Name: _____________________________________________

5. Marvin and Thomas ran a 5- kilometer race.

Part A
How many centimeters long is a 5-kilometer race? Show your work or explain your
answer in words.
Part B
Marvin ran the race in 24 minutes and 33 seconds. Tomas ran the race in 26 minutes and
15 seconds. How much longer did it take Tomas to run the race than Marvin? Show your
work.
Part C
The race started at exactly 8:45 a.m. What time did Tomas finish the race, to the nearest
whole minute? Show your work.

Score

Designation

Description

Thoroughly
Demonstrated

The student successfully completes all elements of the

item and demonstrates the knowledge and application
of expressing larger units in terms of a smaller unit
(4.MD.1) and using addition and subtraction to solve a
problem involving intervals of time (4.MD.2).

Clearly
Demonstrated

The student clearly demonstrates the knowledge of

expressing larger units in terms of a smaller unit
(4.MD.1) and using addition and subtraction to solve a
problem involving intervals of time (4.MD.2).
And
The student does not provide an explanation or show
work in one or two parts.

Basically
Demonstrated

The student demonstrates basic knowledge of

converting units within one system of units (4.MD.1)
and using operations with time (4.MD.2).
And
The student does not provide an explanation or work for
all 3 parts.
Or
The student answers either Part B or Part C correctly
with an explanation and work.
And
The student answers Part A correctly with or without an
explanation and work.

Minimally
Demonstrated

The student attempts both Parts B and C, but is

unsuccessful in correctly solving problems involving
operations with time (4.MD.2).
And
The student demonstrates an understanding of
expressing larger units in terms of smaller units
(4.MD.1) with or without and explanation or work.
Or
The student attempts Part A, but is unsuccessful in
correctly expressing larger units in terms of smaller
units (4.MD.1).
And
The student provides correct answers for either Parts B
or C with or without an explanation or work.

Incorrect or
irrelevant

The response is incorrect or irrelevant to the skills or

concepts being measured.

Name:______________________________________________
6. Mason used four rectangular pieces of wood to make a slide for his brother. Use these
pieces to answer the questions.

Part A
What is the difference, in square inches, in the areas of the top of piece B and the top of
piece C? Show your work.
Part B
To keep the slide from moving, Mason put a piece of rubber around the perimeter of piece
A. What was the length, in inches, of the piece of rubber? Show your work.
Part C
Mason bought 48 square feet of wood. The price was $1 for 4 square feet of wood. What
was the total cost of the wood? Explain your answer.
Part D
Mason took $20 to the store to buy the wood. He used the money he had left to buy one
bucket of paint and one paint brush. Select one bucket of paint and one paint brush that
Mason could have bought. Explain your choice.

Score

Designation

Description

Thoroughly
Demonstrated

The student successfully completes all elements of the

item and applies area and perimeter formulas for
rectangles (4.MD.3) and solves multi-step word
problems with whole numbers using the four operations
(4.OA.3).

Clearly
Demonstrated

The student demonstrates a clear understanding of

applying area and perimeter formulas for rectangles
(4.MD.3) and solving multi-step word problems with
whole numbers using the four operations (4.OA.3), but
commits one or two minor calculation errors.
Or
The student completes the tasks but insufficiently
communicates (shows work or explains) the
mathematical processes used.

Basically
Demonstrated

The student demonstrates a basic understanding of

applying area and perimeter formulas for rectangles
(4.MD.3) by completing Parts A and B with no more
than two minor calculation errors.
And
The student demonstrates solving multi-step word
problems with whole numbers using the four operations
(4.OA.3) by correctly answering one of Parts C and D.
Or
The student answers one of Parts A and B correctly and
answers both of Parts C and D.

Minimally
Demonstrated

The student demonstrates a some understanding of

applying area and perimeter formulas for rectangles
(4.MD.3) and solving multi-step word problems with
whole numbers using the four operations (4.OA.3),
correctly answering one of Parts A and B and correctly
answering one of Parts C and D.

Incorrect or
irrelevant

The response is incorrect or irrelevant to the skill or

concept being measured.

Name_______________________________________________
7. A group of students walk or run laps around the school track each day after school. The
line plot shows the distances, in miles, the group of students completed one day.

Part A
What is the total number of miles the group of students completed that day? Show your
work or explain your answer.
Part B
What is the difference, in miles, between the longest distance completed by one student
and the shortest distance completed by one student? Show your work.
Part C

One lap is equal to 4 mile. What is the total number of laps the group of students
completed that day? Show your work.

Score

Designation

Description

Thoroughly
Demonstrated

The student successfully completes all elements of the

item by interpreting a line plot that displays a data set of
measurements in fractions (4.MD.4) and solving word
problems involving addition and subtraction of fractions
referring to the same whole and having like
denominators (4.NF.3d).

Clearly
Demonstrated

The student demonstrates a clear understanding of

interpreting a line plot that displays a data set of
measurements in fractions (4.MD.4) and solving word
problems involving addition and subtraction of fractions
referring to the same whole and having like
denominators (4.NF.3d), but commits a minor
calculation or conversion errors.
Or
The student completes the tasks but insufficiently
communicates (shows work or explains) the
mathematical processes used.

Basically
Demonstrated

The student demonstrates a basic understanding of

interpreting a line plot that displays a data set of
measurements in fractions (4.MD.4) and solving word
problems involving addition and subtraction of fractions
referring to the same whole and having like
denominators (4.NF.3d), but is only partially successful
answering Part C.

Minimally
Demonstrated

The student demonstrates some understanding of

interpreting a line plot that displays a data set of
measurements in fractions (4.MD.4) and solving word
problems involving addition and subtraction of fractions
referring to the same whole and having like
denominators (4.NF.3d), but is unable to devise a plan
that leads to solving Part C.

Incorrect or
irrelevant

The response is incorrect or irrelevant to the skill or

concept being measured.

Name:__________________________________
24. A box of pancake mix contains 40 ounces of mix. The amount of mix needed to make
four 8-inch-diameter pancakes is 2 cups.
Part A
How many ounces of mix are equal to 2 cups? Show your work.
Part B
How many 8-inch pancakes can be made using 40 ounces of pancake mix? Show your
work or explain your answer.
Part C
More pancakes that have a 6-inch diameter can be made with 2 cups of pancake mix. What
number of cups and what number of pancakes would complete the table below? Explain
your answer.

MIX NEEDED FOR 6-INCH PANCAKES

Number of
Cups

Number of
Pancakes

2
?
9

6
15
?

Part D
Which would use more cups of pancake mix?
14 pancakes with a 8-inch diameter
21 pancakes with a 6-inch diameter
Show your work or explain your answer.

Score
4
3

Name:__________________________________
26. A rectangular space on a wall at school is used to post school announcements. The
space is 3 feet in length and has a perimeter of 12 feet.
Part A
What is the width, in feet, of the rectangular space? Show your work.
Part B
What is the area, in square feet, of the rectangular space? Show your work.
Part C
The rectangular area needs to be enlarged. The new rectangular area will be two times the
area you found in Part B. If the width remains the same, what is the length of the larger
rectangular area? Show your work.
Part D
Look at the following statement.
If the area of a rectangle is doubled, then the perimeter of the larger rectangle will be two
times the original perimeter.
Is this statement always true? Explain your answer by giving an example.

Score
4
3

2
1
0

Name:___________________________________________________
27. A group of friends bought some pizzas. Each pizza was cut into 8 equal slices. The
table shows the number of slices of pizza taken by all the friends.

Number of
Slices

Number of
People

1
2
3
4
5

2
2
3
3
1

Part A
Everyone in the group took at least one slice of pizza. Based on the data in the table, how
many people were in the group? Explain your answer.
Part B
Create a line plot using the number line shown below and the data in the table.

Part C
If no pizza slices were leftover, how many pizzas did the group buy? Show your work or
explain your answer.
Part D
The cost of each pizza was $13. What was the cost of the pizzas before tax was added?
Show your work.

Score

Designation

Description

Thoroughly
Demonstrated

The student successfully completes all elements of the

item by demonstrating knowledge of creating and
applying line plots (4.MD.4), solving multi-step problems
using the information in the line plot (4.NF.3d), and
multiplying a whole number by a fraction (4.NF.4c).

Clearly
Demonstrated

The student demonstrates knowledge of creating and

applying of line plots (4.MD.4), solving multi-step
problems using the information in the line plot (4.NF.3d),
and multiplying a whole number by a fraction (4.NF.4c),
but makes a minor calculation error or omission,
including an error in producing the line plot.
Or
The student completes the tasks but insufficiently
communicates (shows work or explains) the
mathematical processes used.

Basically
Demonstrated

The student demonstrates basic applications of creating

line plots and solving problems with the information in
line plot (4.MD.4, 4.NF.3d), but is unable to devise a
successful plan to complete Parts C and D.

Minimally
Demonstrated

The student demonstrates difficulty creating a line plot

(4.MD.4) but is somewhat successful in problem solving
in Parts C and D.

Incorrect or
irrelevant

The response is incorrect or irrelevant to the skill or

concept being measured.

Name:_____________________________________________
68. A fourth grade class is learning about angles. Henry points out that
when he opens his book, the inside edge makes an angle, as shown in
the picture below.

Part A
What fraction of the circle does the angle created by the open book
cover equal? Explain your answer.
Part B
What is the measure in degrees of the angle of the open book? Explain
your answer.
Part C
Henrys friend said if he closes the book, the angle will be 180 degrees.
Is Henrys friend correct? Why or why not? Explain your answer.

Score

Designation

Description

Thoroughly
Demonstrated

The student successfully completes all parts of the item

by thoroughly demonstrating the knowledge of how an
angle is measured with reference to a circle and knows
the arc between the points the two rays intersect the
circle is a fraction of the circular arc (4.MD.5a). The
student also understands that an angle that turns
through n one-degree angles is said to have an angle
measure of n degrees (4.MD.5b).

Clearly
Demonstrated

The student clearly demonstrates the knowledge of the

standards by answering all parts correctly, but does not
provide an explanation for one of the parts.

Basically
Demonstrated

The student demonstrates basic knowledge of the

standards by answering all three of the parts without
explanations
Or
The student correctly answers Part A and Part B with
explanations and uses a degree measure other than
360 for the circle in Part B
Or
The student correctly answers two of the three parts
with or without explanations.

Minimally
Demonstrated

The student demonstrates minimal knowledge of the

standards by correctly answering one of the parts with
explanation
Or
The student answers Part A or Part C correctly without
explanation and uses a degree measure other than 360
for the circle in Part B.

Incorrect or
irrelevant

The response is incorrect or irrelevant to the skill or

concept being measured.