Standardized Test Preparation
TEKS (Texas Essential Knowledge and Skills)
References: Texas Education Agency : STAAR Released Tests |
Math - Grade 5
Assessment Exam - TEKS Grade 5 Math| Mathematical process standards | eTAP Lesson |
|---|---|
| The student uses mathematical processes to acquire and demonstrate mathematical understanding. | |
| Apply mathematics to problems arising in everyday life, society, and the workplace
TX.MATH.111.7.1.A |
Word Problems Multiplying Fractions |
| The student uses mathematical processes to acquire and demonstrate mathematical understanding | |
| Use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and threasonableness of the solution
TX.MATH.111.7.1.B |
Word Problems: Adding & Subtracting Fractions |
| The student uses mathematical processes to acquire and demonstrate mathematical understanding. | |
| Select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems
TX.MATH.111.7.1.C |
Line Plots & Fractions |
| Communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate
TX.MATH.111.7.1.D |
Line Plots & Fractions |
| Create and use representations to organize, record, and communicate mathematical ideas
TX.MATH.111.7.1.E |
Line Plots & Fractions |
| Analyze mathematical relationships to connect and communicate mathematical ideas
TX.MATH.111.7.1.F |
Patterns & Relationships |
| Display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication
TX.MATH.111.7.1.G |
Patterns & Relationships |
| Number and operations | eTAP Lesson |
| The student applies mathematical process standards to represent, compare, and order positive rational numbers and understand relationships as related to place value. | |
| Interpret the value of each place-value position as 10 times the position to the right and as one-tenth of the value of the place to its left
TX.MATH.111.7.2.A |
Order Decimals to Thousandths |
| Represent the value of the digit in whole numbers through 1,000,000,000 and decimals to the hundredths using expanded notation and numerals
TX.MATH.111.7.2.B |
Base Ten Exponents Order Decimals to Thousandths |
| The student applies mathematical process standards to represent, compare, and order whole numbers and decimals and understand relationships related to place value. | |
| Compare and order whole numbers to 1,000,000,000 and represent comparisons using the symbols >, < or =
TX.MATH.111.7.2.C |
Base Ten Exponents |
| The student applies mathematical process standards to represent, compare, and order positive rational numbers and understand relationships as related to place value. | |
| Round decimals to tenths or hundredths
TX.MATH.111.7.2.D |
Round Decimals |
| The student applies mathematical process standards to develop and use strategies and methods for positive rational number computations in order to solve problems with efficiency and accuracy. | |
| Estimate to determine solutions to mathematical and real-world problems involving addition, subtraction, multiplication, or division
TX.MATH.111.7.3.A |
Word Problems Multiplying Fractions |
| Multiply with fluency a three-digit number by a two-digit number using the standard algorithm
TX.MATH.111.7.3.B |
Multiply Multi-Digit Whole Numbers |
| Solve with proficiency for quotients of up to a four-digit dividend by a two-digit divisor using strategies and the standard algorithm
TX.MATH.111.7.3.C |
Divide Whole Numbers (2-Digit Divisor and 4-Digit Dividends) |
| Represent multiplication of decimals with products to the hundredths using objects and pictorial models, including area models
TX.MATH.111.7.3.D |
Add, Subtract, Multiply & Divide Decimals to Hundredths |
| Solve for products of decimals to the hundredths, including situations involving money, using strategies based on place-value understandings, properties of operations, and the relationship to the multiplication of whole numbers
TX.MATH.111.7.3.E |
Add, Subtract, Multiply & Divide Decimals to Hundredths |
| Represent quotients of decimals to the hundredths, up to four-digit dividends and two-digit whole number divisors, using objects and pictorial models, including area models
TX.MATH.111.7.3.F |
Add, Subtract, Multiply & Divide Decimals to Hundredths |
| Solve for quotients of decimals to the hundredths, up to four-digit dividends and two-digit whole number divisors, using strategies and algorithms, including the standard algorithm
TX.MATH.111.7.3.G |
Add, Subtract, Multiply & Divide Decimals to Hundredths |
| Represent and solve addition and subtraction of fractions with unequal denominators referring to the same whole using objects and pictorial models and properties of operations
TX.MATH.111.7.3.H |
Add & Subtract Fractions with Unlike Denominators Word Problems: Adding & Subtracting Fractions |
| Represent and solve multiplication of a whole number and a fraction that refers to the same whole using objects and pictorial models, including area models
TX.MATH.111.7.3.I |
Multiply Multi-Digit Whole Numbers Add & Subtract Fractions with Unlike Denominators Multiply Fractions |
| Represent division of a unit fraction by a whole number and the division of a whole number by a unit fraction such as 1/3 ÷ 7 and 7 ÷ 1/3 using objects and pictorial models, including area models
TX.MATH.111.7.3.J |
Divide Fractions & Whole Numbers |
| Add and subtract positive rational numbers fluently
TX.MATH.111.7.3.K |
Add & Subtract Multi-Digit Whole Numbers |
| Divide whole numbers by unit fractions and unit fractions by whole numbers
TX.MATH.111.7.3.L |
Divide Whole Numbers (2-Digit Divisor and 4-Digit Dividends) Divide Fractions & Whole Numbers |
| Algebraic reasoning | eTAP Lesson |
| The student applies mathematical process standards to develop concepts of expressions and equations | |
| Identify prime and composite numbers
TX.MATH.111.7.4.A |
Factors & Multiples |
| The student applies mathematical process standards to develop concepts of expressions and equations. | |
| Represent and solve multi-step problems involving the four operations with whole numbers using equations with a letter standing for the unknown quantity
TX.MATH.111.7.4.B |
Word Problems Multiplying Fractions |
| The student applies mathematical process standards to develop concepts of expressions and equations | |
| Recognize the difference between additive and multiplicative numerical patterns given in a table or graph
TX.MATH.111.7.4.D |
Negative Numbers |
| The student applies mathematical process standards to develop concepts of expressions and equations. | |
| Describe the meaning of parentheses and brackets in a numeric expression
TX.MATH.111.7.4.E |
Order of Operations |
| Simplify numerical expressions that do not involve exponents, including up to two levels of grouping
TX.MATH.111.7.4.F |
Order of Operations |
| Use concrete objects and pictorial models to develop the formulas for the volume of a rectangular prism, including the special form for a cube (V = l x w x h, V = s x s x s, and V = Bh)
TX.MATH.111.7.4.G |
Volume Cubic Units for Volume |
| Represent and solve problems related to perimeter and/or area and related to volume
TX.MATH.111.7.4.H |
Volume Word Problems |
| Geometry and measurement | eTAP Lesson |
| The student applies mathematical process standards to classify two-dimensional figures by attributes and properties. | |
| The student is expected to classify two-dimensional figures in a hierarchy of sets and subsets using graphic organizers based on their attributes and properties.
TX.MATH.111.7.5 |
Patterns & Relationships |
| The student applies mathematical process standards to understand, recognize, and quantify volume. | |
| Recognize a cube with side length of one unit as a unit cube having one cubic unit of volume and the volume of a three-dimensional figure as the number of unit cubes (n cubic units) needed to fill it with no gaps or overlaps if possible
TX.MATH.111.7.6.A |
Cubic Units for Volume |
| The student applies mathematical process standards to understand, recognize, and quantify volume | |
| Determine the volume of a rectangular prism with whole number side lengths in problems related to the number of layers times the number of unit cubes in the area of the base
TX.MATH.111.7.6.B |
Volume |
| The student applies mathematical process standards to select appropriate units, strategies, and tools to solve problems involving measurement. | |
| The student is expected to solve problems by calculating conversions within a measurement system, customary or metric
TX.MATH.111.7.7 |
Volume Word Problems Measurement Conversions |
| The student applies mathematical process standards to select appropriate units, strategies, and tools to solve problems involving measurement. The student is expected to solve problems by calculating conversions within a measurement system, customary or metric. | |
| Describe the key attributes of the coordinate plane, including perpendicular number lines (axes) where the intersection (origin) of the two lines coincides with zero on each number line and the given point (0, 0); the x-coordinate and the y-coordinate
TX.MATH.111.7.8.A |
Graphing in One Quadrant Coordinate System Graphing Ordered Pairs |
| The student applies mathematical process standards to identify locations on a coordinate plane. | |
| Graph in the first quadrant of the coordinate plane ordered pairs of numbers arising from mathematical and real-world problems, including those generated by number patterns or found in an input-output table
TX.MATH.111.7.8.C |
Graphing in One Quadrant Graphing Ordered Pairs |
| Describe the process for graphing ordered pairs of numbers in the first quadrant of the coordinate plane
TX.MATH.111.7.8.B |
Graphing in One Quadrant Graphing Ordered Pairs |
| Data analysis | eTAP Lesson |
| The student applies mathematical process standards to solve problems by collecting, organizing, displaying, and interpreting data. | |
| Represent categorical data with bar graphs or frequency tables and numerical data, including data sets of measurements in fractions or decimals, with dot plots or stem-and-leaf plots
TX.MATH.111.7.9.A |
|
| Represent discrete paired data on a scatterplot
TX.MATH.111.7.9.B |
|
| Solve one- and two-step problems using data from a frequency table, dot plot, bar graph, stem-and-leaf plot, or scatterplot
TX.MATH.111.7.9.C |
|
| Personal financial literacy | eTAP Lesson |
| The student applies mathematical process standards to manage one's financial resources effectively for lifetime financial security. | |
| Define income tax, payroll tax, sales tax, and property tax
TX.MATH.111.7.10.A |
Tax Definitions |
| Explain the difference between gross income and net income
TX.MATH.111.7.10.B |
Gross and Net Income |
| Identify the advantages and disadvantages of different methods of payment, including check, credit card, debit card, and electronic payments
TX.MATH.111.7.10.C |
Payment Methods |
| Develop a system for keeping and using financial records
TX.MATH.111.7.10.D |
Financial Records and Budgeting |
| Describe actions that might be taken to balance a budget when expenses exceed income
TX.MATH.111.7.10.E |
Financial Records and Budgeting |
| Balance a simple budget
TX.MATH.111.7.10.F |
Financial Records and Budgeting |
