Products in this Bundle (33)
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Are you looking for premium quality math resources that are uniquely aligned to the TEKS Standards? Perhaps you are hopeful to find the perfect math stations to add to your centers this year? Let NUMBEROCK’s professionally edited task card bundle be your one-stop solution to confidently covering all 33+ math standards this year.
Continue reading more to see why our highly-rated task card sets are becoming a trusted teaching tool that Texas teachers are relying upon in their classrooms, OR take a look at the preview above by clicking on the green “Preview” button directly above this description.
Bundle Discount: 30%
The Differentiation Advantage
This set of task cards has been organized in a way that allows for seamless differentiation. Cards #1-10 are the least difficult in each set and can be given to any students who might be struggling to gain confidence. Cards #11-20 are just slightly more challenging, while the last 10 questions require a bit more critical thinking being primarily long-form word problems.
*Careful attention has been put into each question so they won't be so challenging as to discourage your students, while still being rigorous enough to prepare your students for testing and assessment.
The Engagement Advantage
Most of the illustrations on our task cards come directly from our musical math animations that can be seen on YouTube or, alternatively, completely ad-free on our website, numberock.com.
We highly recommend supplementing these task cards with our math videos. Doing so will provide an unprecedented level of engagement as your students remember the music, which stimulates their memory, and then see the characters they have been watching on their printables and activities.
We’ve also added a smattering of (wholesome) humor into the wording of the questions. All that being said, I’m highly confident that the engagement levels in your classroom are going to surpass even your highest expectations.
The Price Advantage
With other 5th Grade task card sets and resource bundles of equally considerable depth going for $200-$300.00, we’re excited to help bring the cost of high-quality resources down, and in the process, make them more accessible. In short, our task card bundles are double the quality of what is out there at less than half the price!
Methodology - How We Designed the Problems
Each question is aligned to the Texas Essential Knowledge and Skills (TEKS) state standards, and are specifically designed to meet documented student expectations for that standard. The questions are patterned on previously released State of Texas Assessments of Academic Readiness (STAAR) Math Tests. The questions can be used for guided practice and independent practice.
✔ Complete Set For Each 5th Grade Standard
✔ Double-Checked Answer Keys
✔ Creatively Designed Recording Sheets
✔ 990 Full Page Images (JPGs)
✔ Printable Title Pages/Labels
✔ I Can Statements For Every Standard
✔ Stations for Your Math Centers
✔ Differentiation (Questions 1-10, 11-20, and 21-30 in each set are uniquely grouped by difficulty)
✔ Independent practice
✔ Whole Group with Smartboard/Projector Use
✔ Skills Practice
✔ Review / Intervention
✔ SBAC and PARCC Test Prep
✔ Fast Finishers / Enrichment
✔ Scaffolding Students Up To Rest of Class
✔ Scavenger Hunts / Scoot
✔ Adding Select Card Images (JPG Images) to Assign in Google Classroom
✔ Enhancing your Nearpod Lesson
✔ Adding Images to Your Boom Cards Activities and Adding Interactive Features
✔ Flipped Classrooms
Included in this task card bundle are the following TEKS Standards:
Click on any green link to jump to that individual resource's page.
The student is expected to represent the value of the digit in decimals through the thousandths using expanded notation and numerals.
I can write decimals up to thousandths in standard and expanded form.."
The student is expected to compare and order two decimals to thousandths and represent comparisons using the symbols >, <, or =.
I can compare and order decimals to the thousandths place using less than, greater than and ‘equal to‘ symbols.
The student is expected to round decimals to the tenths and thousandths.
I can round decimals to the tenths and thousandths place.
The student is expected to estimate to determine solutions to mathematical and real‐world problems involving addition, subtraction, multiplication, or division
I can use my understanding of rounding and estimation to help myself quickly solve math problems I run into in the real-world."
The student is expected to multiply with fluency a three‐digit number by a two‐digit number using the standard algorithm.
I can find the product of a three-digit number and a two-digit number the good ol’ fashioned way."
The student is expected to solve with proficiency for quotients of up to a four‐digit dividend by a two‐digit divisor using strategies and the standard algorithm.
I can use the standard algorithm to find quotients when dividing numbers up to four-digits long by numbers up to two-digits long."
The student is expected to represent multiplication of decimals with products to the hundredths using objects and pictorial models, including area models.
I can find the product of two decimals with the help of objects and pictorial models."
The student is expected to 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.
I can multiply decimals because I have a strong mathematical base which includes understanding place value and the relationship between multiplication and division."
The student is expected to ) 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.
I can find the quotient of two decimals with the help of objects and pictorial models."
The student is expected to 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.
I can divide decimals with quotients up to the hundredths place by dividing 4-digit dividends and two-digit divisors."
The student is expected to 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.
I can add and subtract fractions with different denominators using different items and pictures."
The student is expected to 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.
I can multiply a fraction by a whole number and represent what I’m doing by using objects or the area model of multiplication."
The student is expected to 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
I can use objects and pictorial models to divide a unit fraction by a whole number, or to divide a whole number by a unit fraction."
The student is expected to add and subtract positive rational numbers fluently.
I can add and subtract rational numbers (positive whole numbers, decimals which don’t go on forever, and/or fractions)."
The student is expected to divide whole numbers by unit fractions and unit fractions by whole numbers.
I can divide a whole number by a fraction where the numerator is 1. I can also divide a fraction where the numerator is 1 by a whole number."
The student is expected to identify prime and composite numbers.
I can identify numbers with ONLY two factors as prime numbers, and numbers with MORE THAN TWO factors as composite numbers."
The student is expected to represent and solve multi-step problems involving the four operations with whole numbers using equations with a letter standing for the unknown quantity.
I can solve problems with more than 1 step using addition, subtraction, multiplication and/or division even if there is an unknown quantity represented by a letter (x or y for example).
The student is expected to generate a numerical pattern when given a rule in the form y = ax or y = x + a and graph.
I can create patterns on graphs and in tables that represent sequences in addition and multiplication sets.
The student is expected to recognize the difference between additive and multiplicative numerical patterns given in a table or graph.
I can recognize patterns in graphs and tables as being unique to a pattern of multiplication or a pattern of addition.
The student is expected to describe the meaning of parentheses and brackets in a numeric expression.
I can understand why brackets and parentheses are necessary in mathematical expressions (math problems) and describe how they are used to group and order the steps in which the problem must be solved.
The student is expected to simplify numerical expressions that do not involve exponents, including up to two levels of grouping.
I can use my understanding that multiplication and division come first and addition and subtraction come after in order to simplify expressions where there is grouping involved.
The student is expected to use concrete objects and pictorial models to develop the formulas for the volume of a rectangular prism, including the special form for a cube (V=l x w x h, V= s x s x s, and V=Bh).
I can use concrete objects and pictorial models to find the volume of rectangular prisms and cubes.
The student is expected to represent and solve problems related to perimeter and/or area and related to volume.
I can solve more complex single-step & multi-step perimeter, area, and volume problems by understanding how they relate to each other.
The student is expected to classify two-dimensional figures in a hierarchy of sets and subsets using graphic organizers based on their attributes and properties.
I can classify and group two-dimensional shapes according to their properties and attributes.
The student is expected to 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.
I can determine the volume of a 3-D figure by adding up the total of cubic units (a cube where all side lengths =1) in that figure.
The student is expected to 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.
I can measure the number of cubic units in a 3-D Rectangular Prism whose length, width, and height are whole numbers.
The student is expected to solve problems by calculating conversions within a measurement system, customary or metric.
I can figure out what measurement system and unit to use to solve problems involving measurement.
The student is expected to 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.
I can define the components that make up a coordinate plane such as ordered pairs, x and y coordinates, x and y axes, and the origin (0,0). I can plot an ordered pair on the plane, too.
The student is expected to describe the process for graphing ordered pairs of numbers in the first quadrant of the coordinate plane.
I can describe how to find the position of ordered pairs on a coordinate plane.
The student is expected to 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.
I can graph ordered pairs on the coordinate plane, whether it be a single ordered pair or a list of ordered pairs from an input-output table.
The student is expected to 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.
I can organize data in charts and graphs, like bar graphs or dot plots, and know when it is appropriate to use one vs. the other.
The student is expected to represent discrete paired data on a scatterplot.
I can map data on a scatter plot and make sense out of the data even though the data doesn’t fit neatly onto a straight line.
The student is expected to solve one- and two-step problems using data from a frequency table, dot plot, bar graph, stem-and-leaf plot, or scatterplot.
I can organize and interpret data on frequency tables, dot plots, bar graphs, stem-and-leaf plots, or scatter plots.