# 5th Grade End-of-year Review (TEKS/STAAR-aligned)

Subject
Resource Type
Format
Zip (1 MB|42 problems)
Standards
\$5.00
• Product Description
• Standards

This product will greatly supplement your math curriculum as a means to review for your end-of-the-year standardized test. It is aligned to Texas math curriculum. However, teachers from other states can use it as well as Texas math is comparable to Common Core. Use it as you feel necessary--quiz, math station, mini-lesson, homework, etc.

In addition, I have included an exemplar for each of the 42 problems I have provided. An exemplar is more than an answer key. It provides problem solving suggestions to help you compare the exemplar against your student's answers. It will allow you see their problem solving skills and thinking to help you reteach if necessary.

This product targets the following standards:

5.2B Compare and order two decimals to thousandths and represent comparisons using the symbols >, <, or =

5.4F Simplify numerical expressions that do not involve exponents, including up to two levels of grouping

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

5.3 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

5.3K Add and subtract positive rational numbers fluently

5.3L Divide whole numbers by unit fractions and unit fractions by whole numbers

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

5.4C Generate a numerical pattern when given a rule in the form y = ax or y = x + a and graph

5.4H Represent and solve problems related to perimeter and/or area and related to volume

5.5A Classify two-dimensional figures in a hierarchy of sets and subsets using graphic organizers based on their attributes and properties

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

5.9C Solve one- and two-step problems using data form a frequency table, dot plot, bar graph, stem-and-leaf plot, or scatterplot

Supporting Standards

5.2A Represent the value of the digit in decimals through the thousandths using expanded notation and numerals

5.2C Round decimals to the tenths or hundredths

5.3A Estimate to determine solutions to math and real-world problems involving (+, –, x and ÷)

5.3B Multiply with fluency a three-digit by a two-digit number using the standard algorithm

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

5.3D Represent multiplication of decimals with products to the hundredths using objects and pictorial models, including area models

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

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

5.3J Represent division of a unit fraction by a whole number and the division of a whole number by a unit fraction using objects and pictorial models, including area models

5.4A Identify prime and composite numbers

5.4D Recognize the difference between additive and multiplicative numerical patterns given in a table or graph

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 as the number of unit cubes needed to fill it with no gaps or overlaps if possible

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

5.7A Solve problems by calculating conversion within a measurement system (cust or met)

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

5.9B Represent discrete paired data on a scatterplot

5.10A Define income tax, payroll tax, sales tax, and property tax

5.10B Balance a simple budget

to see state-specific standards (only available in the US).
Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, "Does this make sense?" They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.
Classify two-dimensional figures in a hierarchy based on properties.
Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category. For example, all rectangles have four right angles and squares are rectangles, so all squares have four right angles.
Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation.
Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. For example, given the rule “Add 3” and the starting number 0, and given the rule “Add 6” and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so.
Total Pages
42 problems
Included
Teaching Duration
2 Weeks
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