Informational Guide

to
Grade 4 Math
Summative Assessment
 Overview
This guide has been prepared to provide specific information about the PARCC Summative Assessments. The
PARCC Assessments are based upon Evidence-Centered Design (ECD). Evidence-Centered Design is a systematic
approach to test development. The design work begins with developing claims (the inferences we want to draw
about what students know and can do). Next, evidence statements are developed to describe the tangible
things we could point to, highlight or underline in a student work product that would help us prove our claims.
Then, tasks are designed to elicit this tangible evidence.

This guide provides information on the following for the Grade 4 Summative Assessments:

· PARCC Claims Structure

· PARCC Task Types
· PARCC Test Blueprint
· PARCC Evidence Statements and Tables
· PARCC Assessment Policies


The Evidence Tables in this document are formatted to assist educators in understanding the content of the summative assessments.
Evidence Statements are grouped to indicate those assessable as Type I items, Type II items, and Type III items.

Informational Guide to Grade 4 Math Summative Assessment 2

 Claims Structure: Grade 4
Master Claim: On-Track for college and career readiness. The degree to which a student is college and career ready (or
“on-track” to being ready) in mathematics. The student solves grade-level /course-level problems in mathematics as set
forth in the Standards for Mathematical Content with connections to the Standards for Mathematical Practice.

Sub-Claim A: Major Content1 with Sub-Claim B: Additional & Sub-Claim C: Highlighted Practices
Connections to Practices Supporting Content2 with MP.3,6 with Connections to Content3
The student solves problems involving Connections to Practices (expressing mathematical reasoning)
the Major Content1 for her grade/course The student solves problems involving the The student expresses grade/course-level
with connections to the Standards for Additional and Supporting Content2 for appropriate mathematical reasoning by
Mathematical Practice. her grade/course with connections to the constructing viable arguments, critiquing the
31 points Standards for Mathematical Practice. reasoning of others, and/or attending to
9 points precision when making mathematical
statements.
14 points
Sub-Claim D: Highlighted Practice MP.4 with Connections to Content
(modeling/application)
Total Exam
The student solves real-world problems with a degree of difficulty appropriate to the
grade/course by applying knowledge and skills articulated in the standards for the current Score Points:
grade/course (or for more complex problems, knowledge and skills articulated in the standards
for previous grades/courses), engaging particularly in the Modeling practice, and where helpful 66
making sense of problems and persevering to solve them (MP. 1),reasoning abstractly and
quantitatively (MP. 2), using appropriate tools strategically (MP.5), looking for and making use of
structure (MP.7), and/or looking for and expressing regularity in repeated reasoning (MP.8).
12 points

1For the purposes of the PARCC Mathematics assessments, the Major Content in a grade/course is determined by that grade level’s Major Clusters as identified in the PARCC Model Content
Frameworks v.3.0 for Mathematics. Note that tasks on PARCC assessments providing evidence for this claim will sometimes require the student to apply the knowledge, skills, and
understandings from across several Major Clusters.
2 The Additional and Supporting Content in a grade/course is determined by that grade level’s Additional and Supporting Clusters as identified in the PARCC Model Content Frameworks v.3.0 for
Mathematics.
3 For Grades 3-8, Sub-Claim C includes only Major Content.

Informational Guide to Grade 4 Math Summative Assessment 3

 Overview of PARCC Mathematics Task Types

Task Mathematical
Description Reporting Categories Scoring Method
Type Practice(s)

conceptual Sub-claim A: Solve computer- can involve any or

understanding, fluency, problems involving the scored only all mathematical
and application major content for the practice standards
grade level
Type I Sub-claim B: Solve
problems involving the
additional and
supporting content for
the grade level
written arguments/ Sub-claim C: Express a mix of primarily MP.3 and
justifications, critique of mathematical reasoning by computer- MP.6, but may also
Type II reasoning, or precision constructing mathematical scored and involve any of the
in mathematical arguments and critiques hand-scored other practices
statements tasks
modeling/application in Sub-claim D: solve real- a mix of primarily MP.4, but
a real-world context or world problems engaging computer- may also involve
Type III scenario particularly in the modeling scored and any of the other
practice hand-scored practices
tasks

Informational Guide to Grade 4 Math Summative Assessment 4

 Grade 4 High Level Blueprint
Summative Assessment*

Task Type/ Number

Total Points
Point Value of Tasks
Type I
26 26
1 Point
Type I
7 14
2 Point
Type II
2 6
Number and 3 Point
Point Values for Type II
each Task Type 2 8
4 Point
Type III
2 6
3 Point
Type III
1 6
6 Point

Total 40 66

Percentage of Type I (40/66) 61%

Assessment
Points by Task Type II (14/66) 21%
Type
Type III (12/66) 18%

*The assessment will also include embedded field-test items which will not count towards a student’s score.

Informational Guide
*The to Grade will
assessment 4 Math
alsoSummative Assessmentfield-test items which will not count towards a student’s score.
include embedded 5
 Evidence Statement Keys
Evidence statements describe the knowledge and skills that an assessment item/task elicits from students. These are derived directly from the New
Jersey Student Learning Standards for Mathematics (the standards), and they highlight the advances of the standards, especially around their focused
coherent nature. The evidence statement keys for grades 3 through 8 will begin with the grade number. High school evidence statement keys will
begin with “HS” or with the label for a conceptual category. Together, the five different types of evidence statements described below provide the
foundation for ensuring that PARCC assesses the full range and depth of the standards which can be downloaded from
http://www.state.nj.us/education/cccs/2016/math/standards.pdf

An Evidence Statement might:

1. Use exact standard language – For example:

 8.EE.1 - Know and apply the properties of integer exponents to generate equivalent numerical expressions. For example, 32 × 3-5 = 3-3 = 1/33
= 1/27. This example uses the exact language as standard 8.EE.1

2. Be derived by focusing on specific parts of a standard – For example: 8.F.5-1 and 8.F.5-2 were derived from splitting standard 8.F.5:

 8.F.5-1 Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing
or decreasing, linear or nonlinear).
 8.F.5-2 Sketch a graph that exhibits the qualitative features of a function that has been described verbally.

Together these two evidence statements are standard 8.F.5:

Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing or 2
decreasing, linear or nonlinear). Sketch a graph that exhibits the qualitative features of a function that has been described verbally.

3. Be integrative (Int) – Integrative evidence statements allow for the testing of more than one of the standards on a single item/task without going
beyond the standards to create new requirements. An integrative evidence statement might be integrated across all content within a
grade/course, all standards in a high school conceptual category, all standards in a domain, or all standards in a cluster. For example:

 Grade/Course – 4.Int.2§ (Integrated across Grade 4)

 Conceptual Category – F.Int.1§ (Integrated across the Functions Conceptual Category)
 Domain – 4.NBT.Int.1§ (Integrated across the Number and Operations in Base Ten Domain)
 Cluster – 3.NF.A.Int.1§ (Integrated across the Number and Operations – Fractions Domain, Cluster A )

Informational Guide to Grade 4 Math Summative Assessment 6

4. Focus on mathematical reasoning– A reasoning evidence statement (keyed with C) will state the type of reasoning that an item/task will require
and the content scope from the standard that the item/task will require the student to reason about. For example:

 3.C.2§ -- Base explanations/reasoning on the relationship between addition and subtraction or the relationship between multiplication and
division.
o Content Scope: Knowledge and skills are articulated in 3.OA.6
 7.C.6.1§ – Construct, autonomously, chains of reasoning that will justify or refute propositions or conjectures.
o Content Scope: Knowledge and skills are articulated in 7.RP.2

Note: When the focus of the evidence statement is on reasoning, the evidence statement may also require the student to reason about
securely held knowledge from a previous grade.

5. Focus on mathematical modeling – A modeling evidence statement (keyed with D) will state the type of modeling that an item/task will require
and the content scope from the standard that the item/task will require the student to model about. For example:

 4.D.2§ – Solve multi-step contextual problems with degree of difficulty appropriate to Grade 4 requiring application of knowledge and skills
articulated in 3.OA.A, 3.OA.8,3.NBT, and/or 3.MD.

Note: The example 4.D.2 is of an evidence statement in which an item/task aligned to the evidence statement will require the student to
model on grade level, using securely held knowledge from a previous grade.

 HS.D.5§ - Given an equation or system of equations, reason about the number or nature of the solutions.
o Content scope: A-REI.11, involving any of the function types measured in the standards.

§
The numbers at the end of the integrated, modeling and reasoning Evidence Statement keys are added for assessment clarification and tracking purposes. For example, 4.Int.2
is the second integrated Evidence Statement in Grade 4.

Informational Guide to Grade 4 Math Summative Assessment 7

 Grade 4 Evidence Statements
Listing by Type I, Type II, and Type III
The PARCC Evidence Statements for Grade 4 Mathematics are provided starting on the
next page. The list has been organized to indicate whether items designed are aligned to
an Evidence Statement used for Type I items, Type II items (reasoning), or Type III items
(modeling).

Evidence Statements are presented in the order shown below and are color coded:

Peach – Evidence Statement is applicable to Type I items.

Lavender – Evidence Statement is applicable to the Type II items.
Aqua – Evidence Statement is applicable to the Type III items.

Informational Guide to Grade 4 Math Summative Assessment 8

 Grade 4 Evidence Statements
Type I Type II Type III

Statement
Sub-Clam

Evidence
Relationship to
Key Clarifications, limits, emphases, and other information intended to ensure appropriate variety
Evidence Statement Text Mathematical
in tasks
Practices

Interpret a multiplication equation as a comparison, e.g., interpret

A 4.OA.1-1 35 = 5 x 7 as a statement that 35 is 5 times as many as 7 and 7 i) Tasks have “thin context”i or no context. MP.2, MP.4
times as many as 5.

Represent verbal statements of multiplicative comparisons as

A 4.OA.1-2 i) Tasks have “thin context” or no context. MP.2, MP.4
multiplication equations.

Multiply or divide to solve word problems involving multiplicative i) See the OA Progression document, especially p. 29 and Table 2, Common Multiplication and
comparison, e.g., by using drawings and equations with a symbol Division situations on page 89 of CCSSM.
A 4.OA.2 MP.1, MP.4, MP.5
for the unknown number to represent the problem, distinguishing
multiplicative comparison from additive comparison. ii) Tasks sample equally the situations in the third row of Table 2 on page 89 of CCSSM

Solve multi-step word problems posed with whole numbers and i) Assessing reasonableness of answer is not assessed here.
A 4.OA.3-1 MP.1, MP.2, MP.7
having whole-number answers using the four operations. ii) Tasks do not involve interpreting remainders.

i) Assessing reasonableness of answer is not assessed here.

Solve multi-step word problems posed with whole numbers and ii) Tasks involve interpreting remainders. MP.1, MP.2, MP.4,
A 4.OA.3-2 having whole-number answers using the four operations, in which
iii) See p. 30 of the OA Progression document. MP.7
remainders must be interpreted.
iv) Multi-step problems must have at least 3 steps.

B 4.OA.4-1 Find all factor pairs for a whole number in the range 1–100. - MP.7

B 4.OA.4-2 Recognize that a whole number is a multiple of each of its factors. - MP.2

Determine whether a given whole number in the range 1–100 is a

B 4.OA.4-3 - MP.8
multiple of a given one-digit number.

Determine whether a given whole number in the range 1–100 is

B 4.OA.4-4 - MP.7, MP.8
prime or composite.

Informational Guide to Grade 4 Math Summative Assessment 9

 Grade 4 Evidence Statements
Type I Type II Type III

Statement
Sub-Clam

Evidence
Relationship to
Key Clarifications, limits, emphases, and other information intended to ensure appropriate variety
Evidence Statement Text Mathematical
in tasks
Practices

Generate a number or shape pattern that follows a given rule.

Identify apparent features of the pattern that were not explicit in the
rule itself. For example, given the rule “Add 3” and the starting i) Tasks do not require students to determine a rule; the rule is given.
B 4.OA.5 number 1, generate terms in the resulting sequence and observe MP.8
that the terms appear to alternate between odd and even numbers. ii) 75% of patterns should be number patterns.
Explain informally why the numbers will continue to alternate in this
way.

Recognize that in a multi-digit whole number, a digit in one place

represents ten times what it represents in the place to its right. For
A 4.NBT.1 - MP.7
example, recognize that 700 ÷ 70 = 10 by applying concepts of
place value and division.
Read and write multi-digit whole numbers using base-ten numerals,
number names, and expanded form. Compare two multi-digit i) Tasks assess conceptual understanding, e.g. by including a mixture of expanded form, number
A 4.NBT.2 MP.7
numbers based on meanings of the digits in each place, using >, =, names, and base ten numerals within items.
and < symbols to record the results of comparisons.

Use place value understanding to round multi-digit whole numbers i) Grade 4 expectations are limited to whole numbers less than or equal to 1,000,000.
A 4.NBT.3 MP.7
to any place.
i) The given addends are such as to require an efficient/standard algorithm (e.g., 7263 + 4875).
Addends in the task do not suggest any obvious ad hoc or mental strategy (as would be present
for example in a case such as 16,999 + 3,501).
Fluently add multi-digit whole numbers using the standard ii) Tasks do not have a context.
A 4.NBT.4-1 -
algorithm.
iii) Grade 4 expectations in CCSSM are limited to whole numbers less than or equal to 1,000,000; for
purposes of assessment, both of the given numbers should have 4 digits.
iv) Tasks are not timed.

i) The given subtrahend and minuend are such as to require an efficient/standard algorithm (e.g.,
7263 – 4875 or 7406 – 4637). The subtrahend and minuend do not suggest any obvious ad hoc
or mental strategy (as would be present for example in a case such as 7300 – 6301).
Fluently subtract multi-digit whole numbers using the standard ii) Tasks do not have a context.
A 4.NBT.4.2 -
algorithm.
iii) Grade 4 expectations in CCSSM are limited to whole numbers less than or equal to 1,000,000; for
purposes of assessment, both of the given numbers should have 4 digits.
iv) Tasks are not timed.

Informational Guide to Grade 4 Math Summative Assessment 10

 Grade 4 Evidence Statements
Type I Type II Type III

Statement
Sub-Clam

Evidence
Relationship to
Key Clarifications, limits, emphases, and other information intended to ensure appropriate variety
Evidence Statement Text Mathematical
in tasks
Practices

Multiply a whole number of up to four digits by a one-digit whole i) Tasks do not have a context.
A 4.NBT.5-1 number using strategies based on place value and the properties of MP.7
operations. ii) For the illustrate/explain aspect of 4.NBT.5, see 4.C.1-1

Multiply two two-digit numbers, using strategies based on place i) Tasks do not have a context.
A 4.NBT.5-2 MP.7
value and the properties of operations. ii) For the illustrate/explain aspect of 4.NBT.5, see 4.C.1.1

Find whole-number quotients and remainders with three-digit i) Tasks do not have a context.
dividends and one-digit divisors, using strategies based on place
A 4.NBT.6-1 ii) Tasks may include remainders of 0 in no more than 20% of the tasks. MP.7, MP.8
value, the properties of operations, and/or the relationship between
multiplication and division. iii) For the illustrate/explain aspect of 4.NBT.6, see 4.C.1-2 and 4.C.2

Find whole-number quotients and remainders with four-digit i) Tasks do not have a context.
dividends and one-digit divisors, using strategies based on place ii) Tasks may include remainders of 0 in no more than 20% of the tasks.
A 4.NBT.6-2 MP.7, MP.8
value, the properties of operations, and/or the relationship between iii) For the illustrate/explain aspect of 4.NBT.6, see 4.C.1-2 and 4.C.2
multiplication and division.

Perform computations by applying conceptual understanding of

A 4.NBT.Int.1 i) Tasks do not have a context. MP.1, MP.7
place value, rather than by applying multi-digit algorithms.

i) The explanation aspect of 4.NF.1 is not assessed here.

Use the principle a/b = (nxa)/(nxb) to recognize and generate
A 4.NF.1-2 ii) Tasks are limited to denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100. MP.7
equivalent fractions.
iii) Tasks may include fractions that equal whole numbers. Whole numbers are limited to 0 through 5.

i) Only the answer is required.

Compare two fractions with different numerators and different
denominators, e.g., by creating common denominators or by ii) Tasks require the student to choose the comparison strategy autonomously.
A 4.NF.2-1 MP.6, MP.7
comparing to a benchmark fraction such as 1/2. Record the results iii) Tasks are limited to denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
of comparisons with symbols <, =, or <.
iv) Tasks may include fractions that equal whole numbers. Whole numbers are limited to 0 through 5.

i) Tasks have “thin context.”

Apply conceptual understanding of fraction equivalence and ii) Tasks do not require adding, subtracting, multiplying, or dividing fractions.
ordering to solve simple word problems requiring fraction iii) Prompts do not provide visual fraction models; students may at their discretion draw visual
A 4.NF.A.Int.1 comparison. MP.1, MP.4, MP.5
fraction models as a strategy.
Content Scope: 4.NF.A iv) Tasks are limited to denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
v) Tasks may include fractions that equal whole numbers. Whole numbers are limited to 0 through 5.

Informational Guide to Grade 4 Math Summative Assessment 11

 Grade 4 Evidence Statements
Type I Type II Type III

Statement
Sub-Clam

Evidence
Relationship to
Key Clarifications, limits, emphases, and other information intended to ensure appropriate variety
Evidence Statement Text Mathematical
in tasks
Practices

Understand a fraction a/b with a > 1 as a sum of fractions 1/b.

A 4.NF.3a a. Understand addition and subtraction of fractions as joining and i) Tasks are limited to denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100. MP.2, MP.7, MP.8
separating parts referring to the same whole.

Understand a fraction a/b with a > 1 as a sum of fractions 1/b.

i) Only the answer is required.
b. Decompose a fraction into a sum of fractions with the same
A 4.NF.3b-1 denominator in more than one way, recording each ii) Tasks are limited to denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100. MP.7, MP.8
decomposition by an equation. Examples: 3/8 = 1/8 + 1/8 + 1/8; iii) Tasks may include fractions that equal whole numbers. Whole numbers are limited to 0 through 5.
3/8 = 1/8 + 2/8; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8.

Understand a fraction a/b with a > 1 as a sum of fractions 1/b.

Add and subtract mixed numbers with like denominators, e.g., by i) Tasks do not have a context.
A 4.NF.3c replacing each mixed number with an equivalent fraction, and/or by ii) Denominators are limited to grade 3 possibilities (2, 3, 4, 6, 8) so as to keep computational MP.7
using properties of operations and the relationship between addition difficulty lower.
and subtraction.

Understand a fraction a/b with a>1 as a sum of fractions 1/b. i) Tasks are limited to denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
d. Solve word problems involving addition and subtraction of ii) Addition and subtraction situations are limited to the dark- or medium-shaded types in Table 2, p.
A 4.NF.3d fractions referring to the same whole and having like 9 of the OA Progression document; these situations are sampled equally. MP.1, MP.4, MP.5
denominators, e.g., by using visual fraction models and iii) Prompts do not provide visual fraction models; students may at their discretion draw visual
equations to represent the problem. fraction models as a strategy.

Apply and extend previous understandings of multiplication to

multiply a fraction by a whole number.
A 4.NF.4a a. Understand a fraction a/b as a multiple of 1/b. For example, use i) Tasks are limited to denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100. MP.5, MP.7
a visual fraction model to represent 5/4 as the product 5 x (1/4),
recording the conclusion by the equation 5/4 = 5 x (1/4).

i) Tasks do not have a context.

Apply and extend previous understandings of multiplication to ii) Prompts do not provide visual fraction models; students may at their discretion draw visual
multiply a fraction by a whole number. fraction models as a strategy.
A 4.NF.4b-1 MP.5, MP.7
b. Understand a multiple of a/b as a multiple of 1/b. For example, iii) Results may equal fractions greater than 1 (including fractions equal to whole numbers limited to
use a visual fraction model to express 3 x (2/5) as 6 x (1/5). 0 through 5).
iv) Tasks are limited to denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.

Informational Guide to Grade 4 Math Summative Assessment 12

 Grade 4 Evidence Statements
Type I Type II Type III

Statement
Sub-Clam

Evidence
Relationship to
Key Clarifications, limits, emphases, and other information intended to ensure appropriate variety
Evidence Statement Text Mathematical
in tasks
Practices

i) Tasks do not have a context.

Apply and extend previous understandings of multiplication to ii) Prompts do not provide visual fraction models; students may at their discretion draw visual
multiply a fraction by a whole number. fraction models as a strategy.
A 4.NF.4b-2 b. Use the understanding that a multiple of a/b is a multiple of 1/b iii) Tasks involve expressing a/b as a multiple of a/b as a fraction. MP.5, MP.7
to multiply a fraction by a whole number. For example, use a
visual fraction model to express 3 x (2/5) as 6/5. (In general, n x iv) Results may equal fractions greater than 1 (including fractions equal to whole numbers limited to
(a/b) = (nxa)/b.) 0 through 5).
v) Tasks are limited to denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.

i) Prompts do not provide visual fraction models; students may at their discretion draw visual
Apply and extend previous understandings of multiplication to fraction models as a strategy.
multiply a fraction by a whole number. ii) Situations are limited to those in which the product is unknown (situations do not include unknown
c. Solve word problems involving multiplication of a fraction by a factors).
whole number, e.g., by using visual fraction models and iii) Situations involve a whole number of fractional quantities—not a fraction of a whole-number
A 4.NF.4c equations to represent the problem. For example, if each person quantity. MP.1, MP.4, MP.5
at a party will eat 3/8 of a pound of roast beef, and there will be
iv) Results may equal fractions greater than 1 (including fractions equal to whole numbers).
5 people at the party, how many pounds of roast beef will be
needed? Between what two whole numbers does your answer v) Results may equal fractions greater than 1 (including fractions equal to whole numbers limited to
lie? 0 through 5).
vi) Tasks are limited to denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.

A 4.NF.5 Express a fraction with denominator 10 as an equivalent fraction

with denominator 100, and use this technique to add two fractions
i) Tasks do not have a context. MP.7
with respective denominators 10 and 100. For example, express
3/10 as 30/100, and add 3/10 + 4/100 = 34/100.

Use decimal notation for fractions with denominators 10 or 100. For

A 4.NF.6 example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; i) Measuring to the nearest mm or cm is equivalent to measuring on the number line. MP.7
locate 0.62 on a number line diagram.

Compare two decimals to hundredths by reasoning about their size. i) Tasks have “thin context” or no context.
Recognize that comparisons are valid only when the two decimals
ii) Justifying conclusions is not assessed here.
A 4.NF.7 refer to the same whole. Record the results of comparisons with the MP.5, MP.7
symbols >, =, or <, and justify the conclusions, e.g., by using a iii) Prompts do not provide visual fraction models; students may at their discretion draw visual
visual model. fraction models as a strategy.

Informational Guide to Grade 4 Math Summative Assessment 13

 Grade 4 Evidence Statements
Type I Type II Type III

Statement
Sub-Clam

Evidence
Relationship to
Key Clarifications, limits, emphases, and other information intended to ensure appropriate variety
Evidence Statement Text Mathematical
in tasks
Practices

Solve one-step word problems requiring integration of knowledge

A 4.NF.Int.1 and skills articulated in 4.NF. i) Tasks are limited to denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100. MP.1, MP.4
Content Scope: 4.NF

Solve one-step addition word problems.

i) Tasks are one of two kinds: Add To with result unknown, or Put Together with result unknown.
A 4.NF.Int.2 Content Scope: 4.NF.5, 4.NF.6 ii) See Table 2, p. 9 of the OA Progression document; these situations are sampled equally. MP.1

Know relative sizes of measurement units within one system of

units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a
single system of measurement, express measurements in a larger
unit in terms of a smaller unit. Record measurement equivalents in -
B 4.MD.1 a two- column table. For example, know that 1 ft is 12 times as long MP.5, MP.8
as 1 in. Express the length of a 4 ft snake as 48 in. Generate a
conversion table for feet and inches listing the number pairs (1, 12),
(2, 24), (3, 36), ...

i) Situations involve whole number measurements and require expressing measurements given in a
Use the four operations to solve word problems involving distances,
larger unit in terms of a smaller unit.
intervals of time, liquid volumes, masses of objects, and money, in
problems that require expressing measurements given in a larger ii) Tasks may present number line diagrams featuring a measurement scale.
B 4.MD.2-1 MP.4, MP.5
unit in terms of a smaller unit. Represent measurement quantities iii) Tasks may include measuring distances to the nearest cm or mm.
using diagrams such as number line diagrams that feature a iv) Units of mass are limited to grams and kilograms.
measurement scale.

i) Situations involve two measurements given in the same units, one a whole-number measurement
and the other a non-whole-number measurement (given as a fraction).
Use the four operations to solve word problems involving distances,
intervals of time, liquid volumes, masses of objects, and money, in ii) Tasks may present number line diagrams featuring a measurement scale.
B 4.MD.2-2 problems involving simple fractions. Represent measurement iii) Tasks may include measuring distances to the nearest cm or mm. MP.4, MP.5
quantities using diagrams such as number line diagrams that iv) Units of mass are limited to grams and kilograms.
feature a measurement scale.
v) Tasks will not include division of fractions.

Informational Guide to Grade 4 Math Summative Assessment 14

 Grade 4 Evidence Statements
Type I Type II Type III

Statement
Sub-Clam

Evidence
Relationship to
Key Clarifications, limits, emphases, and other information intended to ensure appropriate variety
Evidence Statement Text Mathematical
in tasks
Practices

Apply the area and perimeter formulas for rectangles in real world
and mathematical problems. For example, find the width of a -
B 4.MD.3 rectangular room given the area of the flooring and the length, by MP.2, MP.5
viewing the area formula as a multiplication equation with an
unknown factor.

Make a line plot to display a data set of measurements in fractions i) Tasks may include mixed numbers with stated denominators.
B 4.MD.4-1 of a unit (1/2, 1/4, 1/8). ii) Fractions equivalent to whole numbers are limited to 0 through 5. MP.5

Solve problems involving addition and subtraction of fractions by

using information presented in line plots. For example, from a line -
B 4.MD.4-2 MP.4, MP.5
plot find and interpret the difference in length between the longest
and shortest specimens in an insect collection.

Recognize angles as geometric shapes that are formed wherever

two rays share a common endpoint, and understand concepts of
angle measurement.
a. An angle is measured with reference to a circle with its center at
the common endpoint of the rays, by considering the fraction of -
B 4.MD.5 MP.2
the circular arc between the points where the two rays intersect
the circle. An angle that turns through 1/360 of a circle is called
a "one-degree angle," and can be used to measure angles.
b. An angle that turns through n one-degree angles is said to have
an angle measure of n degrees.

Measure angles in whole-number degrees using a protractor.

B 4.MD.6 - MP.2, MP.5
Sketch angles of specified measure.

Recognize angle measure as additive. When an angle is

decomposed into non-overlapping parts, the angle measure of the
whole is the sum of the angle measures of the parts. Solve addition
B 4.MD.7 - MP.1, MP.7
and subtraction problems to find unknown angles on a diagram in
real-world and mathematical problems, e.g., by using an equation
with a symbol for the unknown angle measure.

Informational Guide to Grade 4 Math Summative Assessment 15

 Grade 4 Evidence Statements
Type I Type II Type III

Statement
Sub-Clam

Evidence
Relationship to
Key Clarifications, limits, emphases, and other information intended to ensure appropriate variety
Evidence Statement Text Mathematical
in tasks
Practices

Draw points, lines, line segments, rays, angles (right, acute,

B 4.G.1 obtuse), and perpendicular and parallel lines. Identify these in two- - MP.5
dimensional figures.

Classify two-dimensional figures based on the presence or absence

of parallel or perpendicular lines, or the presence or absence of i) A trapezoid is defined as “A quadrilateral with at least one pair of parallel sides.”
B 4.G.2 MP.7
angles of a specified size. Recognize right triangles as a category, ii) Tasks may include terminology: equilateral, isosceles, scalene, acute, right, and obtuse.
and identify right triangles.

Recognize a line of symmetry for a two-dimensional figure as a line

across the figure such that the figure can be folded along the line
B 4.G.3 - -
into matching parts. Identify line-symmetric figures and draw lines of
symmetry.
i) The given numbers are such as to require a general strategy based on place value and the
Solve one-step word problems involving multiplying two two-digit properties of operations (e.g., 63 x 44).
A 4.Int.2 MP.1, MP.7
numbers.
ii) Word problems shall include a variety of grade-level appropriate applications and contexts.

i) The given numbers are such as to require a general strategy based on place value and the
Solve one-step word problems involving multiplying a four-digit properties of operations (e.g., 2392 x 8).
A 4.Int.3 MP.1, MP.7
number by a one-digit number.
ii) Word problems shall include a variety of grade-level appropriate applications and contexts.

i) The given numbers are such as to require a general strategy based on place value and the
Solve one-step word problems involving dividing a four-digit number properties of operations (e.g., 2328 ÷ 8).
A 4.Int.4 MP.1, MP.7
by a one-digit number. ii) Quotients are whole numbers (i.e., there are no remainders).
iii) Word problems shall include a variety of grade-level appropriate applications and contexts.

Solve multi-step word problems posed with whole numbers and

involving computations best performed by applying conceptual i) Multi-step problems must have at least 3 steps.
A 4.Int.5 understanding of place value, perhaps involving rounding. ii) Tasks must be aligned to the first standard and 1 or more of the subsequent standards listed in MP.1, MP.2, MP.7
the content scope.
Content Scope: 4.OA.3, 4.NBT

Informational Guide to Grade 4 Math Summative Assessment 16

 Grade 4 Evidence Statements
Type I Type II Type III

Statement
Sub-Clam

Evidence
Relationship to
Key Clarifications, limits, emphases, and other information intended to ensure appropriate variety
Evidence Statement Text Mathematical
in tasks
Practices

Solve real-world and mathematical problems about perimeter

involving grade-level addition and subtraction of fractions, such as i) Tasks are limited to denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
A 4.Int.6 finding an unknown side of a rectangle. MP.1, MP.2, MP.5
ii) Tasks must be aligned to both standards listed in the content scope.
Content Scope: 4.NF.3, 4.MD.3

i) The given numbers are such as to require an efficient/standard algorithm (e.g., 7263 +
4875, 7263 – 4875, 7406 – 4637). The given numbers do not suggest any obvious ad
Solve one-step word problems involving adding or subtracting two
A 4.Int.7 hoc or mental strategy (as would be present, for example, in a case such as 6,999 + -
four-digit numbers. 3,501 or 7300 – 6301).
ii) Word problems shall include a variety of grade-level appropriate applications and contexts.

i) The given numbers are such as to require an efficient/standard algorithm (e.g., 7263 +
Solve addition and subtraction word problems involving three four-
A 4.Int.8 4875 + 6901). The given numbers do not suggest any obvious ad hoc or mental strategy -
digit addends, or two four-digit addends and a four-digit subtrahend.
(as would be present, for example, in a case such as 6,999 + 3,501 - 5,000).

Informational Guide to Grade 4 Math Summative Assessment 17

 Grade 4 Evidence Statements
Type I Type II Type III
Sub-Claim

Statement
Evidence
Relationship to
Key Clarifications, limits, emphases, and other information intended to ensure appropriate
Evidence Statement Text Mathematical
variety in tasks
Practices

i) Students need not use technical terms such as commutative, associative, distributive, or
property.
Base explanations/reasoning on the properties of operations.
C 4.C.1-1 ii) Tasks do not have a context.
Content Scope: Knowledge and skills articulated in 4.NBT.5 MP.3, MP.6, MP.7
iii) Unneeded parentheses should not be used. For example, use 4 + 3 x 2 rather than
4 + (3 x 2).
i) Students need not use technical terms such as commutative, associative, distributive, or
property.
Base explanations/reasoning on the properties of operations.
C 4.C.1-2 ii) Tasks do not have a context. MP.3, MP.6, MP.7,
Content Scope: Knowledge and skills articulated in 4.NBT.6 MP.8
iii) Unneeded parentheses should not be used. For example, use 4 + 3 x 2 rather than
4 + (3 x 2).
Base explanations/reasoning on the relationship between multiplication
C 4.C.2 and division. i) Tasks do not have a context.
MP.3, MP.6, MP.7
Content Scope: Knowledge and skills articulated in 4.NBT.6

Reason about the place value system itself.

C 4.C.3 i) Tasks have “thin context”1 or no context.
Content Scope: Knowledge and skills articulated in 4.NBT.A MP.3, MP.6, MP.7

Base arithmetic explanations/reasoning on concrete referents such as

diagrams (whether provided in the prompt or constructed by the student
in her response), connecting the diagrams to a written (symbolic) i) Tasks have “thin context” or no context.
C 4.C.4-1
method. ii) Tasks are limited to denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100. MP.3, MP.5, MP.6
Content Scope: Knowledge and skills articulated in 4.NF.A

Base arithmetic explanations/reasoning on concrete referents such as

diagrams (whether provided in the prompt or constructed by the student i) Tasks have “thin context” or no context.
in her response), connecting the diagrams to a written (symbolic) ii) Tasks are limited to denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
C 4.C.4-2 method. MP.3, MP.5, MP.6
iii) Tasks may include fractions that equal whole numbers. Whole numbers are limited to 0
Content Scope: Knowledge and skills articulated in 4.NF.3a, through 5.
4.NF.3b

Base arithmetic explanations/reasoning on concrete referents such as

diagrams (whether provided in the prompt or constructed by the student i) Tasks have “thin context” or no context.
C 4.C.4-3 in her response), connecting the diagrams to a written (symbolic) ii) Tasks are limited to denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100. MP.3, MP.5, MP.6
method. iii) Tasks may include whole numbers. Whole numbers are limited to 0 through 5.
Content Scope: Knowledge and skills articulated in 4.NF.4a

Informational Guide to Grade 4 Math Summative Assessment 18

 Grade 4 Evidence Statements
Type I Type II Type III
Sub-Claim

Statement
Evidence
Relationship to
Key Clarifications, limits, emphases, and other information intended to ensure appropriate
Evidence Statement Text Mathematical
variety in tasks
Practices

Base arithmetic explanations/reasoning on concrete referents such as

diagrams (whether provided in the prompt or constructed by the student
i) Tasks have “thin context” or no context. MP.2, MP.3, MP.5,
C 4.C.4-4 in her response), connecting the diagrams to a written (symbolic)
method. ii) Tasks are limited to denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100. MP.6
Content Scope: Knowledge and skills articulated in 4.NF.4b
Base arithmetic explanations/reasoning on concrete referents such as
diagrams (whether provided in the prompt or constructed by the student
i) Tasks have “thin context” or no context. MP.2, MP.3, MP.5,
C 4.C.4-5 in her response), connecting the diagrams to a written (symbolic)
method. ii) Tasks are limited to denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100. MP.6
Content Scope: Knowledge and skills articulated in 4.NF.C

Distinguish correct explanation/reasoning from that which is flawed, and

– if there is a flaw in the argument – present corrected reasoning. (For
example, some flawed ‘student’ reasoning is presented and the task is i) Reasoning in these tasks centers on interpretation of remainders. MP.1, MP.2, MP.3,
C 4.C.5-1
to correct and improve it.) MP.6, MP.7
Content Scope: Knowledge and skills articulated in 4.OA.3
Distinguish correct explanation/reasoning from that which is flawed, and
i) Tasks have “thin context” or no context.
– if there is a flaw in the argument – present corrected reasoning. (For
example, some flawed ‘student’ reasoning is presented and the task is ii) Tasks are limited to denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
C 4.C.5-2 MP.3, MP.6, MP.7
to correct and improve it.) iii) Tasks may include fractions that equal whole numbers. Whole numbers are limited to 0
through 5.
Content Scope: Knowledge and skills articulated in 4.NF.1
Distinguish correct explanation/reasoning from that which is flawed, and
i) Tasks have “thin context” or no context.
– if there is a flaw in the argument – present corrected reasoning. (For
example, some flawed ‘student’ reasoning is presented and the task is ii) Tasks are limited to denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
C 4.C.5-3 MP.3, MP.6, MP.7
to correct and improve it.) iii) Tasks may include fractions that equal whole numbers. Whole numbers are limited to 0
through 5.
Content Scope: Knowledge and skills articulated in 4.NF.2

Distinguish correct explanation/reasoning from that which is flawed, and

– if there is a flaw in the argument – present corrected reasoning. (For i) Tasks are limited to denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
C 4.C.5-4 example, some flawed ‘student’ reasoning is presented and the task is ii) Results may equal fractions greater than 1 (including fractions equal to whole numbers MP.3, MP.5, MP.6
to correct and improve it.) limited to 0 through 5).
Content Scope: Knowledge and skills articulated in 4.NF.B

Informational Guide to Grade 4 Math Summative Assessment 19

 Grade 4 Evidence Statements
Type I Type II Type III
Sub-Claim

Statement
Evidence
Relationship to
Key Clarifications, limits, emphases, and other information intended to ensure appropriate
Evidence Statement Text Mathematical
variety in tasks
Practices

Distinguish correct explanation/reasoning from that which is flawed, and

– if there is a flaw in the argument – present corrected reasoning. (For
example, some flawed ‘student’ reasoning is presented and the task is i) Tasks have “thin context” or no context.
C 4.C.5-5 MP.3, MP.5, MP.6
to correct and improve it.) ii) Tasks are limited to denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
Content Scope: Knowledge and skills articulated in 4.NF.C

Distinguish correct explanation/reasoning from that which is flawed, and

– if there is a flaw in the argument – present corrected reasoning. (For
example, some flawed ‘student’ reasoning is presented and the task is i) Tasks may have scaffolding2 if necessary in order to yield a degree of difficulty appropriate
4.C.5-6 to correct and improve it.)
C to Grade 4. MP.3, MP.6
Content Scope: Knowledge and skills articulated in 3.OA.B, 3.NF,
3.MD.C

Present solutions to multi-step problems in the form of valid chains of

reasoning, using symbols such as equals signs appropriately (for
example, rubrics award less than full credit for the presence of
nonsense statements such as 1 + 4 = 5 + 7 = 12, even if the final i) Tasks may involve interpreting remainders.
MP.1,MP.2, MP.3,
C 4.C.6-1 answer is correct), or identify or describe errors in solutions to multi-step ii) Multi-step problems must have at least 3 steps. MP.5, MP.6, MP.7
problems and present corrected solutions.
Content Scope: Knowledge and skills articulated in 4.OA.3

Present solutions to multi-step problems in the form of valid chains of

reasoning, using symbols such as equals signs appropriately (for
i) Tasks have “thin context” or no context.
example, rubrics award less than full credit for the presence of
nonsense statements such as 1 + 4 = 5 + 7 = 12, even if the final ii) Denominators are limited to grade 3 possibilities (2, 3, 4, 6, 8) so as to keep computational
difficulty lower. MP.2, MP.3, MP.6,
C 4.C.6-2 answer is correct), or identify or describe errors in solutions to multi-step MP.7
problems and present corrected solutions. iii) Multi-step problems must have at least 3 steps
Content Scope: Knowledge and skills articulated in 4.NF.3c

Informational Guide to Grade 4 Math Summative Assessment 20

 Grade 4 Evidence Statements
Type I Type II Type III
Sub-Claim

Statement
Evidence
Relationship to
Key Clarifications, limits, emphases, and other information intended to ensure appropriate
Evidence Statement Text Mathematical
variety in tasks
Practices

Present solutions to multi-step problems in the form of valid chains of

reasoning, using symbols such as equals signs appropriately (for
example, rubrics award less than full credit for the presence of i) Denominators are limited to grade 3 possibilities (2, 3, 4, 6, 8) so as to keep computational
nonsense statements such as 1 + 4 = 5 + 7 = 12, even if the final difficulty lower.
answer is correct), or identify or describe errors in solutions to multi-step ii) Multi-step problems must have at least 3 steps MP.2, MP.3, MP.5,
C 4.C.6-3
problems and present corrected solutions. MP.6
Content Scope: Knowledge and skills articulated in
4.NF.3d,4.NF.4c

Base explanations/reasoning on a number line diagram (whether

provided in the prompt or constructed by the student in her response) i) Fractions equivalent to whole numbers are limited to 0 through 5.
C 4.C.7-1 MP.3, MP.5, MP.6
Content Scope: Knowledge and skills articulated in 4.NF.1

Base explanations/reasoning on a number line diagram (whether

provided in the prompt or constructed by the student in her response) i) Fractions equivalent to whole numbers are limited to 0 through 5.
C 4.C.7-2 MP.3, MP.5, MP.6
Content Scope: Knowledge and skills articulated in 4.NF.2

Base explanations/reasoning on a number line diagram (whether

provided in the prompt or constructed by the student in her response)
-
C 4.C.7-3 Content Scope: Knowledge and skills articulated in 4.NF.3a MP.3, MP.5, MP.6

Base explanations/reasoning on a number line diagram (whether

provided in the prompt or constructed by the student in her response)
-
C 4.C.7-4 Content Scope: Knowledge and skills articulated in 4.NF.4a, MP.3, MP.5, MP.6
4.NF.4b

Informational Guide to Grade 4 Math Summative Assessment 21

 Grade 4 Evidence Statements
Type I Type II Type III
Sub-Claim

Statement
Evidence
Relationship to
Key Clarifications, limits, emphases, and other information intended to ensure appropriate
Evidence Statement Text Mathematical
variety in tasks
Practices

Solve multi-step contextual word problems with degree of difficulty i) Tasks may have scaffolding.
appropriate to Grade 4, requiring application of knowledge and skills
D 4.D.1 articulated in Type I, Sub-Claim A Evidence Statements. ii) Multi-step problems must have at least 3 steps. MP.4

i) Tasks may have scaffolding, if necessary, in order to yield a degree of difficulty appropriate
to Grade 4.
ii) Multi-step problems must have at least 3 steps.
iii) Tasks do not require a student to write a single equation with a letter standing for the
Solve multi-step contextual problems with degree of difficulty unknown quantity in a two-step problem, and then solve that equation.
appropriate to Grade 4, requiring application of knowledge and skills iv) Tasks may require students to write an equation as part of their work to find a solution, but
D 4.D.2 articulated in 3.OA.A, 3.OA.8, 3.NBT, and/or 3.MD. students are not required to use a letter for the unknown. MP.4
v) Addition, subtraction, multiplication and division situations in these problems may involve
any of the basic situation types with unknowns in various positions (see CCSSM, Table 1,
Common addition and subtraction, p. 88; CCSSM, Table 2, Common multiplication and
division situations, p. 89; and the OA Progression document.

1“Thin context” is a sentence or phrase that establishes a concrete referent for the quantity/quantities in the problem, in such a way as to provide meaningful avenues for
mathematical intuition to operate, yet without requiring any sort of further analysis of the context. For example, a task could provide a reason for being given a set of fractional
measurements such as, “The fractions represent lengths of ribbon.”

2 Scaffolding in a task provides the student with an entry point into a pathway for solving a problem. In unscaffolded tasks, the student determines his/her own pathway and

process. Both scaffolded and unscaffolded tasks will be included in reasoning and modeling items

Informational Guide to Grade 4 Math Summative Assessment 22

 Grade 4 Assessment Policies
Calculators:

 PARCC mathematics assessments for Grade 4 will not allow calculator usage.
 For a student who meets the guidelines in the PARCC Accessibility Features and Accommodations Manual for a calculation device, this
accommodation allows a four-function calculation device with square root and percentage functions to be used on the grade 4
assessments. The student will need a hand-held calculator because an online calculator will not be available. If a student needs a specific
calculator (e.g., large key, talking), the student can also bring his or her own, provided it is specified in his or her approved IEP or 504 Plan.

Rulers and Protractors:

 Rulers and protractors are used on the Grade 4 PARCC Assessments.
 For computer-based assessments, the grade-appropriate ruler and protractor is provided through the computer-based platform.
 For paper-based assessments, rulers and protractors are included in the PARCC-provided materials that are shipped to
schools/districts.
 Schools are not allowed to provide their own rulers and protractors for Grade 4 PARCC assessments.

Grade 4 ruler and protractor provided on the PARCC paper-based mathematics assessments (not actual size):

Informational Guide to Grade 4 Math Summative Assessment 23

Scratch Paper (required):

 Blank scratch paper (graph, lined or un-lined paper) is intended for use by students to take notes and work through items during testing. If
graph paper is used during instruction, it is recommended that schools provide graph paper as scratch paper for mathematics units. At least
one sheet of scratch paper per unit must be provided to each student. Any work on scratch paper will not be scored.

Mathematics Reference Sheet:

 A reference sheet is not allowed on the PARCC mathematics assessments for Grade 4.
 Students in grade 4 are required to know relative sizes of measurement units within one system of units. Therefore, the following requisite
knowledge is necessary in grade 4 and will not be provided in a reference sheet for the grade 4 PARCC Assessment.

Grade 4 (not on a reference sheet)

1 meter = 100 centimeters
1 kilometer = 1000 meters
1 kilogram = 1000 grams
1 liter = 1000 milliliters
1 minute = 60 seconds
1 hour = 60 minutes

The Common Core State Standards for grade 4 mathematics requires students to apply the area and perimeter formulas for rectangles. The intent
of the Common Core State Standards at this grade level is to extend the conceptual understanding and discovery of area and perimeter by using
models in real world and mathematical problems. Therefore, the area and perimeter formulas for rectangles are considered requisite knowledge.

Informational Guide to Grade 4 Math Summative Assessment 24