Strip Diagram: Equal Groups [TEKS Tools Grade 5]
- Aaron Daffern
- 4 days ago
- 4 min read
Updated: 1 day ago
This post specifically looks at how equal groups strip diagrams can be used to solve a variety of problems. Read more about TEKS Tools and their rationale here.
Strip Diagram
Strip diagrams, the first TEKS Tool, account for around 33% of each 5th grade STAAR test. Within this tool are many variations: part-whole, equal groups, and comparison. By far, the most common type of 5th grade strip diagrams is equal groups.
The main function of a strip diagram is to show the relationship between the quantities in the problem situation. When the relationship is evident, students can select the correct operations and perform accurate calculations.
One thing to note about strip diagrams is that the total can be shown in a variety of ways and positions. I vary how I represent the total to match the various representations seen on STAAR.
Equal Groups
Equal groups are used to solve problems involving multiplication and division. There are several TEKS listed below that include these operations.
5.3B - multiply with fluency a three-digit number by a two-digit number using the standard algorithm
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2023-25: the number of groups and the number in each group were given, students had to solve for the total
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
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2024-2: the total and the number in each group were given, students had to find the number of groups and interpret the remainder
2025-34: the total and the number in each group were given, students had to find the number of groups and interpret the remainder
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
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2023-1: the number of groups and the number in each group were given, students had to solve for the total
2023-21: the number of groups and the number in each group were given, students had to solve for the total
2025-16: the number of groups and the number in each group were given, students had to solve for the total
5.3F - represent 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
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2023-31: the number of groups, the number in each group, and the total were given, students had to represent the situation with an equation
2024-20: the number of groups, the number in each group, and the total were given, students had to represent the situation with a hundredths model
2025-11: the number of groups, the number in each group, and the total were given, students had to represent the situation with an equation
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
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2023-14: the total and the number of groups were given, students had to solve for the number in each group
2023-17: one part, the number of groups, and the number in each group were given, students had to write an equation to represent the situation
2024-10: the total and the number of groups were given, students had to solve for the number in each group
2024-30: the total and the number of groups were given, students had to solve for the number in each group
2025-23: the total and the number of groups were given, students had to solve for the number in each group
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
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2024-28: the number of groups, the number in each group, and the total were given, students had to write an equation to represent the situation
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
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2024-8: the number of groups, the number in each group, and the total were given, students had to write an equation to represent the situation
5.3L - divide whole numbers by unit fractions and unit fractions by whole numbers
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2023-27: the total and the number in each group were given, students had to solve for the number of groups
2024-17: the total and the number in each group were given, students had to solve for the number of groups
2024-25: the total and the number in each group were given, students had to solve for the number of groups
2025-8: the total and the number in each group were given, students had to solve for the number of groups
2025-22: the total and the number in each group were given, students had to solve for the number of groups
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
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2024-5: the total, the number in each group, and the number of groups were given, students had to solve a missing part
2025-6: the number of groups, number in each group, total, and a part were given, students had to write an equation to represent the situation
5.4F - simplify numerical expressions that do not involve exponents, including up to two levels of grouping
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2023-28: the total, the number in each group, the number of groups, and a part were given, students had to write an equation to represent the situation
5.7A - solve problems by calculating conversions within a measurement system, customary or metric
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2025-26: the number of groups and the number in each group were given, students had to solve for the total and convert the units
5.9C - solve one- and two-step problems using data from a frequency table, dot plot, bar graph, stem-and-leaf plot, or scatterplot
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2024-1: the total and the number of groups were given, students had to solve for the number in each group
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