Lessons learned from the 2025 5th Grade Math STAAR

Aaron Daffern
4 days ago
3 min read

Using a modified version of the statewide item analysis report, I examined the readiness standards that had less than 60% mastery. Each standard has both an analysis of the items themselves to infer what made them so difficult and instructional implications for educators to ensure a more successful 2026 STAAR test.

Standard	# of items	% mastery
5.3K	2	31
5.4B	2	39.5
5.4H	2	46
5.8C	1	52
5.3G	1	54
5.5A	2	54.5
5.9C	2	55

Access the slide deck here.

5.3K - 31% overall mastery

add and subtract positive rational numbers fluently

#13 - 21% correct

#30 - 41% correct

Analysis

For #13, students had to add and then subtract, renaming a whole number
For #30, students had to convert to either all fractions or all decimals
28% of students chose B, incorrectly converting 2 ¼ to 2.14 and ¾ to 0.34 before calculating

Instructional Implications

Teach students reasoning for when it would be better to stick with fractions/ mixed numbers (#13) or better to convert to decimals (#30)
The majority of the work in 5.3K should be two step (adding and subtracting)
Numbers should be a mix of decimals and fractions/mixed numbers within the same problem

5.4B - 39.5% overall mastery

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

#6 - 39% correct

#20 - 40% correct

Analysis

Both items have the unknown quantity as the part rather than the whole
#6 has students interpret both a multiplicative and additive relationship, the foundation of slope-intercept form (7th grade)
#20 doesn’t ask students to truly solve for m

Instructional Implications

Drawing a strip diagram will help students write their equations
Students should practice writing two equations for each situation: a true part-whole equation and an equation solving for the unknown

Watch the full walkthrough of all 34 items on the 2025 5th Grade STAAR below.

5.4H - 46% overall mastery

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

#7 - 55% correct

#24 - 37% correct

Analysis

#7 is a straightforward application of the formula, decimals are the only challenge
For #24, students have to apply knowledge of the perimeter formula to deduce the side length and then find the area
The answer distribution between distractors (A - 22, B - 25, C - 16) suggests guessing

Instructional Implications

Students should move between area, perimeter, and volume frequently
Students need to apply one formula to help them find another measurement

5.8C - 52% overall mastery

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

#17 - 52% correct

Analysis

Relationship came from a verbal description
Options B (18%) and D (12%) do not show additive or multiplicative relationships

Instructional Implications

Create a table of values for 1, 2, 3, 4, and 5 bags
Use reasoning to eliminate answer choices B and D

5.3G - 54% overall mastery

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

#23 - 54% correct

Analysis

The four answer choices are very close, in effect asking students to correctly divide 0.2 by 4
Answer distribution for incorrect choices were close (13% - 17%)

Instructional Implications

Students could have solved the resulting problem, 0.2/4, with:
- A fraction model
- By renaming 0.2 as 20 hundredths
- Number sense

5.5A - 54.5% overall mastery

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

#4 - 56% full credit; 33% partial credit; 11% no credit

#19 - 36% correct

Analysis

Very little struggle with #4 (overall 73% correct)
For #19, 41% of students chose A, incorrectly defining either parallelogram, trapezoid, or both

Instructional Implications

Pictures are helpful, but students need opportunities to define geometric shapes base on attributes (e.g., two sets of parallel sides)
Vocabulary is vital for this standard
This standard includes no calculation