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1.9 MB | 18 pages

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1.9 MB | 18 pages

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.

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♦ Two 10-question STAAR formatted assessments that address Reporting Category 2 Computations and Algebraic Relationships TEKS(5.3ABC, 5.4BCD) and CCSS Standards (5.NBT.B.5, 5.NBT.B.6, 5.NBT.B.7, 5.OA.A.1, 5.OA.A.2, 5.OA.B.3, 5.G.A.1).

♦ A list of Readiness, Supporting, Processing and Common Core Standards.

♦ A Testing Blueprint which codes items by Readiness, Supporting, and Processing Standards as well as Common Core Standards.

♦ A Student Answer Document is also included.

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√5.4(B) Represent and solve multi-step problems involving the four operations with whole numbers using equations with a letter standing for the unknown quantity.

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

√5.3(A) Estimate to determine solutions to mathematical and real-world problems involving addition, subtraction, multiplication, or division.

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

√5.3(C) Solve with proficiency for quotients of up to a four-digit dividend by a two-digit divisor using strategies and the standard algorithm.

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

√5.1(A) Apply mathematics to problems arising in everyday life, society, and the workplace.

√5.1(B) Use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution.

√5.1(C) Select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems.

√5.1(D) Communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate.

√5.1(E) Create and use representations to organize, record, and communicate mathematical ideas.

√5.1(F) Analyze mathematical relationships to connect and communicate mathematical ideas.

√5.1(G) Display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication.

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√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).

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Copyright © Catherine Solanik. All rights reserved by author. This product is to be used by the original downloader only. Copying for more than one teacher, classroom, department, school, or school system is prohibited. This product may not be distributed or displayed digitally for public view. Failure to comply is a copyright infringement and a violation of the Digital Millennium Copyright Act (DMCA). Clipart and elements found in this PDF are copyrighted and cannot be extracted and used outside of this file without permission or license. Intended for classroom and personal use only.

♥ 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.

Catherine Solanik

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