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## STAAR Grade 5 Mathematics Assessment

### Numbers, Operations, and Quantitative Reasoning

##### The student will demonstrate an understanding of numbers, operations, and quantitative reasoning.
###### (5.1) Number, operation, and quantitative reasoning.

The student uses place value to represent whole numbers and decimals. The student is expected to

• A.use place value to read, write, compare, and order whole numbers through 999,999,999,999; and Supporting Standard
• B.use place value to read, write, compare, and order decimals through the thousandths place. Supporting Standard
###### (5.2) Number, operation, and quantitative reasoning.

The student uses fractions in problem-solving situations. The student is expected to

• A.generate a fraction equivalent to a given fraction such as 1/2 and 3/6 or 4/12 and 1/3; Readiness Standard
• B.generate a mixed number equivalent to a given improper fraction or generate an improper fraction equivalent to a given mixed number; Supporting Standard
• C.compare two fractional quantities in problem-solving situations using a variety of methods, including common denominators; and Readiness Standard
• D.use models to relate decimals to fractions that name tenths, hundredths, and thousandths. Supporting Standard
###### (5.3) Number, operation, and quantitative reasoning.

The student adds, subtracts, multiplies, and divides to solve meaningful problems. The student is expected to

• A.use addition and subtraction to solve problems involving whole numbers and decimals;Readiness Standard
• B.use multiplication to solve problems involving whole numbers (no more than three digits times two digits without technology); Readiness Standard
• C.use division to solve problems involving whole numbers (no more than two-digit divisors and three-digit dividends without technology), including interpreting the remainder within a given context; Readiness Standard
• D.identify common factors of a set of whole numbers; and Supporting Standard
• E.model situations using addition and/or subtraction involving fractions with like denominators using [concrete objects,] pictures, words, and numbers. Supporting Standard
###### (5.4) Number, operation, and quantitative reasoning.

The student estimates to determine reasonable results. The student is expected to

• A.use strategies, including rounding and compatible numbers to estimate solutions to addition, subtraction, multiplication, and division problems.Supporting Standard

### Patterns, Relationships, and Algebraic Reasoning

##### The student will demonstrate an understanding of patterns, relationships, and algebraic reasoning.
###### (5.5)Patterns, relationships, and algebraic thinking.

The student makes generalizations based on observed patterns and relationships. The student is expected to

• A.describe the relationship between sets of data in graphic organizers such as lists, tables, charts, and diagrams; andReadiness Standard
• B.identify prime and composite numbers using [concrete objects,] pictorial models, and patterns in factor pairs. Supporting Standard
###### (5.6)Patterns, relationships, and algebraic thinking.

The student describes relationships mathematically. The student is expected to

• A.select from and use diagrams and equations such as y = 5 + 3 to represent meaningful problem situations.Supporting Standard

### Geometry and Spatial Reasoning

##### The student will demonstrate an understanding of geometry and spatial reasoning.
###### (5.7)Geometry and spatial reasoning.

The student generates geometric definitions using critical attributes. The student is expected to

• A.identify essential attributes including parallel, perpendicular, and congruent parts of two- and three-dimensional geometric figures.Supporting Standard
###### (5.8)Geometry and spatial reasoning.

The student models transformations. The student is expected to

• A.sketch the results of translations, rotations, and reflections on a Quadrant I coordinate grid; andReadiness Standard
• B.identify the transformation that generates one figure from the other when given two congruent figures on a Quadrant I coordinate grid.Supporting Standard
###### (5.9)Geometry and spatial reasoning.

The student recognizes the connection between ordered pairs of numbers and locations of points on a plane. The student is expected to

• A.locate and name points on a coordinate grid using ordered pairs of whole numbers.Supporting Standard

### Measurement

##### The student will demonstrate an understanding of the concepts and uses of measurement.
###### (5.10)Measurement.

The student applies measurement concepts involving length (including perimeter), area, capacity/volume, and weight/mass to solve problems. The student is expected to

• A.perform simple conversions within the same measurement system (SI (metric) or customary);Supporting Standard
• B.connect models for perimeter, area, and volume with their respective formulas; and Supporting Standard
• C.select and use appropriate units and formulas to measure length, perimeter, area, and volume. Readiness Standard
###### (5.11)Measurement.

The student applies measurement concepts. The student measures time and temperature (in degrees Fahrenheit and Celsius). The student is expected to

• A.solve problems involving changes in temperature; andSupporting Standard
• B.solve problems involving elapsed time.Supporting Standard

### Probability and Statistics

##### The student will demonstrate an understanding of probability and statistics.
###### (5.12)Probability and statistics.

The student describes and predicts the results of a probability experiment. The student is expected to

• A.use fractions to describe the results of an experiment;Supporting Standard
• B.use experimental results to make predictions; and Readiness Standard
• C.list all possible outcomes of a probability experiment such as tossing a coin. Supporting Standard
###### (5.13)Probability and statistics.

The student solves problems by collecting, organizing, displaying, and interpreting sets of data. The student is expected to

• A.use tables of related number pairs to make line graphs;Supporting Standard
• B.describe characteristics of data presented in tables and graphs including median, mode, and range; and Readiness Standard
• C.graph a given set of data using an appropriate graphical representation such as a picture or line graph. Supporting Standard

### Underlying Processes and Mathematical Tools

##### These skills will not be listed under a separate reporting category. Instead, they will be incorporated into at least 75% of the test questions in reporting categories 1–5 and will be identified along with content standards.
###### (5.14)Underlying processes and mathematical tools.

The student applies Grade 5 mathematics to solve problems connected to everyday experiences and activities in and outside of school. The student is expected to

• A.identify the mathematics in everyday situations;
• B.solve problems that incorporate understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness;
• C.select or develop an appropriate problem-solving plan or strategy, including drawing a picture, looking for a pattern, systematic guessing and checking, acting it out, making a table, working a simpler problem, or working backwards to solve a problem; and
• D.use tools such as real objects, manipulatives, and technology to solve problems.
###### (5.15)Underlying processes and mathematical tools.

The student communicates about Grade 5 mathematics using informal language. The student is expected to

• A.explain and record observations using objects, words, pictures, numbers, and technology; and
• B.relate informal language to mathematical language and symbols.
###### (5.16)Underlying processes and mathematical tools.

The student uses logical reasoning. The student is expected to

• A.make generalizations from patterns or sets of examples and nonexamples; and
• B.justify why an answer is reasonable and explain the solution process. 