Grade 4 math florida 09 answers (detailed)

2009

TEACHER’S BOOKLET

MATHEMATICS
MATHEMATICS

SAMPLE ANSWER KEY

GRADE

4
999-8729-84-X



FCAT Sample Test Materials
These sample test materials are designed to help students prepare to answer
FCAT questions. These materials introduce them to the kinds of questions they
will answer when they take the FCAT and include hints for responding to
FCAT questions. The FCAT Mathematics sample test materials for Grade 4 are
composed of the books described below:
Sample Test Book
Includes a mathematics sample test, a sample answer sheet, and
instructions for completing the sample test. (Copies are available for all
students in the tested grade.)

✓

Sample Answer Key
Includes answers and explanations for the questions in the sample test.

(Copies are available for classroom teachers only.)

✓ = This book

Copyright Statement for This Assessment and School Performance Publication
Authorization for reproduction of this document is hereby granted to persons acting in an official capacity within
the Uniform System of Public K–12 Schools as defined in Section 1000.01(4), Florida Statutes. The copyright notice
at the bottom of this page must be included in all copies.
All trademarks and trade names found in this publication are the property of their respective owners and are not
associated with the publishers of this publication.
Permission is NOT granted for distribution or reproduction outside of the Uniform System of Public K–12
Schools or for commercial distribution of the copyrighted materials without written authorization from the
Florida Department of Education. Questions regarding use of these copyrighted materials should be sent to
the following:
The Administrator

Assessment and School Performance

Florida Department of Education

Tallahassee, Florida 32399-0400

Copyright © 2008

State of Florida

Department of State

FCAT Mathematics

Sample

Answer Key

SAMPLE

4
This book contains answers to the FCAT Mathematics sample test questions. It also gives
the Sunshine State Standards benchmark assessed by each item on the sample test. In
September 2007, the State Board of Education adopted updated benchmarks. These
new benchmarks are included in this booklet to provide teachers with additional
information. For more information follow the link to the Florida Standards website at:
/>In addition, one or more possible approaches to solving the questions are provided.
Students may use approaches other than these and still receive credit if they also obtain a
correct answer.
Multiple-choice items on FCAT Mathematics tests are scored by awarding one point for
each correct answer.

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SAMPLE

4

FCAT Mathematics Sample Answer Key

04MAA221ML434

1
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The correct answer is B (30).
Strand: A—Number Sense, Concepts, and Operations
Old Benchmark: MA.A.2.2.1 The student uses place-value concepts of grouping
based upon powers of ten (thousandths, hundredths, tenths, ones, tens, hundreds,
thousands) within the decimal number system.
New Benchmark: MA.4.A.6.1
Use and represent numbers through millions in
various contexts, including estimation of relative sizes of amounts or distances.

To decide what value the digit 3 has, think about how to read the number and the place
each digit holds. The number is two thousand, two hundred thirty-five. The first 2 is in
the thousands place. The second 2 is in the hundreds place. The 3 is in the tens place, and
the 5 is in the ones place.
The 3 has a value of 3 tens, which is equivalent to 30.

04MAA322ML435

2
●

The correct answer is H (� and �).
Strand: A—Number Sense, Concepts, and Operations
Old Benchmark: MA.A.3.2.2 The student selects the appropriate operation to
solve specific problems involving addition, subtraction, and multiplication of
whole numbers, decimals, and fractions, and division of whole numbers.

New Benchmark: MA.4.A.4.3 Recognize and write algebraic expressions for
functions with two operations.

To solve this problem, think about the problem. If 3 alligators each laid 30 eggs,
then 3 � 30 eggs were laid. If all but 7 eggs hatched, then those 7 eggs must be
removed from the total number of eggs laid, because they did not hatch.
So 3 � 30 � 7 eggs hatched.
Therefore, the operation symbols that should be used in the boxes are
� and �, respectively.

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SAMPLE
FCAT Mathematics Sample Answer Key

4

04MAE122ML442

3
●

The correct answer is D (11°F).
Strand: E—Data Analysis and Probability
Old Benchmark: MA.E.1.2.2 The student determines range, mean, median, and
mode from sets of data. (Also assesses MA.E.1.2.3 analyzes real-world data to
recognize patterns and relationships of the measures of central tendency using
tables, charts, histograms, bar graphs, line graphs, pictographs, and circle graphs

generated by appropriate technology, including calculators and computers.)
New Benchmark:
after 2010.

Note: This benchmark will not be assessed in Grade 4

To find the range of the temperatures shown in the graph, first find the highest and
the lowest temperatures. The range is the difference between the highest and lowest
temperatures. The highest temperature shown is for Key West, which is 79°F. The
lowest is for Jacksonville, which is 68°F. The difference can be found by subtracting:
79 � 68 � 11
The range is 11°F.

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SAMPLE

04MAD121ML443

4
●

4

FCAT Mathematics Sample Answer Key

04MAD121ML443STM.AR1

The correct answer is H (the tile that shows a pair of shoes).
Strand: D—Algebraic Thinking
Old Benchmark: MA.D.1.2.1 The student describes a wide variety of patterns
and relationships through models, such as manipulatives, tables, graphs, rules
using algebraic symbols. (Also assesses MA.D.1.2.2 generalizes a pattern, relation,
or function to explain how a change in one quantity results in a change in another.)
New Benchmark: MA.4.A.4.1 Generate algebraic rules and use all four
operations to describe patterns, including nonnumeric growing or repeating
patterns.
Note: Although this benchmark will be assessed in Grade 4, the sample provided is
not indicative of the way in which the new benchmark will be assessed at Grade 4
in 2011.

To find the 11th tile in the pattern, think about how the pattern was made. The pattern was
made using 4 different tiles, and the pattern repeats after 4 tiles. The pattern will be made
using tiles in the order: windmill, single daisy, shoes, double tulip. The graphics shown
below depict the pattern through the 11th tile.

1

2

3

9

10

11

4

5

6

The 11th tile in the pattern will be the tile that shows a pair of shoes.

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8



SAMPLE
FCAT Mathematics Sample Answer Key

4

04MAB221MI987

5
●

The correct answer is C (55 inches).
Strand: B—Measurement
Old Benchmark: MA.B.2.2.1

The student uses direct (measured) and indirect (not
measured) measures to calculate and compare measurable characteristics.
New Benchmark:
after 2010.

Note: This benchmark will not be assessed in Grade 4

To find Jonathan’s height in inches, change the 4 feet into inches and then add the
remaining 7 inches. Since 1 foot � 12 inches, 4 � 12 inches or 48 inches equals 4 feet.

Then add 7 inches to get Jonathan’s total height.

48 � 7 � 55

Jonathan’s height in inches is 55 inches.


04MAB122MI985

6
●

The correct answer is G (3:40).
Strand: B—Measurement
Old Benchmark: MA.B.1.2.2
The student solves real-world problems involving
length, weight, perimeter, area, capacity, volume, time, temperature, and angles.
New Benchmark:
after 2010.

Note: This benchmark will not be assessed in Grade 4

To solve the problem, read the clock that shows the time Kenny finished practicing. The
clock shows the time as 4:10. Kenny practiced for 30 minutes, so he must have started
practicing 30 minutes before the time shown on the clock. To find the time he started
practicing, count 30 minutes by 5s counterclockwise, which is 3:40.
Kenny started practicing at 3:40.

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SAMPLE

04MAA421M4422

7
●

4

FCAT Mathematics Sample Answer Key

04MAA421M4422STM.AR1

The correct answer is C (210).
Strand: A—Number Sense, Concepts, and Operations
Old Benchmark: MA.A.4.2.1 The student uses and justifies different estimation
strategies in a real-world problem situation and determines the reasonableness of
results of calculations in a given problem situation. (Also assesses MA.B.3.2.1 solves

real-world problems involving estimates of measurements, including length, time,
weight, temperature, money, perimeter, area, and volume.)
New Benchmark: MA.4.A.6.6 Estimate and describe reasonableness of estimates;
determine the appropriateness of an estimate versus an exact answer.

First Strategy:

15

15

15

15

Oranges
20

20

20

20

20

20

20

20
About 18
oranges

It appears that each bag can be divided into 3 sections. Since 18 is an estimate (about
18 oranges) and the bag isn’t a perfect rectangle, 15 can be used as an estimate of the top
narrower section of the bags and 20 in the middle and bottom sections. There are 4 top
sections of 15 oranges each, or 15 � 4 � 60. There are 8 remaining sections of 20 oranges
each, or 20 � 8 � 160.
60 � 160 � 220
Second Strategy:
To find the number of oranges that are needed to fill all 4 bags to the top, first look at the
number of oranges in the first bag. There are about 18 oranges in the bag, and the bag is
about one-third full. So the first bag holds about 18 � 3 oranges, or 54 oranges. Each bag
holds the same amount, so 4 bags each hold about 54 oranges, and 54 � 4 � 216. The
answer choice closest to 216 is 210. The other answer choices are not as close to 216 as 210.
The best answer choice is 210.

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SAMPLE
FCAT Mathematics Sample Answer Key

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05MAE121M0066

8

●

The correct answer is I (1).
Strand: E—Data Analysis and Probability
Old Benchmark: MA.E.1.2.1 The student solves problems by generating,
collecting, organizing, displaying, and analyzing data using histograms, bar
graphs, circle graphs, line graphs, pictographs, and charts.
New Benchmark:
after 2010.

Note: This benchmark will not be assessed in Grade 4

To solve this problem, decide how to find the combined number of fruit and vegetable
servings. You must add the number of servings of fruits and vegetables, and then
subtract that sum from the number of servings of bread. According to the graph there are
2 servings of fruits and 3 servings of vegetables, 2 � 3 � 5. According to the graph there
are 6 servings of bread, 6 � 5 � 1.
There is 1 more serving of bread than servings of fruits and vegetables combined.

04MAA323ML444

9
●

The correct answer is A ($6.38).
Strand: A—Number Sense, Concepts, and Operations
Old Benchmark: MA.A.3.2.3 The student adds, subtracts, and multiplies whole
numbers, decimals, and fractions, including mixed numbers, and divides whole
numbers to solve real-world problems, using appropriate methods of computing,
such as mental mathematics, paper and pencil, and calculator.

New Benchmark: MA.4.A.6.1
Use and represent numbers through millions in
various contexts, including estimation of relative sizes of amounts or distances.

To solve the problem, decide which operation is needed to find the change Donna should
receive from the $20.00 she used to pay the dinner bill. To find change, Donna should
begin with $20.00 and subtract the amount she owes, 20.00 � 13.62 � 6.38.
Donna should receive $6.38 in change from the $20.00.

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SAMPLE

04MAA124ML445

10
●

4

FCAT Mathematics Sample Answer Key

04MAA124ML445STM.AR1

The correct answer is H Q14R.
Strand: A—Number Sense, Concepts, and Operations
Old Benchmark: MA.A.1.2.4 The student understands that numbers can be
represented in a variety of equivalent forms using whole numbers, decimals,

fractions, and percents. (Also assesses MA.A.1.2.1 names whole numbers combining
three-digit numeration [hundreds, tens, ones] and the use of number periods, such
as ones, thousands, and millions and associates verbal names, written word names,
and standard numerals with whole numbers, commonly used fractions, decimals,
and percents; and MA.A.1.2.3 understands concrete and symbolic representations
of whole numbers, fractions, decimals, and percents in real-world situations.)
New Benchmark: MA.4.A.2.3 Relate equivalent fractions and decimals with and
without models, including locations on a number line.

First Strategy:
To solve the problem, note that the garden is divided into 20 equal sections. Of those
5
20 sections, 5 are planted with beans. Therefore 20
of the garden is planted with beans.
5
Since the fraction 20
is not one of the answer choices an equivalent fraction must be

found. The number 5 is a common factor of 5 and 20.
5�5
1
�
20 � 5
4
Therefore, 14 of the garden is planted with beans.

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FCAT 2009 Sample Test Materials © 2008 Florida Department of Education

SAMPLE
FCAT Mathematics Sample Answer Key

4

OR

Second Strategy:

To solve the problem, look at how the garden is divided. The garden is divided into
4 equal rows that have five sections each. Of those 4 rows, 1 row is planted with beans.
That means that 14 of the rows in the garden is planted with beans.

VEGETABLE GARDEN
Corn

Corn

Corn

Corn

Corn

Corn

Corn

Corn

Corn

Corn

Beans

Beans

Beans

Beans

Beans

Tomatoes Tomatoes Squash

Squash

Lettuce

The fraction 14 represents the part of the garden that is planted with beans.

03MAB222MI991

11
●

The correct answer is B (gram).
Strand: B—Measurement
Old Benchmark: MA.B.2.2.2 The student selects and uses appropriate standard

and nonstandard units of measurement, according to type and size. (Also assesses
MA.B.4.2.1 determines which units of measurement, such as seconds, square
inches, dollars per tankful, to use with answers to real-world problems.)
New Benchmark:
after 2010.

Note: This benchmark will not be assessed in Grade 4

To answer the question, think about what the word “mass” means. The mass is the
amount of matter in an object, often measured in milligrams, grams, or kilograms. Look
at the answer choices. The first choice, centimeter, is used for measuring the length of
something, not the mass of it. The third choice, kilometer, is used for measuring the
length of something, not the mass of it. The fourth choice, liter, is used to measure
amounts of liquid in containers, not the mass of objects.
The only answer choice that is used for measuring mass is the unit gram.

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FCAT 2009 Sample Test Materials © 2008 Florida Department of Education


SAMPLE

4

FCAT Mathematics Sample Answer Key

04MAD221ML446

12
●

The correct answer is F (45 � 5 � w).
Strand: D—Algebraic Thinking
Old Benchmark: MA.D.2.2.1
The student represents a given simple problem
situation using diagrams, models, and symbolic expressions translated from verbal
phrases, or verbal phrases translated from symbolic expressions, etc. (Also assesses
MA.D.2.2.2 uses informal methods, such as physical models and graphs, to solve
real-world problems involving equations and inequalities.)
New Benchmark: MA.4.A.4.2 Describe mathematics relationships using
expressions, equations, and visual representations.

To solve this problem, decide which operation is used to find the total number of
milliliters of water Gerald poured into the sugar solution over the 5-day experiment. He
poured 45 milliliters each day for 5 days, so he poured 45 � 45 � 45 � 45 � 45 milliliters
or 45 � 5 milliliters into the solution. Since w represents the total number of milliliters,
45 � 5 � w, or 5 � 45 � w.
The equation that best shows this is 45 � 5 � w.

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FCAT 2009 Sample Test Materials © 2008 Florida Department of Education


SAMPLE
FCAT Mathematics Sample Answer Key

4

04MAE221ML447

13
●

The correct answer is B (6).
Strand: E—Data Analysis and Probability
Old Benchmark: MA.E.2.2.1 The student uses models, such as tree diagrams, to
display possible outcomes and to predict events.
New Benchmark:
after 2010.

Note: This benchmark will not be assessed in Grade 4

To solve the problem, think about the possible combinations of two colors that Sierra
could use on her poster. List the combinations and check your list to be sure no
combinations are repeated.* The possible combinations are:
Red and Yellow (RY)*
Red and Black (RB)
Red and Green (RG)
Yellow and Black (YB)
Yellow and Green (YG)
Black and Green (BG)
A total of 6 combinations using 2 colors can be made.
* Please note that order of appearance does not affect combinations. For example, Red
and Yellow (RY) and Yellow and Red (YR) are 2 different representations of the same
combination and would be counted as 1 combination.

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FCAT 2009 Sample Test Materials © 2008 Florida Department of Education

SAMPLE

4

FCAT Mathematics Sample Answer Key

04MAC322ML448

14
●

The correct answer is H (5, 2).
Strand: C—Geometry and Spatial Sense
Old Benchmark: MA.C.3.2.2 The student identifies and plots positive ordered
pairs (whole numbers) in a rectangular coordinate system (graph).
New Benchmark:
after 2010.

Note: This benchmark will not be assessed in Grade 4

To solve the problem, think about the properties of a rectangle. A rectangle is a four-sided
figure with two sets of parallel sides and four right angles, and its opposite sides are
equal. Picture a rectangle with three vertices shown. Decide where the fourth vertex
should be located to complete the rectangle: To satisfy the properties of a rectangle, the
fourth vertex should be located three units down from the point drawn at (5, 5). This
would be represented by the ordered pair (5, 2).
The fourth vertex should be the ordered pair (5, 2).

04MAC222M7263

●
15

04MAC222M7263STM.AR1

The correct answer is A

.

Strand: C—Geometry and Spatial Sense
Old Benchmark: MA.C.2.2.2 The student predicts, illustrates, and verifies which
figures could result from a flip (reflection), slide (translation), or turn (rotation) of a
given figure.
New Benchmark: MA.4.G.5.2 Identify and describe the results of translations,
reflections, and rotations of 45, 90, 180, 270, and 360 degrees, including figures with
line and rotational symmetry.
To solve this problem, find the symbol in the chart that represents “Sad.” It looks like
this
. To turn this symbol clockwise 90 degrees, you must turn it to the right until the
eyes are at the top and the frown is at the bottom.
The sad symbol turned clockwise 90 degrees is

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Notes

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FCAT 2009 Sample Test Materials © 2008 Florida Department of Education


Copyright © 2008 State of Florida Department of State


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MATHEMATICS


Assessment and School Performance

Florida Department of Education

Tallahassee, Florida