Grade 4 Mathematics – TAKS by Objective
Objective 1: The student will demonstrate an understanding of numbers,
operations, and quantitative reasoning.
(4.1) Number, operation, and quantitative reasoning. The student uses place value to
represent whole numbers and decimals. The student is expected to
(A) use place value to read, write, compare, and order whole numbers through
999,999,999;
41. In 2004 there were four million, three hundred thirty-one thousand,
seven hundred fifty-one students in Texas public schools. How is this number written in
standard form?
A.
B.
C.
D.
400,331,751
4,331,751
4,000,331,751
4,300,751
(B) use place value to read, write, compare, and order decimals involving tenths and
hundredths, including money, using [concrete objects and] pictorial models.
***No question given for this expectation.***
2009 Grade 4 Released TAKS Test
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Objective 1
(4.2) Number, operation, and quantitative reasoning. The student describes and
compares fractional parts of whole objects or sets of objects. The student is expected to
(A) use [concrete objects and] pictorial models to generate equivalent fractions;
22. Which model is shaded to show a fraction equivalent to
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?
4
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Objective 1
(B) model fraction quantities greater than one using [concrete objects and] pictorial
models;
17. Which fraction does the shaded model below represent?
A.
2
5
6
B.
2
1
5
C.
2
D.
2
1
6
5
5
(C) compare and order fractions using [concrete objects and] pictorial models;
***No question given for this expectation.***
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Objective 1
(D) relate decimals to fractions that name tenths and hundredths using [concrete objects
and] pictorial models.
4. The model below is shaded to show 1
F.
G.
H.
J.
2
. Which decimal does the model represent?
10
1.022
0.120
12.0
1.2
(4.3) Number, operation, and quantitative reasoning. The student adds and subtracts
to solve meaningful problems involving whole numbers and decimals. The student is
expected to
(A) use addition and subtraction to solve problems involving whole numbers;
6. The students at Burns Elementary School sold 297 packages of white wrapping paper
and 376 packages of green wrapping paper. How many more packages of green paper
than white paper did they sell?
F.
G.
H.
J.
673
79
189
121
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Objective 1
(B) add and subtract decimals to the hundredths place using [concrete objects and]
pictorial models.
14. Two students each shaded and labeled a decimal card, as shown below.
How much greater is the decimal shown on Omar’s card than the decimal shown on
Bianca’s card?
F.
G.
H.
J.
0.25
0.35
0.18
0.22
(4.4) Number, operation, and quantitative reasoning. The student multiplies and
divides to solve meaningful problems involving whole numbers. The student is expected
to
(A) model factors and products using arrays and area models;
***No question given for this expectation.***
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Objective 1
(B) represent multiplication and division situations in picture, word, and number form;
30. Brandon built 3 birdhouses. He used 6 pieces of wood for each birdhouse.
Which number sentence can be used to find the total number of pieces of wood Brandon
used for 3 birdhouses?
F.
G.
H.
J.
6 3 

6 3  
6÷3 
6  3 
(C) recall and apply multiplication facts through 12 x 12;
19. Mrs. Cahill chose books for 7 students in her reading group. She chose 11 books for
each student. How many books in all did Mrs. Cahill choose?
Record your answer and fill in the bubbles on your answer document. Be sure to use the
correct place value.
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Objective 1
(D) use multiplication to solve problems (no more than two digits times two digits
without technology);
9. A teacher handed out textbooks for spelling, reading, math, science, and social studies.
There were 22 students in the class. Each student received 1 textbook for each of these
subjects. What is the total number of textbooks the teacher handed out?
A.
B.
C.
D.
101
115
110
100
(E) use division to solve problems (no more than one-digit divisors and three-digit
dividends without technology).
33. During math class, 4 students used 60 tiles to play a math game. Each student
received the same number of tiles at the start of the game. How many tiles did each
student receive?
A.
B.
C.
D.
12
64
56
15
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Objective 1
(4.5) Number, operation, and quantitative reasoning. The student estimates to
determine reasonable results. The student is expected to
(A) round whole numbers to the nearest ten, hundred, or thousand to approximate
reasonable results in problem situations;
25. The table below shows the population of different cities in Texas.
Which 3 cities have a combined population of about 15,000?
A.
B.
C.
D.
Crockett, Madison, and Sealy
Atlanta, Madison, and Sealy
Atlanta, Webster, and Madison
Crockett, Madison, and Atlanta
(B) use strategies including rounding and compatible numbers to estimate solutions to
multiplication and division problems.
***No questions give for this expectation.***
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Objective 2: The student will demonstrate an understanding of patterns,
relationships, and algebraic reasoning.
(4.6) Patterns, relationships, and algebraic thinking. The student uses patterns in
multiplication and division. The student is expected to
(A) use patterns and relationships to develop strategies to remember basic multiplication
and division facts (such as the patterns in related multiplication and division number
sentences (fact families) such as 9 x 9 = 81 and 81 ÷ 9 = 9);
5. Which number sentence is NOT in the same fact family as
A.
B.
C.
D.
 8 96?
96
96 ÷ 8
8  96  
96 ÷ 8 
8
(A) use patterns and relationships to develop strategies to remember basic multiplication
and division facts (such as the patterns in related multiplication and division number
sentences (fact families) such as 9 x 9 = 81 and 81 ÷ 9 = 9);
35. There were 66 cans of juice in packages. There were 6 cans in each package. Which
number sentence is in the same fact family as 66 ÷ 6  ?
A.
B.
C.
D.
66 6
6  66  
6  66
 6 66
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Objective 2
(B) use patterns to multiply 10 and 100.
10. Which pair of numbers best completes the equation below?
(B) use patterns to multiply by 10 and 100.
38. A box of paper at a store contains 15 packages. If there are 100 sheets of paper in
each package, how many sheets of paper are in the box?
F.
G.
H.
J.
115
10,015
150
1,500
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Objective 2
(4.7) Patterns, relationships, and algebraic thinking. The student uses organizational
structures to analyze and describe patterns and relationships. The student is expected to
(A) describe the relationship between two sets of related data such as ordered pairs in a
table.
15. The table below shows the total number of plants Mr. Bach has in different numbers
of rows in his garden.
Which of the following correctly describes the relationship in the table?
A.
B.
C.
D.
Number of rows ÷ 2 total number of plants
Number of rows  14 total number of plants
Number of rows ÷ 7 total number of plants
Number of rows  7 total number of plants
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Objective 2
(A) describe the relationship between two sets of related data such as ordered pairs in a
table.
28. The table below shows the number of bananas Mr. Garza needs in order to make
different numbers of bowls of fruit salad.
Which of the following correctly describes the relationship in the table?
F.
G.
H.
J.
Number of bowls ÷ 2 number of bananas
Number of bowls  2 number of bananas
Number of bowls ÷ 3 number of bananas
Number of bowls  3 number of bananas
(A) describe the relationship between two sets of related data such as ordered pairs in a
table.
31. Jordan used a number machine. Each number that she put into the machine changed
according to a rule. Then a different number came out. Some examples are shown below.
Which equation best describes the rule for this number machine?
A.
B.
C.
D.
Number in ÷ 6 number out
Number in 15 number out
Number in  6 number out
Number in 15 number out
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Objective 3: The student will demonstrate an understanding of geometry and
spatial reasoning.
(4.8) Geometry and spatial reasoning. The student identifies and describes attributes of
geometric figures using formal geometric language. The student is expected to
(A) identify and describe right, acute, and obtuse angles;
7. Look at the triangle below.
Which of the following lists all the angles that appear to be acute?
A.
B.
C.
D.
Angle Q and angle S
Angle Q
Angle R and angle S
Angle R
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Objective 3
(B) identify and describe parallel and intersecting (including perpendicular) lines using
[concrete objects and] pictorial models;
20. Look at the figure below.
Which 2 line segments appear to be parallel?
F.
G.
H.
J.
Line segments NR and MP
Line segments MP and LQ
Line segments LN and QN
Line segments LM and MP
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Objective 3
(C) use essential attributes to define two- and three-dimensional geometric figures.
2. Which of these figures has 3 rectangular faces and 2 triangular faces?
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Objective 3
(4.9) Geometry and spatial reasoning. The student connects transformations to
congruence and symmetry. The student is expected to
(B) use translations, reflections, and rotations to verify that two shapes are congruent;
34. Which single transformation is shown below?
F.
G.
H.
J.
Translation
Rotation
Reflection
Not here
(C) use reflections to verify that a shape has symmetry.
37. Which statement is true about the letters shown below?
A.
B.
C.
D.
They do not have any lines of symmetry.
They all have at least 1 line of symmetry.
They all have exactly 1 line of symmetry.
They all have more than 1 line of symmetry
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Objective 3
(4.10) Geometry and spatial reasoning. The student recognizes the connection between
numbers and points on a number line. The student is expected to
(A) locate and name points on a number line using whole numbers, fractions such as
halves and fourths, and decimals such as tenths.
26. What number does point K best represent on the number line below?
F.
G.
H.
J.
263.5
263.2
264.3
263.4
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Objective 4: The student will demonstrate an understanding of the concepts and
uses of measurement.
(4.11) Measurement. The student applies measurement concepts. The student is
expected to estimate and measure to solve problems involving length (including
perimeter) and area. The student uses measurement tools to measure capacity/volume and
weight/mass. The student is expected to
(A) estimate and use measurement tools to determine length (including perimeter), area,
capacity, and weight/mass using standard units SI (metric) and customary;
11. Norma bought a candy bar. The picture below shows the length of her candy bar. Use
the ruler on the Mathematics Chart to measure the line segment below the candy bar to
the nearest centimeter.
Felix bought a candy bar that was 3 times as long as Norma’s candy bar. About how long
was the candy bar Felix bought?
A.
B.
C.
D.
12 cm
7 cm
13 cm
30 cm
(A) estimate and use measurement tools to determine length (including perimeter), area,
capacity, and weight/mass using standard units SI (metric) and customary;
36. African elephants are the largest land mammals. Which is the best estimate of the
mass of an African elephant?
F.
G.
H.
J.
5,400 grams
5,400 kilograms
5,400 liters
5,400 meters
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Objective 4
(B) perform simple conversions between different units of length, between different units
of capacity, and between different units of weight within the customary measurement
system;
3. Alexis made 5 gallons of fruit juice. How many quarts of fruit juice did she make?
A.
B.
C.
D.
20 qt
9 qt
25 qt
10 qt
(C) use [concrete] models of standard cubic units to measure volume.
23. The models below are made with 1-unit cubes. Which model has a volume of 108
cubic units?
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Objective 4
(4.12) Measurement. The student applies measurement concepts. The student measures
time and temperature (in degrees Fahrenheit and Celsius). The student is expected to
(A) use a thermometer to measure temperature and changes in temperature.
8. The thermometers below show the temperatures in a town in the morning and
afternoon of the same day.
What is the difference between these two temperatures?
F.
G.
H.
J.
10°F
21°F
20°F
18°F
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Objective 4
(A) use a thermometer to measure temperature and changes in temperature.
42. The thermometer below shows the temperature of hot water in a pan.
What temperature is shown?
F.
G.
H.
J.
91°C
90°C
92°C
104°C
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Objective 5: The student will demonstrate an understanding of probability and
statistics.
(4.13) Probability and statistics. The student solves problems by collecting, organizing,
displaying, and interpreting sets of data. The student is expected to
(A) use [concrete objects or] pictures to make generalizations about determining all
possible combinations of a given set of data or of objects in a problem situation;
13. The diagram below shows the types of meats and salads available at a restaurant
buffet.
How many combinations of 1 meat and 1 salad are possible?
A.
B.
C.
D.
7
9
12
16
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Objective 5
(A) use [concrete objects or] pictures to make generalizations about determining all
possible combinations of a given set of data or of objects in a problem situation;
32. Telma made bracelets for her friends. The diagram below shows the choices of bead
shapes and bead colors available.
How many different combinations of 1 bead shape and 1 bead color are possible?
F.
G.
H.
J.
21
14
10
18
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Objective 5
(B) interpret bar graphs.
1. The fourth-grade classes picked up trash after the school carnival. The graph below
shows the number of bags picked up by each class.
Which teacher’s class picked up more than 8 but fewer than 10 bags of trash?
A.
B.
C.
D.
Mr. Green
Ms. Shipman
Mrs. Cantú
Mrs. Beck
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Objective 5
(B) interpret bar graphs.
39. The graph below shows the number of times four students caught a ball during
practice.
About how many more catches did Megan make than Anthony?
A.
B.
C.
D.
2
15
26
4
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Objective 6: The student will demonstrate an understanding of the mathematical
processes and tools used in problem solving.
(4.14) Underlying processes and mathematical tools. The student applies Grade 4
mathematics to solve problems connected to everyday experiences and activities in and
outside of school. The student is expected to
(A) identify the mathematics in everyday situations;
24. Belinda bought a pack of pencils for $1, a box of paints for $3, and 6 folders. What
information is needed to find the total amount Belinda spent?
F.
G.
H.
J.
The number of pencils in a pack
The amount of money Belinda has left
The number of paints in a box
The cost of each folder
(B) solve problems that incorporate understanding the problem, making a plan, carrying
out the plan, and evaluating the solution for reasonableness; and
29. On Monday, 36 people visited an art museum. On Tuesday, 15 fewer people visited
the museum than on Monday. Each person paid $5 for admission. How much money
was paid for admission to the museum on Tuesday?
A.
B.
C.
D.
$105
$21
$255
$51
(C) select or develop an appropriate problem-solving plan or strategy, including drawing
a picture, looking for a pattern, systematic guessing and checking, acting it out, making a
table, working a simpler problem, or working backwards to solve a problem.
21. Leticia wrote down the number of people in her family. Then she multiplied the
number by 3 and subtracted 5 from the product. The result was 7. What is the number of
people in Leticia’s family?
A.
B.
C.
D.
8
6
15
4
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Objective 6
(4.15) Underlying processes and mathematical tools. The student communicates about
Grade 4 mathematics using informal language. The student is expected to
(B) relate informal language to mathematical language and symbols.
12. There were 56 boys and girls who played in a tennis tournament. They played in
groups of 4. Which of the following shows how to find the number of groups in the tennis
tournament?
F.
G.
H.
J.
Find the sum of 56 and 4
Find the quotient of 56 and 4
Find the product of 56 and 4
Find the difference between 56 and 4
(B) relate informal language to mathematical language and symbols.
40. Laura brushed her teeth 3 times each day for 7 days. Each time, she brushed them for
2 minutes. What is one way to find the total number of minutes Laura brushed her teeth
during these 7 days?
F.
G.
H.
J.
Multiply 3 by 7 and then multiply the product by 2
Multiply 3 by 2
Add 3 and 2 and 7
Add 2 to the product of 3 and 7
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Objective 6
(4.16) Underlying processes and mathematical tools. The student uses logical
reasoning. The student is expected to
(A) make generalizations from patterns or sets of examples and nonexamples.
16. Look at the group of numbers below.
What do these numbers have in common?
F.
G.
H.
J.
They are all even numbers less than 500.
They are all even numbers greater than 200.
They are all odd numbers less than 500.
They are all odd numbers greater than 200.
(A) make generalizations from patterns or sets of examples and nonexamples.
18. Charles walked for 45 minutes in the morning and for 1 hour 20 minutes in the
evening. What is the total amount of time Charles walked?
F.
G.
H.
J.
2 hours 15 minutes
2 hours 10 minutes
2 hours 5 minutes
2 hours 30 minutes
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Objective 6
(A) make generalizations from patterns or sets of examples and nonexamples.
27. Kyle made a secret code with symbols. All of his symbols shared a common
characteristic. Some of the symbols for his code are shown below.
These are not part of Kyle’s secret code.
Which of the following could be part of Kyle’s code?
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