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# 5th Grade Math STAAR Test-Prep {Geometry & Measurement} Pre-Post TEKS Aligned

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***STAAR Test Prep*** Based off the most recent released STAAR items. This document includes 2 assessments (2 sets of 10) that address Reporting Category 3 Geometry and Measurement TEKS 5.4H, 5.5A, 5.6AB, 5.7A, 5.8ABC. Assessments are written for the NEW TEKS and formatted similar to STAAR. This is a 20-page document, which includes two 10-question assessments, a Teacher Answer Key Blueprint for both TEKS and Common Core Standards, and a Student Answer Document. These assessments could be used as Pre/Post assessments, Unit Quizzes, Review, Small Group, and STAAR Test Prep! (TEKS and Common Core Alignment Included.)

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

It is difficult to find resources that fit our Texas Standards and meet the level of rigor required by STAAR. These assessments are written for our TEKS and formatted similar to the most recent released STAAR Assessments. 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 type of wording.

TEKS INCLUDED:
√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.

Supporting Standards:
√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 first quadrant of the coordinate plane.

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.

Related Common Core Standards:
√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 the associative property of multiplication.
√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.

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