul y los otros niños de su grupo de exploradores están aprendiendo cómo hacer
1 4
cuerda. El lunes Paul hizo 6 de metro de cuerda. El martes hizo 6 de metro de
cuerda. ¿Cuánta cuerda juntó Paul el lunes y el martes? Muestra tu trabajo con
números, dibujos o palabras. Rotula tu respuesta con las unidades correctas.

24 Isabel llevó 1 34 de litro de limonada a una fiesta. Andrew llevó 3 34 de litro de

limonada a la fiesta. ¿Cuánta limonada tienen en total? Muestra tu trabajo con
números, dibujos o palabras. Rotula tu respuesta con las unidades correctas.

25 Max y Zoe pusieron a competir a sus mascotas, unos caracoles. El caracol de Max se
3 7
movió 9 8 de centímetro. El caracol de Zoe se movió 7 8 de centímetro. ¿Cuánto más
lejos se movió el caracol de Max que el de Zoe? Muestra tu trabajo con números, dibujos
o palabras. Rotula tu respuesta con las unidades correctas.

26 Llena los espacios en blanco para completar cada ecuación.

a 5
12 =5× b 9
8 = ×
1
8 c 4
5 = ×
1
5

Bridges in Mathematics Grade 4 Assessment Guide A8 © The Math Learning Center | mathlearningcenter.org
Comprehensive Growth Assessment Written Assessment

Evaluación del crecimiento integral página 9 de 16

27 Zara dice que 4 × 23 es lo mismo que 8 × 13 . ¿Estás de acuerdo o no? Explícalo.

28 Multiplica.
a 5×
1
3 = b 6×
3
4 =

29 De 6 personas, cada una comió 38 de una pizza. ¿Cuánta pizza se comieron las 6
personas? Muestra tu trabajo con números, dibujos o palabras.

30 Completa los espacios en blanco.

2= 90 = 6 = 85
10 100 100 10 10 0. 100 = 0.

31 Rabya dice que puede sumar 104 y 100

37 4 40 40 37
al pensar en 10 como 100 y luego sumar 100 y 100 .
¿Estás de acuerdo o no? Explícalo.

32 Usa los signos <, > y = para comparar cada par de decimales.
0.7 0.89 0.60 0.06 1.3 1.25 2.24 1.99

Bridges in Mathematics Grade 4 Assessment Guide A9 © The Math Learning Center | mathlearningcenter.org
Comprehensive Growth Assessment Written Assessment

Evaluación del crecimiento integral página 10 de 16

33 Leo tiene 0.3 metros de cinta. Sara tiene 0.3 decímetros de cinta. Leo dice que ellos
tienen la misma cantidad de cinta. ¿Estás de acuerdo o no? Explícalo.

34 Marca la palabra que mejor complete cada enunciado.

a Yo usaría centímetros para medir la longitud de un/una
NN bolígrafo NN arenero NN pista de carrera

b Yo usaría litros para medir la cantidad de agua en un/una

NN cucharadita NN taza de café NN bañera

c Para medir la masa de 5 sujetapapeles, usaría

NN miligramos NN gramos NN kilogramos

d Para medir cuánto tiempo se demora caminar desde nuestra clase hasta la
oficina y regresar, usaría
NN segundos NN minutos NN horas

e Para determinar el peso de una manzana, usaría

NN onzas NN libras NN toneladas

35 Completa la tabla para representar cuántas pulgadas hay en diferentes cantidades de pies.
Pies 1 2 3 4 5 10 15 24
Pulgadas

36 Completa los espacios en blanco.

a 3 yardas = ____ pies b 9 metros = ____ centímetros

c 6 kilogramos = ____ gramos d 5 litros = ____ mililitros

Bridges in Mathematics Grade 4 Assessment Guide A10

A10 © The Math Learning Center | mathlearningcenter.org
Comprehensive Growth Assessment Written Assessment

Evaluación del crecimiento integral página 11 de 16

37 Kiara se levantó a las 7:15. Se demoró 20 minutos en alistarse para la escuela y 10

minutos para caminar hacia la parada del autobús. ¿A qué hora llegó Kiara a la parada
del autobús? Usa un dibujo con anotaciones para representar y resolver este problema.

38 Cuando Darius está en entrenamiento, bebe mucha agua. Ayer, bebió 2 litros de
agua durante su práctica de carrera. Cuando volvió a llegar a casa, bebió 450
mililitros de agua. ¿Cuántos mililitros de agua bebió en total? Muestra tu trabajo.
Rotula tu respuesta con las unidades correctas.

39 ¿Cuál es el perímetro del rectángulo? Muestra tu trabajo. Rotula tu respuesta con las
unidades correctas.
7 12 m

3 12 m

Bridges in Mathematics Grade 4 Assessment Guide A11

A11 © The Math Learning Center | mathlearningcenter.org
Comprehensive Growth Assessment Written Assessment

Evaluación del crecimiento integral página 12 de 16

40 Aquí tienes un mapa esquemático de la cocina de los Jackson. Ellos están planeando
colocar nuevas baldosas que cubran todo el piso.

a ¿Cuál es el área del piso de la cocina de los Jackson? Muestra tu trabajo. Rotula
tu respuesta con las unidades correctas.
12'

4'

4'

6'

b Cada una de las baldosas tiene 1 pie cuadrado (1 pie por 1 pie) y vienen en paquetes
de 10 unidades. ¿Cuántos paquetes de baldosas necesitan comprar los Jackson?
Muestra todo tu trabajo.

Bridges in Mathematics Grade 4 Assessment Guide A12

A12 © The Math Learning Center | mathlearningcenter.org
Comprehensive Growth Assessment Written Assessment

Evaluación del crecimiento integral página 13 de 16

41 Los estudiantes del Sr. Alonzo llevan un registro de cuánto crecieron las plantas
durante el cuarto grado. La tabla de abajo muestra cuánto crecieron algunos de los
estudiantes durante el cuarto grado.
Estudiante Pulgadas crecidas Estudiante Pulgadas crecidas
3
Alison 1 8 pulg Kyle 3 pulg
1 1
Darius 2 2 pulg Maria 1 4 pulg
3 3
Akiko 4 pulg Marco 1 8 pulg
7
Miranda 18

a Haz una línea de trazado para mostrar los datos y utiliza para ello la línea
que aparece a continuación. Rotula el resto de las marcas a lo largo de la línea
y luego ingresa los puntos de datos. Agrega un título encima de la línea de
trazado y un rótulo debajo de la línea para explicar qué significan los números.

5 1 2
8

b Si combinas la cantidad de pulgadas que Marco y Miranda crecieron, ¿cuál es el

total? Muestra tu trabajo.

c Cuánto más creció Kyle este año que lo que creció Alison? Muestra tu trabajo.

Bridges in Mathematics Grade 4 Assessment Guide A13

A13 © The Math Learning Center | mathlearningcenter.org
Comprehensive Growth Assessment Written Assessment

Evaluación del crecimiento integral página 14 de 16

42 Hay una cámara de video monitoreando una tienda. Cada segundo gira un grado.
Después de 90 segundos, ¿cuál es la medida del ángulo formado por el giro de la
cámara de video?

43 Usa tu transportador para resolver estos dos problemas.

a Mide este ángulo. b Realiza un dibujo de un ángulo que
mida 30º.

La medida de este ángulo es ____º

44 Luke hizo un giro de 90 grados en su tabla de snowboard. Luego giró 160 grados más.
Cuando te toque responder la pregunta de abajo, te puede ser útil hacer un dibujo.

a Escribe y resuelve una ecuación para representar cuán lejos giró Luke en total.

b Escribe y resuelve una ecuación que represente cuánto más lejos necesita girar
Luke para hacer un círculo completo.

Bridges in Mathematics Grade 4 Assessment Guide A14

A14 © The Math Learning Center | mathlearningcenter.org
Comprehensive Growth Assessment Written Assessment

Evaluación del crecimiento integral página 15 de 16

45 Para hallar la medida del ángulo misterioso de abajo, escribe y resuelve una
ecuación. Escribe las respuestas en el recuadro gris.

115˚

46 Dibuja un ejemplo para ilustrar cada palabra o frase a continuación. Usa una regla
para ayudarte a hacer tus dibujos claros y exactos.
Nota Puedes usar una geotabla y ligas elásticas para crear cualquiera de estos antes
de que realices un dibujo de ellos en la hoja.
A polígono con uno o más pares de
Usa un ángulo agudo. Un triángulo rectángulo
lados perpendiculares

Un cuadrilátero con exactamente

A ángulo recto un par de lados paralelos y Usa un ángulo obtuso
exactamente una línea de simetría

Bridges in Mathematics Grade 4 Assessment Guide A15

A15 © The Math Learning Center | mathlearningcenter.org
Comprehensive Growth Assessment Written Assessment

Evaluación del crecimiento integral página 16 de 16

47 ¿Cuántas líneas de simetría tienen cada una de las figuras a continuación? Escribe el
número debajo de la figura y dibuja las líneas de simetría (si las hubiera) en cada figura.

48 Utiliza esta colección de figuras para contestar a las preguntas a continuación.

G
B E

A F
C D H

a Encuentra los triángulos rectángulos y sombréalos de azul.

b Ari dice que la figura G no es un triángulo rectángulo. ¿Estás de acuerdo? ¿Por

qué o por qué no?

c Jane dice que la figura H no es un triángulo rectángulo porque los lados son de
diferente longitud. ¿Estás de acuerdo? ¿Por qué o por qué no?

49 Marca cada enunciado acerca de cuadriláteros que sea verdadero.

NN Todos los cuadriláteros tienen 4 lados.
NN Todos los cuadriláteros tienen exactamente 2 pares de lados paralelos.
NN Algunos cuadriláteros tienen como mínimo 1 par de lados perpendiculares.
NN No existen cuadriláteros con 1 o más ángulos obtusos.
NN Algunos cuadriláteros tienen exactamente 2 líneas de simetría.

Bridges in Mathematics Grade 4 Assessment Guide A16

A16 © The Math Learning Center | mathlearningcenter.org