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3ILEARN Mathematics Grade 4
Test Blueprint
ILEARN checkpoint and summative assessments are computer-adaptive tests (CATs). This test blueprint begins school year 2025-2026.
Checkpoint 1
Proficiency Level Descriptors
Checkpoint 2
Proficiency Level Descriptors
Checkpoint 3
Proficiency Level Descriptors
Summative Assessment
Proficiency Level Descriptors
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September - November5November - February5February - April5April - May5
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20-25 Items620-25 Items620-25 Items630-35 Items6
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Example Grade-Level Learning Progressions
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Indicator1Indiana Academic Standard2Level of Priority3Reporting Category: Subdomain4Five (5) Academic Standards AssessedSeven (7) Academic Standards AssessedSeven (7) Academic Standards AssessedAll Academic Standards AssessedReporting Category: Summative Overall7
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4.NS.1Read and write whole numbers up to 1,000,000. Use words, models, standard form, and expanded form to represent and show equivalent forms of whole numbers up to 1,000,000.StandardPlace ValueAssessedSample of Indiana Students9Number Sense:
23-30%
8-9 items
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4.NS.2Model mixed numbers and improper fractions using visual fraction models such as number lines and area models. Use a visual fraction model to show the equivalency between whole numbers and whole numbers as fractions.StandardUnderstanding Fractions and DecimalsAssessedSample of Indiana Students
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4.NS.3Use fraction models to represent two equivalent fractions with attention to how the number and size of the parts differ even though the fractions themselves are the same size. Use this principle to generate equivalent fractions. [In grade 4, limit denominators of fractions to 2, 3, 4, 5, 6, 8, 10, 25, 100.] (E)EssentialUnderstanding Fractions, Multiplication, and DivisionAssessedAll Indiana Students8
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4.NS.4Compare two fractions with different numerators and different denominators (e.g., by creating common denominators or numerators, or by comparing to a benchmark, such as 0, 1/2, and 1). Explain why 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). (E)EssentialUnderstanding Fractions, Multiplication, and DivisionAssessedAll Indiana Students
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4.NS.5Write tenths and hundredths in decimal and fraction notations. Use words, models, standard form, and expanded form to represent decimal numbers to hundredths. Mentally calculate fraction and decimal equivalents for halves and fourths (e.g., 1/2 = 0.5 = 0.50, 7/4 = 1 3/4 = 1.75). (E)EssentialUnderstanding Fractions and DecimalsAssessedAll Indiana Students
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4.NS.6Compare two decimals to hundredths by reasoning about their size based on the same whole. Record the results of comparisons with the symbols > , = , or < , and justify the conclusions (e.g., by using a visual model). (E)EssentialUnderstanding Fractions and DecimalsAssessedAll Indiana Students
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4.NS.7Use place value understanding to round multi-digit whole numbers to any given place value.StandardPlace ValueAssessedSample of Indiana Students
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4.CA.1Multiply 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. Describe the strategy and explain the reasoning. (E)EssentialMultiplicationAssessedAll Indiana StudentsComputation and Algebraic Thinking:
29-37%
10-11 items
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4.CA.2Find 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. Describe the strategy and explain the reasoning. (E)EssentialUnderstanding Fractions, Multiplication, and DivisionAssessedAll Indiana Students
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4.CA.3Show how the order in which two numbers are multiplied (commutative property) and how numbers are grouped in multiplication (associative property) will not change the product. Use these properties to show that numbers can be multiplied in any order. Investigate and apply the distributive property. (E)EssentialMultiplicationAssessedAll Indiana Students
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4.CA.4Investigate the mathematical relationship between factors and multiples for whole numbers from 1-100, including the set of factors and multiples for given numbers. Identify sets of factors and multiples for any given whole number up to 100.StandardMultiplicationAssessedSample of Indiana Students
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4.CA.5Solve real-world problems with whole numbers 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. [In grade 4, division problems should not include a remainder.] (E)EssentialUnderstanding Fractions, Multiplication, and DivisionAssessedAll Indiana Students
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4.CA.6Add and subtract fractions with common denominators using visual fraction models. Decompose non-unit fractions to represent them as iterations of unit fractions. (E)EssentialCalculating with Fractions and DecimalsAssessedAll Indiana Students
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4.CA.7Add and subtract mixed numbers with common 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).StandardCalculating with Fractions and DecimalsSample of Indiana Students
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4.CA.8Solve real-world problems involving addition and subtraction of fractions referring to the same whole and having common denominators (e.g., by using visual fraction models and equations to represent the problem). (E)EssentialCalculating with Fractions and DecimalsAssessedAll Indiana Students
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4.CA.9Describe the relationship between two terms and use it to find a second number when a first number is given. Generate a number pattern that follows a given rule.StandardSolving ProblemsSample of Indiana Students
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4.G.1Identify, describe, and draw parallelograms, rhombuses, and trapezoids using appropriate tools (e.g., ruler, straightedge, and technology).StandardN/A10Sample of Indiana StudentsGeometry, Measurement, and Data Analysis:
29-37%
10-11 items
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4.G.2Identify, describe, and draw rays, angles (right, acute, obtuse), and perpendicular and parallel lines using appropriate tools (e.g., ruler, straightedge, and technology). Identify these in two-dimensional figures.StandardN/A10Sample of Indiana Students
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4.G.3Classify triangles and quadrilaterals based on the presence or absence of parallel or perpendicular lines, or right, acute, or obtuse angles.StandardN/A10Sample of Indiana Students
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4.M.1Measure length to the nearest quarter-inch, eighth-inch, and millimeter. (E)EssentialMeasurementAssessedAll Indiana Students
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4.M.2Within given measurement systems, convert larger units to smaller units, including km, m, cm; kg, g; lb, oz; l, ml; hr, min, sec., and use these conversions to solve real-world problems. (E)EssentialMeasurementAssessedAll Indiana Students
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4.M.3Use the four operations to solve real-world problems involving distances, intervals of time, volumes, masses of objects, and money. Include addition and subtraction problems involving simple fractions and problems that require expressing measurements given in a larger unit in terms of a smaller unit. (E)EssentialSolving ProblemsAll Indiana Students
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4.M.4Apply the area and perimeter formulas for rectangles to solve real-world and other mathematical problems. Investigate the area of complex shapes composed of rectangles by decomposing them into non-overlapping rectangles and adding the areas of the non-overlapping parts; apply this technique to solve real-world problems and other mathematical problems. (E)EssentialMeasurementAssessedAll Indiana Students
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4.DA.1Formulate questions that can be addressed with data. Collect, organize, and graph data from observations, surveys, and experiments using line plots with whole number intervals, single- and scaled bar graphs, and frequency tables. Solve real-world problems by analyzing and interpreting the data using grade-level computation and comparison strategies. (E)EssentialSolving ProblemsAssessedAll Indiana Students
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4.DA.2Make 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 data displayed in line plots.StandardCalculating with Fractions and DecimalsAssessedSample of Indiana Students
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PS.1PS.1: Make sense of problems and persevere in solving them.StandardSolving ProblemsSample of Indiana StudentsMathematical Processes
(Scale Score Only)
11-20%
4-6 items
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PS.2PS.2: Reason abstractly and quantitatively.StandardSolving ProblemsSample of Indiana Students
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PS.3PS.3: Construct viable arguments and critique the reasoning of others.StandardSolving ProblemsSample of Indiana Students
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PS.4PS.4: Model with mathematics.StandardSolving ProblemsSample of Indiana Students
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PS.5PS.5: Use appropriate tools strategically.StandardSolving ProblemsSample of Indiana Students
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PS.6PS.6: Attend to precisionStandardSolving ProblemsSample of Indiana Students
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PS.7PS.7: Look for and make use of structure.StandardSolving ProblemsSample of Indiana Students
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PS.8PS.8: Look for and express regularity in repeated reasoning.StandardSolving ProblemsSample of Indiana Students
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1Indicator: The code used to refer to a specific Indiana Academic Standard.
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2Indiana Academic Standard: The knowledge and skills students are expected to achieve for a given content area/grade level. Additional information is available on the Indiana Academic Standards webpage.
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3Level of Priority: Academic standards are designated as either standard or essential. The ILEARN assessment fully aligns to the designations that are reflected in the academic standards. Essential academic standards are prioritized above other content.
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4Reporting Category: Subdomain: A small group of similar academic standards that contribute to specific skills scores on the Checkpoint assessments. Subdomain performance is reported on Checkpoints based on student performance on the items on that specific Checkpoint. Subdomain performance is reported on the Summative assessment as a compilation of student performance over the course of the year.
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5Approximate Timeframe of Assessment: The Checkpoint and Summative assessments may be administered with flexible timing within a specific window. The window will occur at the same general time over the course of each school year. The specific dates that each window will open and close are established prior to the beginning of each school year by the State Board of Education.
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6Total Number of Items: The total number of items administered to students in a given assessment. This is reported as a range to support the computer adaptive algorithm. ILEARN Mathematics measures student abilities using a variety of authentic item types based on the task students must complete. Item types include (but are not limited to) multiple choice, multiple select, fraction modeling, graphing, constructed response, and evidence-based selected response. Experience ILEARN item types in the Released Items Repository.
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7Reporting Category: Summative Overall: A broad domain or group of interrelated performance expectations. Proficiency data is available at the student level on the summative assessment for each reporting category.
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8Assessed: All Indiana Students: All Indiana students will receive at least one item that measures this academic standard on the summative assessment. All Essential academic standards appear on the summative assessment for all students.
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9Assessed: Sample of Indiana Students: Only a sample, or subset, of Indiana students will receive items that measure this academic standard on the summative assessment. The sampling is required for federal accountability testing. The priority and weigh of these standards as they contribute to the summative scale score is much lower than those of the Essential standards. All students will receive a small number of these non-essential standards as a random sample. No students will be assessed on all of these non-essential standards.
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10Reporting Category: Subdomain does Not Apply: Some academic standards are measured only on the summative assessment (not on Checkpoint assessments) and will not be measured with enough items to contribute to a valid, reliable subdomain. Student performance for these academic standards is aggregated into the summative scale score only.
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Performance Task: There is no Performance Task for ILEARN Mathematics assessments. The summative computer-adaptive test (CAT) includes open-ended items that measure students' ability to solve problems and apply mathematical processes.
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Item Specifications: Item specifications are documents that describe exactly how each academic standard will be measured on the ILEARN assessment. Select each linked standard indicator to view its item specification.