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# 5th Grade Math STAAR Test Prep {Data Analysis & Financial Literacy}

Common Core Standards
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1 MB|18 pages
Product Description
5th Grade Math Data Analysis and Financial Literacy Test Prep! Looking for multi-step standardized formatted Pre-Post practice assessments? These assessments could be used as review, practice, mini assessments, state test practice, and small group. Great for RTI!

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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What’s Included?
♦ Two 10-question STAAR formatted assessments that address Reporting Category 3 Geometry and Measurement TEKS (5.4H, 5.5A, 5.6AB, 5.7A, 5.8ABC) and CCSS Standards (5.MD.B.2, 4.NBT.B.4, 5.OA.B.3, 5.G.A.1, 5.G.A.2, 6.SP.B.5, 6.SP.B.5a).

♦ 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. This makes it simple to identify skills needing intervention.

♦ A Student Answer Document is also included.

This resource is also available in my 5th Grade STAAR Practice Bundle. The Bundle contains 12 assessments covering all the 5th grade TEKS.

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TEKS INCLUDED:
√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:
√5.9(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.

Processing Standards:
√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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Related Common Core Standards:
√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.
√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.

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♥ 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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Total Pages
18 pages
Included
Teaching Duration
N/A
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