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GRADE 5 MATHEMATICS
TAAS Objectives and Related TEKS |
Library Practices
(not done yet) |
Big6
(not
done yet) |
Information Power II |
State Standards |
Recent Research |
Technology
Applications TEKS |
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DOMAIN: CONCEPTS |
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TAAS Objective 1 - Grade 5 Mathematics
The student will demonstrate an understanding of number
concepts. |
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(5.1) Number, operation, and quantitative reasoning. The
student uses place value to represent whole numbers and decimals. |
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Select appropriate
reading materials and other media to organize information and
integrate information. State Library Standards II B-1, 3 |
The changing role for
school library programs provides resources for students to create
a community of lifelong learners. Three roles of school librarians
help to promote this program: The learning and teaching role which
supports the instructional goals of the school; the information
access role which is the traditional role of the school librarian;
and the program administrator which provides for the management of
the program and provides training for members. (Information Power:
Building Partnerships for Learning, ALA |
Tech. Apps. - (b) 1
Lib. Skills - using the on-line catalog, using the Dewey
Decimal classification system
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The student is expected to:
(A) use place value to read, write, compare, and order whole
numbers through the billions place |
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Students
whose school librarians played an instructional role, whether by
identifying materials to be used with teacher-planned
instructional units, or by collaborating with teachers in planning
the units, tended to achieve higher test scores. (Measuring up to
Standards, Pennsylvania Department of Education, p. 14) |
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(B) use place value to read, write, compare, and order decimals
through the thousandths place |
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(5.2) Number, operation, and quantitative reasoning. The
student uses fractions in problem-solving situations. |
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Tech. Apps. - (b) 1
Lib. Skills - using the on-line catalog, using the Dewey
Decimal classification system
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The student is expected to:
(A) generate equivalent fractions |
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The student is expected to:
(B) compare two fractional quantities in problem-solving
situations using a variety of methods, including common
denominators |
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The student is expected to:
(C) use models to relate decimals to fractions that name
tenths, hundredths, and thousandths |
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(5.3) Number, operation, and quantitative reasoning. The
student adds, subtracts, multiplies, and divides to solve
meaningful problems. |
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The student is expected to:
(D) identify prime factors of a whole number and common factors
of a set of whole numbers |
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TAAS Objective 2 - Grade 5 Mathematics
The student will demonstrate an understanding of mathematical
relations, functions, and other algebraic concepts. |
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(5.5) Patterns, relationships, and algebraic thinking. The
student makes generalizations based on observed patterns and
relationships. |
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Standard II: The student
who is information literate evaluates information critically and
competently
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Extract details and
concepts from resources and integrate information to create
meaning. State Library Standards II B-3 |
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The student is expected to:
(A) use [concrete objects or ] pictures to make
generalizations about determining all possible combinations |
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High academic achievement
is accomplished with a quality collection of books and other
materials, state-of-the-art technology that is integrated into the
learning/teaching and information-seeking process, and cooperation
between library media centers and other libraries. Colorado Study,
Library Research Service, Colorado State Library, Colorado
Department of Education, Lance, Keith, November 1999,
ED3/110.10/No. 164) |
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The student is expected to:
(B) use lists, tables, charts, and diagrams to find patterns
and make generalizations, such as a procedure for determining
equivalent fractions |
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The student is expected to:
(C) identify prime and composite numbers using [concrete
models and] patterns in factor pairs |
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TAAS Objective 3 - Grade 5 Mathematics
The student will demonstrate an understanding of geometric
properties and relationships. |
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(5.7) Geometry and spatial reasoning. The student
generates geometric definitions using critical attributes. |
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Standard III
The student who is information literate uses information
accurately and creatively.
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Select appropriate
reading materials and other media to organize information and
integrate information. State Library Standards II B-1, 3 |
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The student is expected to:
(A) identify critical attributes, including parallel,
perpendicular, and congruent parts of geometric shapes and solids |
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The student is expected to:
(B) use critical attributes to define geometric shapes or
solids |
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(5.8) Geometry and spatial reasoning. The student models
transformations. |
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Standard III
The student who is information literate uses information
accurately and creatively.
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The student is expected to:
(B) describe the transformation that generates one figure from
the other when given two congruent figures |
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(5.9) Geometry and spatial reasoning. The student
recognizes the connection between ordered pairs of numbers and
locations of points on a plane. |
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The student is expected to: locate and name points on a
coordinate grid using ordered pairs of whole numbers |
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TAAS Objective 4 - Grade 5 Mathematics
The student will demonstrate an understanding of measurement
concepts using metric and customary units. |
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(5.11) Measurement. The student applies measurement
concepts. |
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Standard III
The student who is information literate uses information
accurately and creatively.
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Offer students
instruction in the use of the library for completion of teacher
developed activities that require active use of information to
solve problems. State Library Standards II A-2 |
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The student is expected to:
(A) measure to solve problems involving length (including
perimeter), weight, capacity, time, temperature, and area |
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The student is expected to:
(B) describe numerical relationships between units of measure
within the same measurement system, such as an inch is one-twelfth
of a foot |
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TAAS Objective 5 - Grade 5 Mathematics
The student will demonstrate an understanding of probability
and statistics. |
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(5.12) Probability and statistics. The student describes
and predicts the results of a probability experiment. |
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Standard III
The student who is information literate uses information
accurately and creatively.
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Offer students
instruction in the use of the library for completion of teacher Developed
activities that require active use of information to solve
problems. State Library Standards II A-2 |
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The student is expected to:
(A) use fractions to describe the results of an experiment |
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Librarian-teacher
instructed group of students scored higher in vocabulary than
teacher alone instructed group of students using library
references (Measuring up to Standards: The Impact of School
Library Programs Enlace, Keith Curry, Pennsylvania Department of
Education, February 2000, p.13) |
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The student is expected to:
(B) use experimental results to make predictions |
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(5.13) Probability and statistics. The student solves
problems by collecting, organizing, displaying, and interpreting
sets of data. |
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The student is expected to:
(A) use tables of related number pairs to make line graphs |
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The student is expected to:
(B) describe characteristics of data presented in tables and
graphs, including the shape and spread of the data and the middle
number |
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The student is expected to:
(C) graph a given set of data using an appropriate graphical
representation such as a picture or line |
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DOMAIN: OPERATIONS |
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TAAS Objective 6 - Grade 5 Mathematics
The student will use the operation of addition to solve
problems. |
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(5.3) Number, operation, and quantitative reasoning. The
student adds, subtracts, multiplies, and divides to solve
meaningful problems. |
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Select appropriate
reading materials and other media to organize information and
integrate information. State Library Standards II B-1, 3 |
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The student is expected to:
(A) use addition and subtraction to solve problems involving
whole numbers and decimals |
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TAAS Objective 7 - Grade 5 Mathematics
The student will use the operation of subtraction to solve
problems. |
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(5.3) Number, operation, and quantitative reasoning. The
student adds, subtracts, multiplies, and divides to solve
meaningful problems. |
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The student is expected to:
(A) use addition and subtraction to solve problems involving
whole numbers and decimals |
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TAAS Objective 8 - Grade 5 Mathematics
The student will use the operation of multiplication to solve
problems. |
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(5.3) Number, operation, and quantitative reasoning. The
student adds, subtracts, multiplies, and divides to solve
meaningful problems. |
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Extract details and
concepts from resources and integrate information to create
meaning. State Library Standards II B-3 |
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The student is expected to:
(B) use multiplication to solve problems involving whole
numbers (no more than three digits times two digits without
technology) |
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TAAS Objective 9 - Grade 5 Mathematics
The student will use the operation of division to solve
problems. |
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(5.3) Number, operation, and quantitative reasoning. The
student adds, subtracts, multiplies, and divides to solve
meaningful problems. |
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Select appropriate
reading materials and other media to organize information and
integrate information. State Library Standards II B-1, 3 |
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The student is expected to:
(C) use division to solve problems involving whole numbers (no
more than two-digit divisors and three-digit dividends without
technology) |
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DOMAIN: PROBLEM SOLVING |
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TAAS Objective 10 - Grade 5 Mathematics
The student will estimate solutions to a problem situation. |
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(5.4) Number, operation, and quantitative reasoning. The
student estimates to determine reasonable results. |
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The learner
will locate and integrate information and new knowledge from all
subject areas in the resource collection. State Library Standards
I B-1 |
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The student is expected to:
(B) estimate to solve problems where exact answers are not
required |
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TAAS Objective 11 - Grade 5 Mathematics
The student will determine solution strategies and will analyze
or solve problems. |
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(5.5) Patterns, relationships, and algebraic thinking. The
student makes generalizations based on observed patterns and
relationships. |
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Standard III
The student who is information literate uses information
accurately and creatively.
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The learner
will locate and integrate information and new knowledge from all
subject areas in the resource collection. State Library Standards
I B-1 |
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The student is expected to:
(B) use lists, tables, charts, and diagrams to find patterns
and make generalizations, such as a procedure for determining
equivalent fractions |
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(5.11) Measurement. The student applies measurement
concepts. |
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The student is expected to:
(A) measure to solve problems involving length (including
perimeter), weight, capacity, time, temperature, and area |
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TAAS Objective 12 - Grade 5 Mathematics
The student will express or solve problems using mathematical
representation. |
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(5.6) Patterns, relationships, and algebraic thinking. The
student describes relationships mathematically. |
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Standard II
The student who is information literate evaluates information
critically and competently.
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Offer students
instruction in the use of the library for completion of
teacher developed activities that require active use of
information to solve problems. State Library Standards II A-2 |
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The student is expected to: select from and use diagrams and
number sentences to represent real-life situations |
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TAAS Objective 13 - Grade 5 Mathematics
The student will evaluate the reasonableness of a solution to a
problem situation. |
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(5.4) Number, operation, and quantitative reasoning. The
student estimates to determine reasonable results. |
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Offer students
instruction in the use of the library for completion of teacher
developed activities that require active use of information to
solve problems. State Library Standards II A-2 |
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The student is expected to:
(A) round whole numbers and decimals through tenths to
approximate reasonable results in problem situations |
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TEKS-based TAAS and end-of-course tests are
criterion-referenced assessments that measure students mastery of
the statewide curriculum. All test formats are multiple-choice
except for the written composition in each TAAS writing test.
C. [Italicized, bracketed text ]
Although the entire student expectation has been provided for
reference, text in bracketed italics indicates that this portion
of the student expectation will not be tested on TAAS.
D. Underlined text
Underlined text indicates that this portion of the student
expectation is not tested in this objective but is tested in
another objective. |
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