4th Grade 2nd Quarter Item Bank*Feel free to change the names to make it more personal for your classroom. You may need to make up multiple choice options for some samples, if you need them. Keep in mind, some of the challenge problems may or may not apply to the specific standard addressed, but could build upon others. Most of these items were created from looking at the CC unpacking document.

*You could turn any of these questions into estimation questions, or ask them to estimate while they reason about their answers.

(4.OA.3) Rachel has blue, red, yellow, and green marbles. She has 27 of each color. How many marbles does she have altogether? (Show your work!)

(4.OA.3) Stephanie is playing squid capture. She gets 45 points for every squid she captures. If she captures 9 squids, how many points will she earn? (Show your work!)

(4.OA.3) Alicia needs 80 hamburger buns for the school picnic. There are 6 buns in each package. How many packages does she need to buy? (multiple choice optional)

a) 13 packagesb) 14 packagesc) 86 packagesd) 13 R2 packages

(4.OA.3) Timmy is giving away his collection of 45 animal skeletons to 7 of his friends. If he plans to divide the collection evenly, how many skeletons will each friend receive? (multiple choice optional)

a) 9 skeletonsb) 8 skeletonsc) 7 skeletonsd) 6 skeletons

(4.OA.3) Nicki has 47 yards of fabric that she is using to make some outfits for her tour. Each outfit requires 4 yards of fabric. If Nicki makes as many outfits as possible, how many yards of fabric will be left? (multiple choice optional)

a) 4 yardsb) 3 yardsc) 2 yardsd) 11 yards

(4.OA.3) All of the 4th grade classes at Piney Grove are going on a field trip to the zoo. There are 127 students in 4th grade. The school has reserved limousines for the trip, so the kids can arrive in style. If each limousine holds 7 students, how many limousines will be needed for the trip? Keep in mind, the six 4th grade teachers at Piney Grove also need to ride to the zoo. (additional question) How many students are in each classroom? (they have to reason that there will not be an equal amt. in each class and what to do about that)

(4.OA.3) Old man Dawson has $45 in his wallet. He told his art class that the top 4 winners of the art competition would get to split his money evenly. How much would each winner get?

(4.OA.3) Old man Dawson has $45 in his wallet. He told his art class that the top 10 winners of the art competition would get his money as the reward. How much would each winner get?

(4.OA.3) Mrs. Hoover is organizing her library at the beginning of the year. Each basket holds 9 books. She has 376 books that she needs to put away. How many full baskets are there? If there are leftover books, how many are there? What do you think she will do with them? (These could be two separate questions, if preferred.)

(4.OA.3) Mr. Hoover went on a trip to different baseball stadiums over the summer. He travelled 789 miles to Chicago. He then left Chicago and travelled to Detroit, which is 283 miles. Once he left Detroit, he was tired and wanted to head back home to Charlotte. If he travelled a total of 1,741 miles, how far is it from Detroit to Charlotte?

(4.OA.3) Our Environmental Club wants to walk around the neighborhood and pick up cans to recycle. Their goal is to collect 500 cans by the end of the year. After the first month, each of the three groups in the club collects 23

cans each. Each group collects this same amount, for the next 2 months. How many cans do they still need to collect?

*There weren’t any examples of what this should look like in the unpacking document, but you can probably access more items like this through Pearsonsuccessnet.com. Click on tests and go from there.

(4.OA.4) Julius Peppers wears the number 90 on his jersey. Find all of the factors of 90. Find the first 7 multiples of 90. Is 90 a prime or composite number? Why?

(4.OA.4) Neil, from One Direction, is 19 years old. List the first 4 multiples of 19. Find all of the factors of 19. Is 19 a prime or composite number? Why?

(4.OA.4) The Bulls were playing the Heat in Chicago. Lebron James scored 13 points in the game. Dwyane Wade scored 11 points. Derrick Rose scored 27 points. How many points did these players score in all? Is the total number of points a prime or composite number? Can you list the factors of this number? List the first 5 multiples of this number.

(4.NBT.4) Joe wanted to buy a big, flat screen television, after he received birthday money. The TV costs $1,294. He has already saved $172. Joe mowed lawns during the summer and earned $486. For his birthday, he received $378 from his relatives. Does he have enough to buy his television? How much more does he need? Make a plan for Joe to save enough money to buy his TV within 3 weeks. How much does he need to save every day?

(4.NBT.4) Michael Jordan had 5,386 career rebounds. He also had 2,589 turnovers. How many more rebounds did he have than turnovers?

(4.NBT.4) Michael Jordan had 5,012 assists in his career. How many more assists did he need to reach 10,000? He played in 13 seasons. About how many more seasons would he have needed to play to accomplish this?

(4.NBT.4) Drew Brees threw for 5,476 yards in 2011, which was an NFL record. Cam Newton threw for 4,051 yards in his rookie year of 2011. How many yards did the two quarterbacks throw for altogether? How many more

yards did Cam Newton need to throw for in order for their total to be 10,000 yards?

(4.NBT.4) Lebron James scored 2,478 points during the 2005-2006 season. How many more points would he have needed to score to 5,000 in a season? About how many seasons like his 2005-2006 season would he need to have in order to reach 10,000 points scored?

(4.NBT.4) Lebron James scored 2,175 points in his second NBA season. Through the first two years of his career, he totaled 3,829 points scored. How many points did he score in his first season?

*For all NBT.5 standards, students use arrays, area models, compensation, base ten blocks, etc. to solve and explain thinking. (see standard in unpacking document)

(4.NBT.5) Mr. Lundgren bought 37 dozen donuts for a staff meeting. How many donuts did he buy for the meeting? (extension question) If each dozen donuts costs $3.89, about how much money did he spend?

(4.NBT.5) There were 8,423 fans at each of the first six Bobcats games last year. What was the total attendance for the first six games?

(4.NBT.5) There are seven different sections to sit in at Turner Field, in Atlanta, to watch a Braves game. If each section can hold up to 6,089 fans, what’s the maximum capacity of the stadium?

(4.NBT.5) A trip from Charlotte to Statesville is 47 miles. If a trip to Anchorage, Alaska is 73 times further than the trip from Statesville to Charlotte, how far is a trip from Charlotte to Anchorage?

(4.NBT.5) What would an array area model of 58 x 36 look like? *As a challenge, could you do it more than one way?

(4.NBT.5) Illustrate 127 x 5 using base ten blocks or drawings.

(4.NBT.5) There are 28 rows of seats at the movie theater. If each row hold 16 people, how many people are there in the theater to watch a sold out movie?

(4.NBT.5) What is the area of my backyard, if my fence is 14 yards long and 19 yards wide?

(4.NBT.5) Did this student use this array correctly? Explain, why or why not and fix mistakes, if you find any. The problem is 24 x 89.

80 9

20

4

320 + 180 = 500

160 + 36 = 196 500 + 196 = 696

(4.NBT.5) Does this student’s work make sense? Explain why or why not. If you find any mistakes, fix them. Why do you think this student chose to do it this way?

The problem is 64 x 98.

90 4 4

60 x 90 = 5400 60 x 4 = 240 240

20 x 80 = 160 20 x 9 = 180

4 x 80= 320 4 x 9= 36

2 x 90 = 180 2 x 4 = 8 8

180 8 8

60

2

2

5,880 + 196 + 196 = ? 5,880 + 200 + 200 = 6,280

6,280 – 8 = 6,272

*Students will use various strategies based on place value, the relationship between multiplication and division, etc. (see standard in unpacking document). These are all division problems. You will have to insert/draw a division sign. For similar kinds of questions, look at OA.3.

(4.NBT.6) What would an array look like for 378 9?

(4.NBT.6) Did the student do this correctly? Explain why or why not. If there is a mistake, fix it. The problem is 4,236 4.

4

1000

50

1000 x 4 = 4000

50 x 4 = 200

9 x 4 = 36

9

1,059 x 4 = 4,236 4,236 4 = 1,059

(4.NBT.6) Analyze 3,486 6. Is this work correct? Explain why or why not? If there are more efficient ways to do the work, note that in your explanation.

(Draw the table into this area) Look at unpacking document.

(4.NBT.6) Analyze 7,892 8. Is the work correct? Explain why or why not? Does this answer make sense?

8 x 500 = 4000

8 x 200= 1600

8 x 200 = 1600

7200

8 x 50 = +400

7600

8 x 20 = +160

7760

8 x 10= + 80

7840

8 x 6= + 48

7888

+ 4

7892

7,892 8 = 986 R4

(4.MD.2) Roy and 16 friends are planning for a pizza party. They purchased 4 quarts of soda. If each glass holds 8 oz will everyone get at least one glass of soda? How many gallons of soda would he need to purchase if he invited 23 friends, instead of 16? Show your work and explain.

(4.MD.2) Alicia ran for 45 minutes on Monday, an hour and a half on Tuesday, 38 minutes on Thursday, and 55 minutes each day of the weekend. How many minutes did she run for the week?

(4.MD.2) Mr. Dawson has 3 feet of pink yarn in his room. There are 4 students working on a project, involving yarn and he wants to give each student the same amount. How much yarn will each student get? (Students can express this in terms of inches or fractional amt. of feet)

(4.MD.2) Ms. Lytle bought a bag of candy at Target. The candy costs $1.60 per pound. Her bag weighed two and a half pounds. She also bought a pack of gum, while checking out, that costs $1.19. If she handed the cashier a $10 bill, how much change will she get back?

(4.MD.2) Mr. Schaperjohn is dumping Gatorade in a container for his basketball team to drink. He dumps in 3 liters, before being distracted by his assistant coach. He pours in another 2 and a half liters before being hit in the head with a basketball. If he pours in 675 more ml, then how many ml of Gatorade does he have in the container? How many more ml would he need to dump in to fill it up to the next full liter (whole number)?

*See if the students can use a number line for the following MD standards:

(4.MD.2) At 5:55 a.m., Alicia wakes up to go to work. It takes her 9 minutes to shower, 14 minutes to get dressed and 12 minutes to eat breakfast. How many minutes does she have until she has to be at work at 7:45? Use the number line to help solve the problem.

(4.MD.2) One Direction is getting ready to go out on stage at Bobcats Arena at 8:00 p.m. It took them 35 minutes to warm-up, 17 minutes to plan what

they are wearing for the concert, and 26 minutes to relax and get focused for the show. What time did they have to report to Bobcats Arena, in order to be ready to perform? If it took them 12 minutes to drive to the arena, what time would them have to leave their hotel? (Additional questions) How many seconds did it take them to get from their hotel to the arena? How many hours did it take them to prepare, from the time they left their hotel, until the time they went onstage?

(4.MD.2) From goal line to goal line, a football field is 100 yards long. How many football fields would you have to line up to make a mile-long field? (Extension- The football field is 120 yards, if you include the end zones.) From end zone to end zone, a football field is 120 yards long. How many football fields would you have to line up to make a mile-long field? How many for a 2 ½ mile long field?

(4.MD.2) Mr. Laur buys steaks for his Sunday football party. He buys 4 ½ lbs of steak. How many oz of steak does he buy? If he invites 7 people over to watch football and eat, and each person eats 10 oz of steak, will he have enough? Explain.

(4.MD.2) Mr. H spends 1/3 of his paycheck on a new television. If he spends $724 on the TV, how much was his paycheck?

(4.MD.2) Ms. Chubb ran 5 km in the Race for the Cure in October. How many mm did she run? How many meters did she run? How many cm did she run? Explain how you got your answers.

(4.MD.2) My dog, Nomar, weighs 42 kg. If the veterinarian wants to know how many grams he weighs, how would she figure this out? How many grams does he weigh?

*Students make a line plot to display sets of data and then solve problems, using the line plot.

(4.MD.4) My principal measured the lengths of her toenails for a couple of weeks, to the nearest ½, ¼, or 1/8 of an inch. She displayed her data on a line plot. How many toenails measured ½ an inch long? ¼ inch long? 1/8 inch long? If you put all of the toenail lengths together, how far would they stretch? How much longer is the 3rd longest toenail than the shortest toenail?

(4MD.4) Measure 7 objects around the room. Measure them to the nearest ¼, ½ and 1/8 of an inch and display them on a line plot. Figure out the total length of the objects you measured. What is the difference between the longest and shortest object you measured?

(4.MD.4) The following line plot shows the length of Mr. Lindstedt’s nose hairs. What is the difference between the longest and shortest nose hairs? How many ½ nose hairs did Mr. L find? How many 1/8 inch hairs did he discover? If he tied them all together to make a nose hair jump rope, how long would it be? What kind of living thing could use it? How many nose hairs were ¼ inch long?

*Use visual models, including an area model or number line, or a collection/set model to show equivalents (halves, thirds, fourths, fifths,

sixths, eighths, tenths, twelfths, hundredths) –Look at unpacking document to see how students can write equivalent fractions.

(4.NF.1) Use the model to find equivalents for the following:

(4.NF.1) Use the area model to prove that 2/3 = 8/12

(4.NF.1) ¼ = how many eighths?

(4.NF.1) If I gave 2/5 of my smiley stickers to my friend, how could you show that with the collection below? Is it possible to show this two ways?

(4.NF.1) How many different ways can you show ½ on this model?

(4.NF.1) What fraction do you see? How would you show the equivalent fraction with a denominator of 100?

(4.NF.1) Use the number line to show that 5/4 = 10/8

*Compare fractions. Make sure students use symbols

(4.NF.2) Use pattern blocks:

1) If a yellow hexagon pattern block is 1 whole, what is 1/3 of the whole?

2) If a red trapezoid is ½ of the whole, what’s the whole?

3) What is ½ of a blue rhombus, if the blue rhombus is a whole?

4) What is 1/6 of a yellow hexagon, if a hexagon is a whole?

5) If 2 blue rhombi are 2/3 of a whole, what is the whole?

(4.NF.2) If Kemba Walker makes 3/4 of his free throws and Michael Kidd-Gilchrist makes 5/8 of his, who misses more of his free throws? Hint*Use the benchmark ½ to help you!

(4.NF.2) Pablo Sandoval got a hit in 5 out of every 10 at bats during the World Series. Miguel Cabrera got a hit 33 out of every 100 at bats during the regular season. Who was more successful, Pablo during the World Series, or Miguel Cabrera, during the regular season?

(4.NF.2) Steve Smith caught ¾ of the 80 passes thrown to him in practice. Brandon LaFell caught ¾ of the 40 passes thrown to him in practice. Who caught more balls in practice? How is this possible, since they both caught ¾ of their passes?

(4.NF.2) Mrs. Hoover sent 1/2 of her students to detention on Friday. Ms. Chubb sent 1/4 of his class to detention on Friday. They each agree they sent the same number of students to detention. How is this possible?

*Remind students to use a visual model to solve, if needed, and put that in the directions, if the standard calls for it.

(4.NF.3a) 3/12 of the class went outside for recess, while 7/12 of the class went to Art class. What fraction of the class left the room? What fraction is left in the room?

(4.NF.3a) It took 1 and 3/8 cups of flour for my mom to bake her world famous cake. It also takes 6/8 of a cup of sugar as well. How many cups of flour and sugar does my mom have to measure out in all? How much more flour does she use than sugar?

(4.NF.3b) I have 1 and 2/3 gallons of milk left in the fridge. Come up with at least three different combinations of how you could use your milk, until it spoils and smells badly. You cannot use more than 1 gallon of milk at a time.

(4.NF.3b) My 4 friends and I ran in a relay race. It was a 1 mile relay race. The laps were 1/10 of a mile long. Some of us didn’t stop after 1 lap, before we handed off the baton to our friends. Come up with at least two different ways we could have run our race.

(4.NF.3c) I took 3 and 5/6 of an hour to take my math EOG. The next day, I took 3 and 2/6 of an hour to take my science EOG. How much time did I take to take these two tests? If I had a 7 hour limit for the two days, how much quicker would I have to take the tests? Challenge- How many minutes is this?

(4.NF.3c) Susie bought 6 and 1/5 pounds of candy from the store. She has 3 and 4/5 pounds left when she goes home from her fall party at school. How much candy did she give out to her classmates at the fall party?

(4.NF.3d) We get ¼ of an hour to go outside for recess every day. We get 2/4 of an hour to eat our lunch every day. If we get ¾ of an hour to read silently during class, how many hours do we get to go outside, eat lunch, and relax and read silently, every day? Challenges: How many minutes is this? How many seconds is this? How many hours would this be for the whole week? Whole month? Whole year?

(4.NF.3d) Ms. Terry has 38/100 of a dollar in her couch cushions. Ms. Lytle has 71/100 of a dollar in her couch cushions, and Ms. Huggins has 24/100 of a dollar on her car floor. How much more money does Ms. Lytle have than Ms. Huggins and Ms. Terry combined? How would you normally write this?

Multiply fractions by a whole number. Have students use models, as needed.

(4.NF.4a) Every day this week, I ate 1/5 of a pan of lasagna. How much lasagna did I eat in one whole week? How could you model this with a multiplication equation?

(4.NF.4a) Mr. Griffin had us run 3 and 1/3 miles during P.E. the last two weeks. How much did he make us run every day, if we met every single day the last two school weeks, and we ran the same amount every day? Model this with a multiplication equation. (You may need to have students turn 3 and 1/3 into an improper fraction first.)

(4.NF.4b) There was an elementary school relay race competition. The race was 2 and 4/8 miles long. Piney Grove’s runners each ran 1/8 of a mile. How many runners did Piney Grove have? Use a multiplication equation to model this. McKee Road’s runners each ran 2/8 of a mile. How many runners did McKee Road have? Use a multiplication equation to show this. Model to show that both teams ran the same distance total.

(4.NF.4b) Ms. Casale was scooping out ice cream to reward students for reading independently. She gave Ms. Griffith’s class 1/6 of a scoop of ice cream each. There were 8 kids who received the reward. Use a multiplication equation to model this. Ms. Hess’ class did a remarkable job of reading, so they each received 2/6 of a scoop of ice cream each. Unfortunately, only 4 kids received this reward. Use a multiplication equation to model Ms. Hess’ class. Model to show how both classes ate the same amount of ice cream. Challenge- How much ice cream did they eat altogether?

(4.NF.4c) There are 7 people coming over to Ms. Cooper’s house for a cookout. Each person ate a burger that weighed 3/5 of a pound. How much meat did Ms. Cooper have to buy if she was eating a burger as well? What numbers is this in between? Model this and write a matching equation.

(4.NF.4c) Each person in my homeroom is getting 7/12 of a cup of soda for our winter party. If I buy a 2 liter of soda, which has about 9 cups in it, how many students will be able to drink soda at the party? How much more soda would your teacher need to buy if each student drank 7/12 of a cup? Model this and write a matching equation.

(4.NF.4c) Mr. Kothe bought 20 cupcakes and ate 7/10 of them. Mr. Barnes bought 20 cupcakes and ate 4/5 of them. Which statement is true? Draw a model to explain your reasoning.a. Mr. Kothe and Mr. Barnes at the same amount of cupcakes.b. Mr. Kothe ate 7 cupcakes and Mr. Barnes ate 4 cupcakes.c. Mr. Kothe ate 16 cupcakes and Mr. Barnes ate 14 cupcakes.d. Mr. Kothe ate 14 cupcakes and Mr. Barnes ate 16 cupcakes.

(4.NF.4c) I need to fill up my bathtub to give my stinky dog a bath. The pitcher I use to fill up the tub holds 1 and ¾ gallons of water. If I fill the pitcher 27 times, how much water would be in the bathtub?

*Shade these in on tenths and hundredths grids.

(4.NF.5) 7/10 + 6/100

(4.NF.5) 8/100 + 3/10

(4.NF.5) 2/10 + 5/100

(4.NF.5) 4/100 + 6/10

(4.NF.5) Lynn has 4/10 of a dollar and Dawn has 4/100 of a dollar. If they put their money together to go to the store, how much would they have? Express this as a fraction. What kinds of things could they buy?

(4.NF.5) Bob has 9/100 of a dollar. Randy has 9/10 of a dollar. How much money do they have combined? Express this as a fraction.

(4.NF.5) Joe has 1/10 of a dollar. Beth has 7/100 a dollar. How much money do they have altogether? Express this as a fraction.

(4.NF.5) Roy has 2/100 of a dollar. Michele has 6/10 of a dollar. Alicia has 9/100 of a dollar. How much money would they have if they put their money together to buy some candy? Express this as a fraction.

(4.NF.5) 5/10 + 5/100 + 3/10

*Use a place value chart, number line (with tenths marked), hundredths and tenths grids to model.

(4.NF.6) How would you write 56/100 in a place value model? Where would this fall on a number line? How could you use tenths and hundredths grids to model this? Is this number close to any benchmark numbers? If so, name them.

(4.NF.6) How would you write 39/100 in a place value model? Where would this fall on a number line? How could you use tenths and hundredths grids to model this? Is this number close to any benchmark numbers? If so, name them.

(4.NF.6) How would you write 77/100 in a place value model? Where would this fall on a number line? How could you use tenths and hundredths grids to model this? Is this number close to any benchmark numbers? If so, name them.

(4.NF.6) How would you write 24/100 in a place value model? Where would this fall on a number line? How could you use tenths and hundredths grids to model this? Is this number close to any benchmark numbers? If so, name them.

(4.NF.6) How would you write 18/100 in a place value model? Where would this fall on a number line? How could you use tenths and hundredths grids to

model this? Is this number close to any benchmark numbers? If so, name them.

*Students compare decimals using the symbols, <,>, or =. They also use models to justify their comparisons.

(4.NF.7) Mr. H finished ran the 40 yard dash in 4.2 seconds. Mr. Laur ran the 40 yard dash in 4.37 seconds. Use a model to explain your work. Who won the race? Explain.

(4.NF.7) I have $0.78 in my pocket. Ms. Manneback has $0.81 in her purse. Use symbols to compare who has more money. Use a model to explain your work.

(4.NF.7) Use a model to show 0.47 < 0.8

(4.NF.7) Use a model to show 0.6 > 0.2

(4.NF.7) Use a model to show 0.56 > 0.19

(4.NF.7) Is 0.34 less than or greater than 0.7? Use a model to prove your answer.

(4.NF.7) What do you notice about these models? Are the amounts the same? Explain.

GO BACK THROUGH AND CUT AND PASTE PERFORMANCE TASKS AND ITEMS FROM ILLUSTRATIVE MATHEMATICS, AS WELL AS THE RESOURCES KANEKA GAVE US (From Arizona, Engage New York) AT THE MEETING.

Should we have multiple choice, CR, SR, PT items for all of the standards?