Grade 4 STAAR Math Guide

Grade 4 calculator and tools

• Calculators prohibited unless a student meets accommodation eligibility.
• Grade-specific reference materials
• Graph paper
• Embedded online ruler/reference/notepad/graph-draw tools as applicable

Grade 4 test forms and windows

Grade 4 STAAR Math Practice

Final Grades 3-8 STAAR spring administration before SST replacement. 2027-04-19 through 2027-04-30. Districts schedule within the two-week online window; April 30 is the make-up deadline.

• STAAR Mathematics: 32 visible questions

Grade 4 reporting categories

Numerical Representations and Relationships

7–9 questions. Eligible codes: 4.1(A), 4.1(B), 4.1(C), 4.1(D), 4.1(E), 4.1(F), 4.1(G), 4.2(A), 4.2(B), 4.2(C), 4.2(D), 4.2(E), 4.2(F), 4.2(G), 4.2(H), 4.3(A), 4.3(B), 4.3(C), 4.3(D), 4.3(G).

Computations and Algebraic Relationships

10–12 questions. Eligible codes: 4.1(A), 4.1(B), 4.1(C), 4.1(D), 4.1(E), 4.1(F), 4.1(G), 4.3(E), 4.3(F), 4.4(A), 4.4(B), 4.4(C), 4.4(D), 4.4(E), 4.4(F), 4.4(G), 4.4(H), 4.5(A), 4.5(B).

Geometry and Measurement

8–10 questions. Eligible codes: 4.1(A), 4.1(B), 4.1(C), 4.1(D), 4.1(E), 4.1(F), 4.1(G), 4.5(D), 4.6(A), 4.6(B), 4.6(C), 4.6(D), 4.7(C), 4.7(D), 4.7(E), 4.8(A), 4.8(B), 4.8(C).

Data Analysis and Personal Financial Literacy

3–5 questions. Eligible codes: 4.1(A), 4.1(B), 4.1(C), 4.1(D), 4.1(E), 4.1(F), 4.1(G), 4.9(A), 4.9(B), 4.10(A), 4.10(B), 4.10(E).

Official response formats

single choice, multiple select, expression, integer, decimal, fraction, inline choice, matching, fraction model, number line point, graphing, drag drop, hot spot.

Standards eligible for current Grade 4 forms

• 4.1(A): apply mathematics to problems arising in everyday life, society, and the workplace
• 4.1(B): use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution
• 4.1(C): select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems
• 4.1(D): communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate
• 4.1(E): create and use representations to organize, record, and communicate mathematical ideas
• 4.1(F): analyze mathematical relationships to connect and communicate mathematical ideas; and
• 4.1(G): display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication.
• 4.2(A): interpret the value of each place-value position as 10 times the position to the right and as one-tenth of the value of the place to its left
• 4.2(B): represent the value of the digit in whole numbers through 1,000,000,000 and decimals to the hundredths using expanded notation and numerals
• 4.2(C): compare and order whole numbers to 1,000,000,000 and represent comparisons using the symbols >, <, or =
• 4.2(D): round whole numbers to a given place value through the hundred thousands place
• 4.2(E): represent decimals, including tenths and hundredths, using concrete and visual models and money
• 4.2(F): compare and order decimals using concrete and visual models to the hundredths
• 4.2(G): relate decimals to fractions that name tenths and hundredths
• 4.2(H): determine the corresponding decimal to the tenths or hundredths place of a specified point on a number line.
• 4.3(A): represent a fraction a/b as a sum of fractions 1/b, where a and b are whole numbers and b > 0, including when a > b
• 4.3(B): decompose a fraction in more than one way into a sum of fractions with the same denominator using concrete and pictorial models and recording results with symbolic representations
• 4.3(C): determine if two given fractions are equivalent using a variety of methods
• 4.3(D): compare two fractions with different numerators and different denominators and represent the comparison using the symbols >, =, or <
• 4.3(E): represent and solve addition and subtraction of fractions with equal denominators using objects and pictorial models that build to the number line and properties of operations
• 4.3(F): evaluate the reasonableness of sums and differences of fractions using benchmark fractions 0, 1/4, 1/2, 3/4, and 1, referring to the same whole.
• 4.3(G): represent fractions and decimals to the tenths or hundredths as distances from zero on a number line.
• 4.4(A): add and subtract whole numbers and decimals to the hundredths place using the standard algorithm
• 4.4(B): determine products of a number and 10 or 100 using properties of operations and place value understandings
• 4.4(C): represent the product of 2 two-digit numbers using arrays, area models, or equations, including perfect squares through 15 by 15
• 4.4(D): use strategies and algorithms, including the standard algorithm, to multiply up to a four-digit number by a one-digit number and to multiply a two-digit number by a two-digit number. Strategies may include mental math, partial products, and the commutative, associative, and distributive properties
• 4.4(E): represent the quotient of up to a four-digit whole number divided by a one-digit whole number using arrays, area models, or equations
• 4.4(F): use strategies and algorithms, including the standard algorithm, to divide up to a four-digit dividend by a one-digit divisor
• 4.4(G): round to the nearest 10, 100, or 1,000 or use compatible numbers to estimate solutions involving whole numbers
• 4.4(H): solve with fluency one- and two-step problems involving multiplication and division, including interpreting remainders.
• 4.5(A): represent multi-step problems involving the four operations with whole numbers using strip diagrams and equations with a letter standing for the unknown quantity
• 4.5(B): represent problems using an input-output table and numerical expressions to generate a number pattern that follows a given rule representing the relationship of the values in the resulting sequence and their position in the sequence.
• 4.5(D): solve problems related to perimeter and area of rectangles where dimensions are whole numbers.
• 4.6(A): identify points, lines, line segments, rays, angles, and perpendicular and parallel lines
• 4.6(B): identify and draw one or more lines of symmetry, if they exist, for a two-dimensional figure
• 4.6(C): apply knowledge of right angles to identify acute, right, and obtuse triangles
• 4.6(D): classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines or the presence or absence of angles of a specified size.
• 4.7(C): determine the approximate measures of angles in degrees to the nearest whole number using a protractor
• 4.7(D): draw an angle with a given measure
• 4.7(E): determine the measure of an unknown angle formed by two non- overlapping adjacent angles given one or both angle measures.
• 4.8(A): identify relative sizes of measurement units within the customary and metric systems
• 4.8(B): convert measurements within the same measurement system, customary or metric, from a smaller unit into a larger unit or a larger unit into a smaller unit when given other equivalent measures represented in a table
• 4.8(C): solve problems that deal with measurements of length, intervals of time, liquid volumes, mass, and money using addition, subtraction, multiplication, or division as appropriate.
• 4.9(A): represent data on a frequency table, dot plot, or stem-and-leaf plot marked with whole numbers and fractions
• 4.9(B): solve one- and two-step problems using data in whole number, decimal, and fraction form in a frequency table, dot plot, or stem- and-leaf plot.
• 4.10(A): distinguish between fixed and variable expenses
• 4.10(B): calculate profit in a given situation
• 4.10(E): describe the basic purpose of financial institutions, including keeping money safe, borrowing money, and lending.