Lessons learned from the 2026 4th Grade Math STAAR

Using a modified version of the statewide item analysis report, I examined the readiness standards that had less than 60% mastery. Each standard has both an analysis of the items themselves to infer what made them so difficult and instructional implications for educators to ensure a more successful 2027 STAAR test.

https://youtu.be/gF3XqdIh9Kc

Standard	# of items	% mastery
4.7C	1	33
4.8C	2	44.5
4.5D	2	45
4.4A	1	48
4.6D	1	50
4.4H	2	51
4.5B	2	51.5
4.3E	1	53
4.5A	2	57
4.2G	2	57.5

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Access the slide deck here. Learn how TEKS Tools can help students succeed in STAAR here.

4.7C - 33% overall mastery

determine the approximate measures of angles in degrees to the nearest whole number using a protractor

#16 - 33% correct

Analysis

• For the first time, this standard asked for the angle and the equation (written)

• Two possible correct answers

• The three blanks are still only worth one point altogether

Instructional Implications

• When determining angles, have students justify reasoning verbally, in writing, and with an equation

• Ask students to solve it both ways (inside and outside numbers)

• Combine with 4.7D and only provide one ray and the desired angle measure

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4.8C - 44.5% overall mastery

solve problems that deal with measurements of length, intervals of time, liquid volumes, mass, and money using addition, subtraction, multiplication, or division as appropriate

#1 - 58% correct

#26 - 31% correct

Analysis

• For #1, 33% of students chose D (simply reading the dial)

• For #26. 50% of students chose D (simply reading the beaker)

• Both problems involved equal groups, could be solve with strip diagrams

Instructional Implications

• If a problem seems too easy, then there’s probably a hidden trick

• Stress that these are reading problems first, math problems second

• Drawing a representation (e.g., strip diagram) the multiple groups in each problem

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Watch the full walkthrough of all 32 items on the 2026 4th Grade STAAR below.

https://youtu.be/EY8dwhrwfGo

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4.5D - 45% overall mastery

solve problems related to perimeter and area of rectangles where dimensions are whole numbers

#3 - 68% correct

#30 - 22% correct

Analysis

• Students didn’t struggle with #3 (one step - area)

• For #30, students had to

  • 1) Find the missing side length given perimeter and width

  • 2) Calculate the area with the given width and the missing side length

  • 3) Calculate the area of the other rectangles to find one that matches

• For #30, 40% of students chose A (has the same perimeter, not area)

Instructional Implications

• Area and perimeter should not be taught in isolation but together, using one to find the other

• Practice with generative questions (e.g., A room has a perimeter of 32 feet and a width of 6 feet. Draw and label 3 different rectangles with the same area.)

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4.4A - 48% overall mastery

add and subtract whole numbers and decimals to the hundredths place using the standard algorithm

#25 - 48% correct

Analysis

• 36% of students chose D (4.25 + 6.8)

• This is the first time since redesign practice (2022) that equal groups (e.g., two pieces…each) have been used as addends

• This standard is always tested as a word problem, not straight computation

Instructional Implications

• Drawing a representation (e.g., strip diagram) would have shown the three parts that make the whole

• This standard is about correctly interpreting a problem situation and applying operations, not just lining up the decimals

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6.6D - 50% overall mastery

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

#14 - 34% full credit; 31% partial credit; 35% no credit

Analysis

• The kite was rotated to make the right angle more prominent

• In 2025 and 2026, this standard asked for classification of both parallel and perpendicular lines within the same set of shapes

• Definitions for parallel and perpendicular lines are not provided

• The table structure assumes students know to apply to categories to each shape

Instructional Implications

• Ensure students know the relationship between right angles and perpendicular lines

• Classify polygons with two categories minimum (e.g., parallel lines, perpendicular lines, right angles) using a table or Venn diagram

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4.4H - 51% overall mastery

solve with fluency one- and two-step problems involving multiplication and division, including interpreting remainders

#12 - 62% correct

#29 - 40% correct

Analysis

• Students didn’t struggle with #12, a two-step problem

• For #29, 39% of students chose C (167/7 = 23 r 6)

• The more challenging problem (#29) was only 1 step but required close reading

Instructional Implications

• Train students that when dividing anything in 4th grade, if a remainder exists, go back to the problem and label exactly what should happen to it

• Use strip diagrams to model the relationship between quantities

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4.5B - 51.5% overall mastery

represent problems using an input-output table and numerical expressions to generate a number pattern that follows a given rule representing the relationship of the values in the resulting sequence and their position in the sequence

#18 - 44% correct

#27 - 59% correct

Analysis

• For #18, 37% chose A (mistook values as positions, divisive relationship)

• For #27, 21% chose A (kept value at 5 rather than rule as -5)

Instructional Implications

• Evaluate if the expression equals the value (that in itself would have solved #18)

• When rule is given, that has to be part of the expression (e.g., -5)

• The expression should be the position + the rule equals the value

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4.3E - 53% overall mastery

represent and solve addition and subtraction of fractions with equal denominators using objects and pictorial models that build to the number line and properties of operations

#15 - 52% correct

Analysis

• Students had to identify the denominator as the total number of animals

• Students had to identify the numerators as the number of dogs or cats

Instructional Implications

• This standard has always been tested with a model and usually requires an expression rather than the sum or difference

• When practicing with students, have them generate both the expression and the sum or difference

• Always include a model

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4.5A - 57% overall mastery

represent multi-step problems involving the four operations with whole numbers using strip diagrams and equations with a letter standing for the unknown quantity

#10 - 48% full credit; 39% partial credit; 12% no credit

#23 - 46% correct

Analysis

• For #10, full credit required both a strip diagram and a set of equations

• Order of operations is not introduced until 5th grade, so the equations should be separate

• Both problems required multiple steps and a total in multiple parts

• The unknown quantity can be the total (#10) or a part (#23)

Instructional Implications

• Draw a strip diagram to represent each situation

• Know that a two-step problem requires two equations

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4.2G - 57.5% overall mastery

relate decimals to fractions that name tenths and hundredths

#7 - 70% correct

#19 - 45% correct

Analysis

• Both items used numbers greater than one

• For #19, there is only 1 point possible

• #19 required two place value shifts (215 tenths → 21 ones 5 tenths → 2 tens 1 one 5 tenths)

Instructional Implications

• Spend minimal time with proper fractions (e.g., 4/10 = 0.4)

• Focus on multiple place value shifts, such as

  • 1.74 → hundredths

  • 2189/100 → decimal