Mathematics

Grade 4

Colorado Measures ofAcademic Success

Paper Practice Resource for Students

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Copyright © 2020 Colorado Department of Education. All rights reserved. The CDE logo is a trademark of the Colorado Department of Education.

Paper Practice Resource for Students

The Colorado Measures of Academic Success (CMAS) is Colorado’s standards-based assessment program designed to measure the Colorado AcademicStandards (CAS) in the content areas of science, social studies, English languagearts, and mathematics. The sample items included in this resource providestudents with an opportunity to become familiar with the format of test items that appear in the paper-based test books.

While the use of the sample items is not required, it is strongly encouraged tohelp ensure students are familiar with the types of items they may encounterwhile taking the paper-based test.

Item Types:

Selected Response Items

Selected response items are multiple choice questions. To respond, the studentindicates their response in an answer grid or by filling in the circle(s) next to their answer choice.

Constructed Response Items

Constructed response items are questions or prompts that require anindependent, written response. To respond, the student writes his or her answerin the response box in the test book.

The sample item sets in the CMAS Practice Resources are not intended to berepresentative of a complete unit or test, nor are they intended to cover allassessed content or item types. To view assessment frameworks, high levelblueprints, scoring rubrics, evidence statements and standards for the CMASassessments, visit: https://www.cde.state.co.us/assessment/cmas_testdesign.

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Correct Mark: Incorrect Marks:

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Converted Online Technology-Enhanced Item Types

Online technology-enhanced items converted to the paper testing format mayask students to:

• Circle the correct answer

• Complete a table with checkmarks, Xs, or letters from a list of answerchoices

• Fill in the blank

• Draw lines from boxes to correct answers

• Complete a bar graph or histogram

• Interact with a number line

• Graph points and lines on a coordinate grid

• Divide and shade shapes to indicate fractions

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Directions for Completing the Answer Grids

1. Work the problem and find an answer.

2. Write your answer in the boxes at the top of the grid.

3. Print only one number or symbol in each box. Do not leave a blank box in themiddle of an answer.

4. Under each box, fill in the circle that matches the number or symbol youwrote above. Make a solid mark that completely fills the circle.

5. Do not fill in a circle under an unused box.

6. Fractions cannot be entered into an answer grid and will not be scored. Enterfractions as decimals.

7. See below for examples on how to correctly complete an answer grid.

EXAMPLES

To answer 632 in a question, fill inthe answer grid as shown below.

To answer .75 in a question, fill inthe answer grid as shown below.

\\\\\\. . . . . .0!2345»789

0!2»456789

0!»3456789

0!23456789

0!23456789

0!23456789

6 3 2\\\\\» . . . . .0!23456789

0!23456»89

0!234»6789

0!23456789

0!23456789

0!23456789

\\\\\\. . . . .»!23456789

0!23456789

0!23456»89

0!234»6789

0!23456789

0!23456789

. 7 5 0 . 7 5»

OR

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ITEM SET 1

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1. Where is located on the number line?

Fill in one circle on the number line to plot the point.

42100

0.4 0.5

2. A baker has cupcake pans that can hold 12 cupcakes each. The bakermade 9 cupcake pans full of vanilla cupcakes and 4 cupcake pans full ofstrawberry cupcakes.

The baker then puts the cupcakes into boxes. The baker puts 8 cupcakesin each box.

What is the fewest number of boxes the baker will need for all thecupcakes?

A

B

C

D

18

20

24

32

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TURN THE PAGE ANDCONTINUE WORKING

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Use the information provided to answer Part A and Part B for question 3.

The table shows the items and amounts needed to make 1 bottle of bubblemix. The two items in a bubble mix are water and dish soap.

3. Part A

How much more water than dish soap is needed to make 1 bottle ofbubble mix?

Enter your answer in the space provided. Enter only your answer.

Bubble Mix

Item Amount

water cup58

dish soap cup28

cup

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Part B

A student wants to make enough bubble mix for 7 bottles.

• How many cups of bubble mix does the student need to make tofill 7 bottles? Include in your answer the number of cups of waterand the number of cups of dish soap the student needs.

• Explain your answer or show your work.

Enter your answers and your work or explanation in the space provided.

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4. A store has two lamps for sale. Lamp A costs $9. Lamp B costs 6 timesmore than Lamp A.

How much is Lamp B?

A

B

C

D

$3

$15

$45

$54

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TURN THE PAGE ANDCONTINUE WORKING

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Use the information provided to answer Part A and B for question 5.

The distances, in miles, a person ran in four days is shown in the table.

5. Part A

What is the greatest distance, in miles, the person ran?

Distances Ran

Day Distance(miles)

1 32

2 58

3 106

4 612

A

B

C

D

32

58

106

612

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A

6. A person went on a hike that lasted 3 hours.

How many minutes was the hike?

Enter your answer into the box.

B

C

D

610

410

54

512

\

Part B

On Day 5, the person wants to run between mile and mile.

Which distance, in miles, is between mile and mile?

34

612

34

612

\\\\\. . . . . .0!23456789

0!23456789

0!23456789

0!23456789

0!23456789

0!23456789

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7. A group of 63 birds is 9 times more than a group of 7 birds.

Which equation has the same meaning as this statement?

A

B

C

D

63 9 7= ×

7 63 9= ×

7 9 63= ÷

63 7 9= ÷

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8. Two friends each have a piece of yarn that is meter long.

• Explain the mistake that Friend A made.

• Explain the mistake that Friend B made.

• Show a fraction that is equivalent in length to meter. Show orexplain your work.

Enter your explanations and your answer in the space provided.

210

Friend A says that meter is equivalent to meter because

Friend B says that meter is equivalent to meter because

210

412

210

2 210 2

412=

++ = .

210

25

25

25 2

210= × = .

210

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9. There are 3,726 students spending the summer at a camp. The studentsare divided equally into 9 groups.

How many students are in each group?

A

B

C

D

302

414

482

512

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10. A student has an unknown amount of water in Container 1. She poursthe amount into Container 2, which already has 450 milliliters of waterinside. After she combines the two amounts, there is a total of 1 liter ofwater in Container 2.

What was the original amount of water, in milliliters, in Container 1before the student combined the two amounts?

Draw a line and shade the container to the correct height.

1,000

900

800

700

600

500

400

300

200

100

—

—

—

—

—

—

—

—

—

—

—

—

—

—

—

—

—

—

—

—

mL

Container 1

This is the end of Item Set 1.

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11. What number on the number line represents the value of

Fill in the circle on the number line to plot the point.

×2 ?23

0 1 2 3 4 5 6

12. Create a fraction model with a denominator of 10 that is equivalent

to

Divide the figure into the correct number of equal parts. Then shade thecorrect number of parts.

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1125241 ISD335931 2 3 4 5 A B C D E Printed in the USA