TNReady 4th Grade Math Blueprint

Part I

Part II

Total #
of
score
points

% of Test

# of
items

% of PT 1

# of
items

% of PT 2

Total #
of
Items

25-29

100%

21-25

55-60%

45-53

45-63

75-80%

Use the four operations with whole

numbers to solve problems

2-4

12-14%

2-4

7-9%

4-8

4-10

8-10%

Generalize place value understanding

4-6

19-21%

3-5

9-11%

7-11

7-13

12-14%

Perform multi-digit arithmetic

4-6

17-19%

4-6

11-13%

8-12

8-14

14-16%

Extend understanding of fraction

equivalence and ordering

4-6

17-19%

3-5

9-11%

7-11

7-13

12-14%

Build fractions from unit fractions

4-6

19-21%

3-5

9-11%

7-11

7-13

12-14%

Understand decimal notation and compare

decimal fractions

2-4

12-14%

2-4

7-9%

4-8

4-10

8-10%

0%

15-19

40-45%

15-19

15-23

20-25%

Gain familiarity with factors and multiples

0%

2-4

7-9%

2-4

2-6

3-5%

Generate and analyze patterns

0%

1-3

4-6%

1-3

1-5

2-4%

Solve problems involving measurement

and conversion of measurements

0%

4-6

12-14%

4-6

4-8

6-8%

Represent and interpret data

0%

1-3

4-6%

1-3

1-5

2-4%

Geometric measurement: understand

concepts of angle

0%

1-3

4-6%

1-3

1-5

2-4%

Draw and identify lines and angles, and

classify shapes

0%

2-4

6-8%

2-4

2-6

3-5%

Total

24-30

100%

32-44

100%

60-72

60-86

100%

Major Work of the Grade

Additional and Supporting

Additional Notes:
*On Part I, 100% of the content in grades 3-8 mathematics will be drawn from the clusters designated as major
work of the grade. The math standards in grades 3-8 are coherent and the connections between major work and
the additional and supporting clusters are important throughout the year. Part II questions measure major,
additional, and supporting topics, including the integration of the key ideas at each grade level.
*The total number of score points does not match the total number of items. This is because some items may be
worth more than one point.
*Clusters drawn from the major work of the grade are bolded throughout this document.

Part I Calculator Allowed

100% of the content in Part I is drawn from the major work

Cluster

Standards

4.OA.A.1

4.OA.A
Use the four
operations
with whole numbers to
solve problems.

4.OA.A.2

4.OA.A.3

4.NBT.A.1
4.NBT.A
Generalize place value
understanding for multidigit whole numbers.

4.NBT.A.2

4.NBT.A.3
4.NBT.B.4

4.NBT.B
Use place value
understanding and
properties of operations
to perform multi-digit
arithmetic.

4.NF.A -Extend
understanding
of fraction
equivalence

4.NBT.B.5

4.NBT.B.6

4.NF.A.1

Interpret a multiplication equation as a comparison, e.g., interpret 35

= 5 7 as a statement that 35 is 5 times as many as 7 and 7 times as
many as 5. Represent verbal statements of multiplicative comparisons
as multiplication equations.
Multiply or divide to solve word problems involving multiplicative
comparison, e.g., by using drawings and equations with a symbol for
the unknown number to represent the problem, distinguishing
multiplicative comparison from additive comparison.
Solve multistep word problems posed with whole numbers and having
whole-number answers using the four operations, including problems
in which remainders must be interpreted. Represent these problems
using equations with a letter standing for the unknown quantity.
Assess the reasonableness of answers using mental computation and
estimation strategies including rounding.
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.
Read and write multi-digit whole numbers using base-ten numerals,
number names, and expanded form. Compare two multi-digit
numbers based on meanings of the digits in each place, using >, =, and
< symbols to record the results of comparisons.
Use place value understanding to round multi-digit whole numbers to
any place.

# of Items

2-4

4-6

Fluently add and subtract multi-digit whole numbers using the

standard algorithm.
Multiply a whole number of up to four digits by a one-digit whole
number, and multiply two two-digit numbers, using strategies based
on place value and the properties of operations. Illustrate and explain
the calculation by using equations, rectangular arrays, and/or area
models.
Find whole-number quotients and remainders with up to four-digit
dividends and one-digit divisors, using strategies based on place
value, the properties of operations, and/or the relationship between
multiplication and division. Illustrate and explain the calculation by
using equations, rectangular arrays, and/or area models.
Explain why a fraction a /b is equivalent to a fraction (n a)/(n b) by
using visual fraction models, with attention to how the number and
size of the parts differ even though the two fractions themselves are
the same size. Use this principle to recognize and generate equivalent
fractions.

4-6

4-6

and ordering.
4.NF.A.2

4.NF.B.3
4.NF.BBuild fractions from unit
fractions by applying and
extending previous
understandings of
operations on whole
numbers.

4.NF.B.4

4.NF.C.5
4.NF.C
Understand decimal
notation for fractions,
and compare decimal
fractions.

4.NF.C.6

4.NF.C.7

Compare two fractions with different numerators and different

denominators, e.g., by creating common denominators or numerators,
or by comparing to a benchmark fraction such as 1/2. Recognize that
comparisons are valid only when the two fractions refer to the same
whole. Record the results of comparisons with symbols >, =, or <, and
justify the conclusions, e.g., by using a visual fraction model.
Understand a fraction a/b with a > 1 as a sum of fractions 1/b.
a. Understand addition and subtraction of fractions as joining and
separating parts referring to the same whole.
b. Decompose a fraction into a sum of fractions with the same
denominator in more than one way, recording each
decomposition by an equation. Justify decompositions, e.g.,
by using a visual fraction model.
c. Add and subtract mixed numbers with like denominators, e.g., by
replacing each mixed number with an equivalent fraction, and/or
by using properties of operations and the relationship between
addition and subtraction.
d. Solve word problems involving addition and subtraction of
fractions referring to the same whole and having like
denominators, e.g., by using visual fraction models and equations
to represent the problem.
Apply and extend previous understandings of multiplication to multiply
a fraction by a whole number.
a. Understand a fraction a/b as a multiple of 1/b.
b. Understand a multiple of a/b as a multiple of 1/b, and use this
understanding to multiply a fraction by a whole number.
c. Solve word problems involving multiplication of a fraction by a
whole number, e.g., by using visual fraction models and equations
to represent the problem.
Express a fraction with denominator 10 as an equivalent fraction with
denominator 100, and use this technique to add two fractions
with respective denominators 10 and 100.
(Students who can generate equivalent fractions can develop
strategies for adding fractions with unlike denominators in general.
But addition and subtraction with unlike denominators in general is
not a requirement at this grade.)
Use decimal notation for fractions with denominators 10 or 100.
Compare two decimals to hundredths by reasoning about their size.
Recognize that comparisons are valid only when the two decimals
refer to the same whole. Record the results of comparisons with the
symbols >, =, or <, and justify the conclusions, e.g., by using a visual
model.

4-6

2-4

Part II Calculator and Non-Calculator Portions

55-60% of the content in Part II is drawn from the major work

Cluster

Standards

4.OA.A.1

4.OA.A
Use the four
operations
with whole numbers to
solve problems.

4.OA.A.2

4.OA.A.3

4.NBT.A.1
4.NBT.A
Generalize place value
understanding for multidigit whole numbers.

4.NBT.A.2

4.NBT.A.3
4.NBT.B.4
4.NBT.B
Use place value
understanding and
properties of operations
to perform multi-digit
arithmetic.

4.NF.A -Extend
understanding
of fraction
equivalence

4.NBT.B.5

4.NBT.B.6

4.NF.A.1

Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5

7 as a statement that 35 is 5 times as many as 7 and 7 times as many as
5. Represent verbal statements of multiplicative comparisons as
multiplication equations.
Multiply or divide to solve word problems involving multiplicative
comparison, e.g., by using drawings and equations with a symbol for the
unknown number to represent the problem, distinguishing multiplicative
comparison from additive comparison.
Solve multistep word problems posed with whole numbers and having
whole-number answers using the four operations, including problems in
which remainders must be interpreted. Represent these problems using
equations with a letter standing for the unknown quantity. Assess the
reasonableness of answers using mental computation and estimation
strategies including rounding.
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.
Read and write multi-digit whole numbers using base-ten numerals,
number names, and expanded form. Compare two multi-digit numbers
based on meanings of the digits in each place, using >, =, and < symbols
to record the results of comparisons.
Use place value understanding to round multi-digit whole numbers to
any place.

2-4

3-5

Fluently add and subtract multi-digit whole numbers using the standard
algorithm.
Multiply a whole number of up to four digits by a one-digit whole
number, and multiply two two-digit numbers, using strategies based on
place value and the properties of operations. Illustrate and explain the
calculation by using equations, rectangular arrays, and/or area models.
Find whole-number quotients and remainders with up to four-digit
dividends and one-digit divisors, using strategies based on place value,
the properties of operations, and/or the relationship between
multiplication and division. Illustrate and explain the calculation by
using equations, rectangular arrays, and/or area models.
Explain why a fraction a /b is equivalent to a fraction (n a)/(n b) by
using visual fraction models, with attention to how the number and size
of the parts differ even though the two fractions themselves are the
same size. Use this principle to recognize and generate equivalent
fractions.

4-6

3-5

and ordering.
4.NF.A.2

4.NF.B.3
4.NF.BBuild fractions from unit
fractions by applying and
extending previous
understandings of
operations on whole
numbers.

4.NF.B.4

4.NF.C.5
4.NF.C
Understand decimal
notation for fractions,
and compare decimal
fractions.

4.NF.C.6

4.NF.C.7

4.OA.B
Gain familiarity with
factors and multiples.

4.OA.B.4

4.OA.C
Generate and analyze
patterns.

4.OA.C.5

Compare two fractions with different numerators and different

denominators, e.g., by creating common denominators or numerators,
or by comparing to a benchmark fraction such as 1/2. Recognize that
comparisons are valid only when the two fractions refer to the same
whole. Record the results of comparisons with symbols >, =, or <, and
justify the conclusions, e.g., by using a visual fraction model.
Understand a fraction a/b with a > 1 as a sum of fractions 1/b.
a. Understand addition and subtraction of fractions as joining and
separating parts referring to the same whole.
b. Decompose a fraction into a sum of fractions with the same
denominator in more than one way, recording each
decomposition by an equation. Justify decompositions, e.g., by
using a visual fraction model.
c. Add and subtract mixed numbers with like denominators, e.g., by
replacing each mixed number with an equivalent fraction, and/or by
using properties of operations and the relationship between
addition and subtraction.
d. Solve word problems involving addition and subtraction of fractions
referring to the same whole and having like denominators, e.g., by
using visual fraction models and equations to represent the
problem.
Apply and extend previous understandings of multiplication to multiply a
fraction by a whole number.
a. Understand a fraction a/b as a multiple of 1/b.
b. Understand a multiple of a/b as a multiple of 1/b, and use this
understanding to multiply a fraction by a whole number.
c. Solve word problems involving multiplication of a fraction by a whole
number, e.g., by using visual fraction models and equations to
represent the problem.
Express a fraction with denominator 10 as an equivalent fraction with
denominator 100, and use this technique to add two fractions
with respective denominators 10 and 100. (Students who can generate
equivalent fractions can develop strategies for adding fractions with
unlike denominators in general. But addition and subtraction with
unlike denominators in general is not a requirement at this grade.)
Use decimal notation for fractions with denominators 10 or 100.
Compare two decimals to hundredths by reasoning about their size.
Recognize that comparisons are valid only when the two decimals
refer to the same whole. Record the results of comparisons with the
symbols >, =, or <, and justify the conclusions, e.g., by using a visual
model.
Find all factor pairs for a whole number in the range 1100. Recognize
that a whole number is a multiple of each of its factors. Determine
whether a given whole number in the range 1100 is a multiple of a
given one-digit number. Determine whether a given whole number in
the range 1100 is prime or composite.
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.

3-5

2-4

2-4

1-3

4.MD.A.1
4.MD.A
Solve problems involving
measurement and
conversion of
measurements from a
larger unit to a smaller
unit.

4.MD.A.2

4.MD.A.3
4.MD.B
Represent and interpret
data.

4.MD.B.4

4.MD.C.5
4.MD.C
Geometric
measurement:
understand concepts of
angle and measure
angles.

4.MD.C.6

4.MD.C.7

4.G.A.1
4.G.A
Draw and identify lines
and angles, and classify
shapes by properties of
their lines and angles.

4.G.A.2

4.G.A.3

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 a two
column table.
Use the four operations to solve word problems involving distances,
intervals of time, liquid volumes, masses of objects, and money,
including problems involving simple fractions or decimals, and
problems that require expressing measurements given in a larger unit
in terms of a smaller unit. Represent measurement quantities using
diagrams such as number line diagrams that feature a measurement
scale.
Apply the area and perimeter formulas for rectangles in real world and
mathematical problems.
Make a line plot to display a data set of measurements in fractions of a
unit (1/2, 1/4, 1/8). Solve problems involving addition and subtraction
of fractions by using information presented in line plots.
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 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. 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 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.
Draw points, lines, line segments, rays, angles (right, acute, obtuse),
and perpendicular and parallel lines. Identify these in twodimensional figures.
Classify two-dimensional figures based on the presence or absence of
parallel or perpendicular lines, or the presence or absence of angles of
a specified size. Recognize right triangles as a category, 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 into
matching parts. Identify line-symmetric figures and draw lines of
symmetry.

4-6

1-3

1-3

2-4

Overall Blueprint (includes Part I and Part II)

Cluster

Standards

4.OA.A.1

4.OA.A
Use the four
operations
with whole
numbers to
solve problems.

4.OA.A.2

4.OA.A.3

4.NBT.A.1
4.NBT.A
Generalize place
value
understanding for
multi- digit whole
numbers.

4.NBT.A.2

4.NBT.A.3
4.NBT.B.4

4.NBT.B
Use place value
understanding and
properties of
operations to
perform multi-digit
arithmetic.

4.NF.A Extend
understandin
g

4.NBT.B.5

4.NBT.B.6

4.NF.A.1

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

35 = 5 7 as a statement that 35 is 5 times as many as 7 and 7
times as many as 5. Represent verbal statements of multiplicative
comparisons as multiplication equations.
Multiply or divide to solve word problems involving multiplicative
comparison, e.g., by using drawings and equations with a symbol
for the unknown number to represent the problem, distinguishing
multiplicative comparison from additive comparison.
Solve multistep word problems posed with whole numbers and
having whole-number answers using the four operations,
including problems in which remainders must be interpreted.
Represent these problems using equations with a letter standing
for the unknown quantity. Assess the reasonableness of answers
using mental computation and estimation strategies including
rounding.
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.
Read and write multi-digit whole numbers using base-ten
numerals, number names, and expanded form. Compare two
multi-digit numbers based on meanings of the digits in each
place, using >, =, and < symbols to record the results of
comparisons.
Use place value understanding to round multi-digit whole
numbers to any place.

# of
Items

% of
Test

4-8

8-10%

7-11

12-14%

8-12

14-16%

7-11

12-14%

Fluently add and subtract multi-digit whole numbers using the

standard algorithm.
Multiply a whole number of up to four digits by a one-digit whole
number, and multiply two two-digit numbers, using strategies
based on place value and the properties of operations. Illustrate
and explain the calculation by using equations, rectangular arrays,
and/or area models.
Find whole-number quotients and remainders with up to fourdigit dividends and one-digit divisors, using strategies based on
place value, the properties of operations, and/or the
relationship between multiplication and division. Illustrate and
explain the calculation by using equations, rectangular arrays,
and/or area models.
Explain why a fraction a /b is equivalent to a fraction (n a)/(n b)
by using visual fraction models, with attention to how the
number and size of the parts differ even though the two fractions
themselves are the same size. Use this principle to recognize and
generate equivalent fractions.

of fraction
equivalence
and ordering.

4.NF.BBuild fractions from

unit fractions by
applying and
extending previous
understandings of
operations on
whole numbers.

4.NF.A.2

4.NF.B.3

4.NF.B.4

4.NF.C.5
4.NF.C
Understand decimal
notation for
fractions, and
compare decimal
fractions.

4.NF.C.6

4.NF.C.7

4.OA.B
Gain familiarity
with factors and
multiples.

4.OA.B.4

Compare two fractions with different numerators and different

denominators, e.g., by creating common denominators or
numerators, or by comparing to a benchmark fraction such as
1/2. Recognize that comparisons are valid only when the two
fractions refer to the same whole. Record the results of
comparisons with symbols >, =, or <, and justify the conclusions,
e.g., by using a visual fraction model.
Understand a fraction a/b with a > 1 as a sum of fractions 1/b.
a. Understand addition and subtraction of fractions as joining
and separating parts referring to the same whole.
b. Decompose a fraction into a sum of fractions with the same
denominator in more than one way, recording each
decomposition by an equation. Justify decompositions, e.g.,
by using a visual fraction model.
c. Add and subtract mixed numbers with like denominators,
e.g., by replacing each mixed number with an equivalent
fraction, and/or by using properties of operations and the
relationship between addition and subtraction.
d. Solve word problems involving addition and subtraction of
fractions referring to the same whole and having like
denominators, e.g., by using visual fraction models and
equations to represent the problem.
Apply and extend previous understandings of multiplication to
multiply a fraction by a whole number.
a. Understand a fraction a/b as a multiple of 1/b.
b. Understand a multiple of a/b as a multiple of 1/b, and use
this understanding to multiply a fraction by a whole number.
c. Solve word problems involving multiplication of a fraction by
a whole number, e.g., by using visual fraction models and
equations to represent the problem.
Express a fraction with denominator 10 as an equivalent fraction
with denominator 100, and use this technique to add two
fractions with respective denominators 10 and 100.
(Students who can generate equivalent fractions can develop
strategies for adding fractions with unlike denominators in
general. But addition and subtraction with unlike denominators
in general is not a requirement at this grade.)
Use decimal notation for fractions with denominators 10 or 100.
Compare two decimals to hundredths by reasoning about their
size. Recognize that comparisons are valid only when the two
decimals refer to the same whole. Record the results of
comparisons with the symbols >, =, or <, and justify the
conclusions, e.g., by using a visual model.
Find all factor pairs for a whole number in the range 1100.
Recognize that a whole number is a multiple of each of its
factors. Determine whether a given whole number in the range
1100 is a multiple of a given one-digit number. Determine
whether a given whole number in the range 1100 is prime or
composite.

7-11

12-14%

4-8

8-10%

2-4

3-5%

4.OA.C
Generate and
analyze patterns.

4.OA.C.5

4.MD.A.1
4.MD.A
Solve problems
involving
measurement and
conversion of
measurements
from a larger unit
to a smaller unit.

4.MD.A.2

4.MD.A.3
4.MD.B
Represent and
interpret data.

4.MD.B.4

4.MD.C.5
4.MD.C
Geometric
measurement:
understand
concepts of angle
and measure
angles.

4.G.A
Draw and identify
lines and angles,
and classify shapes
by properties of
their lines and
angles.

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.
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 a two column table.
Use the four operations to solve word problems involving
distances, intervals of time, liquid volumes, masses of objects,
and money, including problems involving simple fractions or
decimals, and problems that require expressing measurements
given in a larger unit in terms of a smaller unit. Represent
measurement quantities using diagrams such as number line
diagrams that feature a measurement scale.
Apply the area and perimeter formulas for rectangles in real
world and mathematical problems.
Make a line plot to display a data set of measurements in
fractions of a unit (1/2, 1/4, 1/8). Solve problems involving
addition and subtraction of fractions by using information
presented in line plots.
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 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 onedegree 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.

4.MD.C.6

Measure angles in whole-number degrees using a protractor.

Sketch angles of specified measure.

4.MD.C.7

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 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.

4.G.A.1

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

obtuse), and perpendicular and parallel lines. Identify these in
two- dimensional figures.

4.G.A.2

Classify two-dimensional figures based on the presence or

absence of parallel or perpendicular lines, or the presence or
absence of angles of a specified size. Recognize right triangles
as a category, and identify right triangles.

1-3

2-4%

4-6

6-8%

1-3

2-4%

1-3

2-4%

2-4

3-5%

4.G.A.3

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 into matching parts. Identify line-symmetric figures and
draw lines of symmetry.

10