New York State administered the Mathematics Tests in May 2023
and is making approximiately 75% of the questions
from these tests available for review and use.
New York State Testing Program
Grade 4
Mathematics Test
Released Questions
2023
THE STATE EDUCATION DEPARTMENT / THE UNIVERSITY OF THE STATE OF NEW YORK / ALBANY, NY 12234
New York State Testing Program
Grades 3–8 Mathematics
Released Questions from 2023 Exams
Background
As in past years, SED is releasing large portions of the 2023 NYS Grades 3–8 English Language Arts and
Mathematics test materials for review, discussion, and use.
For 2023, included in these released materials are at least 75 percent of the test questions that appeared on
the 2023 tests (including all constructed-response questions) that counted toward students’ scores.
Additionally, SED is also providing a map that details what each released question measures and the correct
response to each question. These released materials will help students, families, educators, and the public
better understand the tests and the New York State Education Department’s expectations for students.
Understanding Math Questions
Multiple-Choice Questions
Multiple-choice questions are designed to assess the New York State P–12 Next Generation Learning
Standards for Mathematics. Mathematics multiple-choice questions will be used mainly to assess standard
algorithms and conceptual standards. Multiple-choice questions incorporate both the grade-level standards
and the “Standards for Mathematical Practices.” Many questions are framed within the context of real-world
applications or require students to complete multiple steps. Likewise, many of these questions are linked to
more than one standard, drawing on the simultaneous application of multiple skills and concepts.
One-Credit Constructed-Response Questions
One-credit constructed-response questions require students to complete a task and provide only their final
answer. These one-credit questions will often require multiple steps, assessing procedural skills, as well as
conceptual understanding and application. While students may show how they arrived at their final answer,
only the final answer will be scored.
Two-Credit Constructed-Response Questions
Two-credit constructed-response questions require students to complete tasks and show their work. These
two-credit response questions will often require multiple steps, the application of multiple mathematics
skills, and real-world applications. Many of the short-response questions will cover conceptual and
application standards.
Three-Credit Constructed-Response Questions
Three-credit constructed-response questions ask students to show their work in completing two or more
tasks or a more extensive problem. These three-credit response questions allow students to show their
understanding of mathematical procedures, conceptual understanding, and application. Three-credit
response questions may also assess student reasoning and the ability to critique the arguments of others. The
scoring rubric for all constructed-response questions can be found in the grade-level Educator Guides at
http://www.nysed.gov/state-assessment/grades-3-8-ela-and-math-test-manuals.
New York State P–12 Next Generation Learning Standards Alignment
The alignment(s) to the New York State P–12 Next Generation Learning Standards for Mathematics is/are
intended to identify the primary analytic skills necessary to successfully answer each question. However,
some questions measure proficiencies described in multiple standards, including a balanced combination of
procedure and conceptual understanding. For example, two-credit and three-credit constructed-response
questions require students to show an understanding of mathematical procedures, concepts, and
applications.
These Released Questions Do Not Comprise a “Mini Test”
To ensure it is possible to develop future tests, some content must remain secure. This document is not
intended to be representative of the entire test, to show how operational tests look, or to provide
information about how teachers should administer the test; rather, its purpose is to provide an overview of
how the test reflects the demands of the New York State P–12 Next Generation Learning Standards.
The released questions do not represent the full spectrum of the standards assessed on the State tests, nor
do they represent the full spectrum of how the standards should be taught and assessed in the classroom. It
should not be assumed that a particular standard will be measured by an identical question in future
assessments.
Developed and published under contract with the New York State Education Department by Questar Assessment Inc., 14720 Energy Way,
Apple Valley, MN 55124. Copyright © 2023 by the New York State Education Department.
Session 1
Session 1
TIPS FOR TAKING THE TEST
Here are some suggestions to help you do your best:
• Read each question carefully and think about the answer before making your choice.
• You have been provided with mathematics tools (a ruler and a protractor) to use
during the test. It is up to you to decide when each tool will be helpful. You should use
mathematics tools whenever you think they will help you to answer the question.
Page 1
Session 1
What is the product of 432 and 6 ?
A
2,482
B 2,492
C 2,582
D
2,592
Which statement about an acute triangle is true?
A
It has one angle that is exactly 90 degrees.
B It has one angle that is greater than 90 degrees.
C It has angles that are each less than 90 degrees.
D
It has angles that are each greater than 90 degrees.
5
6
Page 3
Session 1
GO ON
The line plot shown below represents the heights of ten differentplants.
What is the dif
ference in height, in inches, between the tallest plant and one of
the shortestplants?
A
B
C
D
13
Page 7
Session 1
GO ON
What is the rule for the number pattern shown below?
64, 32, 16, 8, . . .
A
subtract 8
B divide by 2
C divide by 8
D
multiply by 2
What is the missing value in the equation shown below?
?
A
B
C
D
17
19
Page 9
Session 1
GO ON
Tiffany has 5 times as many red apples as she has green apples. If she has 20 red
apples, how many green apples does she have?
A
4
B 15
C 25
D
100
20
Page 10
GO ON
Session 1
Which gure appears to have exactly two lines of symmetry?
A
B
C
D
23
Page 11
Session 1
GO ON
Which angle has a measure of ?
A
B
C
D
25
Page 12
GO ON
Session 1
The shaded part in the model shown below represents a fraction of the whole
model.
Which fraction is equivalent to the value represented by the shaded part in the
model?
A
B
C
D
What is the value of ?
A
B r
C
D r
29
30
Page 14
Session 1
STOP
Grade 4
2023
Mathematics Test
Session 1
May 2 – 4, 2023
Developed and published under contract with the New York State Education Department by Questar Assessment Inc., 14720 Energy Way,
Apple Valley, MN 55124. Copyright © 2023 by the New York State Education Department.
Session 2
Session 2
TIPS FOR TAKING THE TEST
Here are some suggestions to help you do your best:
• Read each question carefully and think about the answer before making your choice or
writing your response.
• You have been provided with mathematics tools (a ruler and a protractor) to use
during the test. It is up to you to decide when each tool will be helpful. You should use
mathematics tools whenever you think they will help you to answer the question.
• Be sure to show your work when asked.
Page 1
Session 2
In which triangle does the dotted line appear to be a line of symmetry?
A
B
C
D
Which comparison is true?
A
B
C
D
31
32
Page 2
GO ON
Session 2
Which statement about the gure shown below is true?
A
It appears to have all acute angles.
B It appears to have all obtuse angles.
C It appears to have two parallel sides.
D
It appears to have two perpendicular sides.
Tim has packs of markers. Each pack has markers. Which equation can be used
to
nd the total number of markers, , that Tim has?
A
B
C
D
What is the value of ?
A
B
C
D
33
34
35
Page 3
Session 2
GO ON
This question is worth 1 credit.
Rosie combined
gallons of cranberry juice and gallon of apple juice to make
fruit juice. How many gallons of fruit juice did Rosie make with the cranberry juice
and apple juice?
Answer
 gallons
36
Page 4
GO ON
Session 2
This question is worth 1 credit.
What is the number
88,678 rounded to the nearest thousand?
Answer

37
Page 5
Session 2
GO ON
This question is worth 1 credit.
How many one-degree angles are in a complete circle?
Answer
 one-degree angles
38
Page 6
GO ON
Session 2
This question is worth 2 credits.
Which quadrilaterals shown below appear to be rectangles? Be sure to include
what you know about angles and sides in your answer
.
Explain how you know your answer is correct.
39
Page 7
Session 2
GO ON
This question is worth 2 credits.
A student draws the two rectangles shown below
.
The student thinks the two rectangles have the same area but dif
ferent perimeters.
Is the student correct? Be sure to include the areas and perimeters of both
gures
in your answer
.
Explain your answer
.
40
Page 8
GO ON
Session 2
This question is worth 2 credits.
What fraction can be added to the expression shown below to
have a
total value of
one whole?
Show your work.
Answer

41
Page 9
Session 2
GO ON
This question is worth 2 credits.
Stacey played the same game two times. She scored 36 points in the second game,
which is 4 times as many points as she scored in the
rst game. How many points
did Stacey score in the
rst game?
Explain how you know your answer is correct.
42
Page 10
GO ON
Session 2
This question is worth 2 credits.
Ms. Leonard has $110 to buy bottles of craft paint at the store. Each bottle is $9.
What is the greatest number of bottles of craft paint Ms. Leonard can buy with the
amount of money she has?
Show your work.
Answer
 bottles
43
Page 11
Session 2
GO ON
This question is worth 3 credits.
Mr
. Benson is making burgers based on the information below.
He has pounds of meat.
He uses pound of meat for each burger.
He makes burgers.
How many pounds of meat does Mr
. Benson have left over after making all the
burgers?
Explain how you determined your answer
.
44
Page 12
Session 2
STOP
Grade 4
2023
Mathematics Test
Session 2
May 2 – 4, 2023
Multiple Choice
Questions
Percentage of
Students Who
Answered Correctly
(P-Value)
Average Points
Earned
P-Value
(Average Points Earned ÷
Total Possible Points)
1 Multiple Choice B 1 NGLS.Math.Content.NY-4.NBT.2a Number and Operations in Base Ten 0.8446
2 Multiple Choice D 1 NGLS.Math.Content.NY-4.OA.1 Operations and Algebraic Thinking NGLS.Math.Content.NY-4.OA.2 0.8901
5 Multiple Choice D 1 NGLS.Math.Content.NY-4.NBT.5 Number and Operations in Base Ten 0.5227
6 Multiple Choice C 1 NGLS.Math.Content.NY-4.G.2a Geometry 0.7673
9 Multiple Choice A 1 NGLS.Math.Content.NY-3.MD.4 Measurement and Data 0.4896
10 Multiple Choice C 1 NGLS.Math.Content.NY-4.NF.3c Number and Operations - Fractions NGLS.Math.Content.NY-4.NF.3b 0.5912
13 Multiple Choice A 1 NGLS.Math.Content.NY-4.MD.4 Measurement and Data 0.5230
17 Multiple Choice B 1 NGLS.Math.Content.NY-4.OA.5 Operations and Algebraic Thinking 0.4852
19 Multiple Choice B 1 NGLS.Math.Content.NY-4.NF.4b Number and Operations - Fractions 0.7625
20 Multiple Choice A 1 NGLS.Math.Content.NY-4.OA.2 Operations and Algebraic Thinking 0.4757
23 Multiple Choice A 1 NGLS.Math.Content.NY-4.G.3 Geometry 0.4949
25 Multiple Choice D 1 NGLS.Math.Content.NY-4.MD.6 Measurement and Data 0.7627
29 Multiple Choice C 1 NGLS.Math.Content.NY-4.NF.1 Number and Operations - Fractions 0.6225
30 Multiple Choice B 1 NGLS.Math.Content.NY-4.NBT.6 Number and Operations in Base Ten 0.6966
31 Multiple Choice B 1 NGLS.Math.Content.NY-4.G.3 Geometry 0.7753
32 Multiple Choice D 1 NGLS.Math.Content.NY-4.NF.2 Number and Operations - Fractions 0.6466
33 Multiple Choice D 1 NGLS.Math.Content.NY-4.G.1 Geometry 0.3905
34 Multiple Choice B 1 NGLS.Math.Content.NY-4.OA.3a Operations and Algebraic Thinking 0.8271
35 Multiple Choice C 1 NGLS.Math.Content.NY-4.NBT.5 Number and Operations in Base Ten 0.8158
36 Constructed Response 1 NGLS.Math.Content.NY-4.NF.3d Number and Operations - Fractions 0.7396 0.7396
37 Constructed Response 1 NGLS.Math.Content.NY-4.NBT.3 Number and Operations in Base Ten 0.6004 0.6004
38 Constructed Response 1 NGLS.Math.Content.NY-4.MD.5a Measurement and Data 0.6389 0.6389
39 Constructed Response 2 NGLS.Math.Content.NY-4.G.2c Geometry 0.2392 0.1196
40 Constructed Response 2 NGLS.Math.Content.NY-3.MD.8b Measurement and Data 0.4233 0.2117
41 Constructed Response 2 NGLS.Math.Content.NY-4.NF.3b Number and Operations - Fractions 0.6407 0.3204
42 Constructed Response 2 NGLS.Math.Content.NY-4.OA.2 Operations and Algebraic Thinking 0.6132 0.3066
43 Constructed Response 2 NGLS.Math.Content.NY-4.NBT.6 Number and Operations in Base Ten 0.5910 0.2955
44 Constructed Response 3 NGLS.Math.Content.NY-4.NF.4c Number and Operations - Fractions 0.2975 0.0992
THE STATE EDUCATION DEPARTMENT
THE UNIVERSITY OF THE STATE OF NEW YORK / ALBANY, NY 12234
2023 Mathematics Tests Map to the Standards
Grade 4 Released Questions
*This item map is intended to identify the primary analytic skills necessary to successfully answer each question. However, some questions measure proficiencies described in multiple standards, including a
balanced combination of procedural and conceptual understanding.
Session 2
Constructed Response
Questions
Session 1
Question Type Key Points Standard Cluster
Secondary Standard(s)