# 5th Grade Math STAAR BUNDLE ~ Test-Prep Practice TEKS & CCSS Alignment

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5th Grade STAAR Test-Prep and Practice Bundle! Looking for multi-step standardized formatted practice assessments? These assessments could be used as review, practice, mini-assessments, pre-post, state test practice, and small group. Great for RTI! Comes with TEKS and Common Core Alignment.

In this resource Processing Standards are embedded in every item, items are written specifically to address the TEKS, multi-step problems are included, and purposeful wrong answer choices are used in order to identify possible student misconceptions. Every effort is taken to mirror the STAAR including use of the same font, types of graphics, and wording style.

This resource is not just for Texas teachers! It comes with a testing blueprint which codes each question by TEKS and Common Core Standards.

What’s Included?
✅12 Assessments organized into 6 sections grouped by related standards.
✅ Each section includes two 10-question STAAR formatted assessments.
✅ A list of Readiness, Supporting, Processing and Common Core Standards.
✅A Testing Blueprint for each section codes items by Readiness TEKS, Supporting TEKS, Processing Standards and Common Core Standards. This makes it simple to identify skills needing intervention! Great for RTI!
✅ Student Bubble Sheet Answer Document

► Sections Included:
➀ Compare/Order and Simplifying Expressions
➁ Fraction Operations
➂ Decimal Operations
➃ Computations and Algebraic Reasoning
➄ Geometry and Measurement
➅ Data Analysis and Financial Literacy

TEKS Included:
•5.2(B) Compare and order two decimals to thousandths and represent comparisons using the symbols >, <, or =.
•5.3(E) 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(G) 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.
•5.3(K) Add and subtract positive rational numbers fluently.
•5.3(L) Divide whole numbers by unit fractions and unit fractions by whole numbers.
•5.4(F) Simplify numerical expressions that do not involve exponents, including up to two levels of grouping.
•5.4(H) Represent and solve problems related to perimeter and/or area and related to volume.
•5.5(A) Classify two-dimensional figures in a hierarchy of sets and subsets using graphic organizers based on their attributes and properties.
•5.8(C) 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.
•5.9(C) Solve one and two-step problems using data from frequency table, dot plot, bar graph, stem-and-leaf plot, or scatter plot.

Supporting Standards:
•5.2(A) Represent the value of the digit in decimals through the thousandths using expanded notation and numerals.
•5.2(C) Round decimals to tenths and hundredths.
•5.3(D) Represent multiplication of decimals with products to the hundredths using objects and pictorial models, including area models.
•5.3(F) 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.
•5.3(H) 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.
•5.3(I) 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.
•5.3(J) 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.
•5.4(A) Identify prime and composite numbers.
•5.4(E) Describe the meaning of parentheses and brackets in a numeric expression.
•5.2(A) Represent the value of the digit in decimals through the thousandths using expanded notation and numerals.
•5.2(C) Round decimals to tenths and hundredths.
•5.4(A) Identify prime and composite numbers.
•5.4(E) Describe the meaning of parentheses and brackets in a numeric expression.
•5.6(A) 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 .
•5.6(B) 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.
•5.7(A) Solve problems by calculating conversions within a measurement system, customary or metric.
•5.8(A) 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.
•5.8(B) Describe the process for graphing ordered pairs of numbers in the 5.9(A) 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.
•5.9(B) Represent discrete paired data on a scatterplot.
•5.10(A) Define income tax, payroll tax, sales tax, and property tax.
•5.10(B) Explain the difference between gross income and net income.
•5.10(E) Describe and action that might be taken to balance a budget when expenses exceed income.
•5.10(F) Balance a simple budget.
first quadrant of the coordinate plane.

Related Common Core Standards: (The following Common Core Standards are addressed in this resource. A Common Core alignment is included for each assessment and each question.)
•4.OA.B.4 Find all factor pairs for a whole number in the range 1-100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1-100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1-100 is prime or composite.
•5.OA.A.1 Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols.
•5.OA.A.2 Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them.
•5.NBT.A.1 Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left.
•5.NBT.A.2 Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10.
•5.NBT.A.3 Read, write, and compare decimals to thousandths.
•5.NBT.A.3.A Read and write decimals to thousandths using base-ten numerals, number names, and expanded form, e.g., 347.392 = 3 × 100 + 4 × 10 + 7 × 1 + 3 × (1/10) + 9 × (1/100) + 2 × (1/1000).
•5.NBT.A.3.B Compare two decimals to thousandths based on meanings of the digits in each place.
•5.NBT.A.4 Use place value understanding to round decimals to any place. Perform operations with multi-digit whole numbers and with decimals to hundredths.
•5.OA.A.1 Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols.
•5.OA.A.2 Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them.
•5.OA.B.3 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.
•5.NBT.B.5 Fluently multiply multi-digit whole numbers using the standard algorithm.
•5.NBT.B.6 Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
•5.NBT.B.7Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.
•5.G.A.1 Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate).
•4.MD.A.3 Apply the area and perimeter formulas for rectangles in real world and mathematical problems. For example, find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor.
•5.MD.A.1 Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems.
•5.MD.C.3 Recognize volume as an attribute of solid figures and understand concepts of volume measurement.
•5.MD.C.3.A A cube with side length 1 unit, called a "unit cube," is said to have "one cubic unit" of volume, and can be used to measure volume.
•5.MD.C.3.B A solid figure which can be packed without gaps or overlaps using n unit cubes is said to have a volume of n cubic units.
•5.MD.C.4 Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units.
•5.MD.C.5 Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume.
•5.MD.C.5.A Find the volume of a right rectangular prism with whole-number side lengths by packing it with unit cubes, and show that the volume is the same as would be found by multiplying the edge lengths, equivalently by multiplying the height by the area of the base. Represent threefold whole-number products as volumes, e.g., to represent
•5.MD.C.5.B Apply the formulas V = l × w × h and V = b × h for rectangular prisms to find volumes of right rectangular prisms with whole-number edge lengths in the context of solving real world and mathematical problems.
•5.MD.C.5.C Recognize volume as additive. Find volumes of solid figures composed of two non-overlapping right rectangular prisms by adding the volumes of the non-overlapping parts, applying this technique to solve real world problems.
•5.G.A.1 Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate).
•5.G.A.2 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.
•5.G.B.3 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.
•5.G.B.4 Classify two-dimensional figures in a hierarchy based on properties.
•4.NBT.B.4 Fluently add and subtract multi-digit whole numbers using the standard algorithm.
•5.OA.B.3 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.
•5.MD.B.2 Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Use operations of fractions for this grade to solve problems involving information presented in line plots.
•5.G.A.1 Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate).
•5.G.A.2 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.
•6.SP.B.5 Summarize numerical data sets in relation to their context, such as by:
•6.SP.B.5.A Reporting the number of observations.
•5.NBT.B.7 Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.
•5.OA.A.2 Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. =
•5.NF.A.1 Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators.
•5.NF.A.2 Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers.
•5.NF.B.3 Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem.
•5.NF.B.4 Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.
•5.NF.B.4.A Interpret the product (a/b) × q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a × q ÷ b.
•5.NF.B.6 Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem.
•5.NF.B.7 Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions.
•5.NF.B.7.A Interpret division of a unit fraction by a non-zero whole number, and compute such quotients.
•5.NF.B.7.B Interpret division of a whole number by a unit fraction, and compute such quotients.
•5.NF.B.7.C Solve real world problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions, e.g., by using visual fraction models and equations to represent the problem.

♥ I hope this description helps to clarify! If you have any questions or would like to contact me feel free to email me at cat@catherinesolanik.com.
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Catherine Solanik
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