## 5th Grade Staar

### # of questions

3

### TEKS

#### 5.2A

represent the value of the digit in decimals through the thousandths using expanded notation and numerals

### # of questions

11

### TEKS

#### 5.2B

compare and order two decimals to thousandths and represent comparisons using the symbols >, <, or =

### # of questions

4

### TEKS

#### 5.3A

estimate to determine solutions to mathematical and real-world problems involving addition, subtraction, multiplication, or division

### # of questions

3

### TEKS

#### 5.3B

multiply with fluency a three-digit number by a two-digit number using the standard algorithm

### # of questions

4

### TEKS

#### 5.3C

solve with proficiency for quotients of up to a four-digit dividend by a two-digit divisor using strategies and the standard algorithm

### # of questions

3

### TEKS

#### 5.3D

represent multiplication of decimals with products to the hundredths using objects and pictorial models, including area models

### # of questions

10

### TEKS

#### 5.3E

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;

### # of questions

4

### TEKS

#### 5.3F

epresent 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

### # of questions

10

### TEKS

#### 5.3G

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

### # of questions

3

### TEKS

#### 5.3H

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

### # of questions

2

### TEKS

#### 5.3I

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

### # of questions

3

### TEKS

#### 5.3J

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

### # of questions

10

### TEKS

#### 5.3L

divide whole numbers by unit fractions and unit fractions by whole numbers

### # of questions

11

### TEKS

#### 5.4B

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

### # of questions

11

### TEKS

#### 5.4C

generate a numerical pattern when given a rule in the form y = ax or y = x + a and graph

### # of questions

3

### TEKS

#### 5.4D

recognize the difference between additive and multiplicative numerical patterns given in a table or graph

### # of questions

1

### TEKS

#### 5.4E

describe the meaning of parentheses and brackets in a numeric expression

### # of questions

10

### TEKS

#### 5.4F

simplify numerical expressions that do not involve exponents, including up to two levels of grouping

### # of questions

11

### TEKS

#### 5.4H

represent and solve problems related to perimeter and/or area and related to volume

### # of questions

10

### TEKS

#### 5.5A

classify two-dimensional figures in a hierarchy of sets and subsets using graphic organizers based on their attributes and properties

### # of questions

4

### TEKS

#### 5.6A

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

### # of questions

3

### TEKS

#### 5.6B

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

### # of questions

4

### TEKS

#### 5.7A

solve problems by calculating conversions within a measurement system, customary or metric

### # of questions

3

### TEKS

#### 5.8A

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, the first number in an ordered pair, indicates movement parallel to the x- axis starting at the origin; and the y- coordinate, the second number, indicates movement parallel to the y- axis starting at the origin

### # of questions

2

### TEKS

#### 5.8B

describe the process for graphing ordered pairs of numbers in the first quadrant of the coordinate plane

### # of questions

11

### TEKS

#### 5.8C

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

### # of questions

1

### TEKS

#### 5.9A

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

### # of questions

11

### TEKS

#### 5.9C

solve one- and two-step problems using data from a frequency table, dot plot, bar graph, stem-and-leaf plot, or scatterplot

### # of questions

1

### TEKS

#### 5.10E

describe actions that might be taken to balance a budget when expenses exceed income