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TEKS Math 5th grade) |
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GRADE 5 MATHEMATICS TAAS Objectives and Related TEKS |
Library Support (not done yet) |
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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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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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(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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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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The student is expected to: (A) use [concrete objects or ] pictures to make generalizations about determining all possible combinations |
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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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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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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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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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The student is expected to: (A) use fractions to describe the results of an experiment |
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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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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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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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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 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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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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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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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. |
