Grade 5

Other Texas Mathematics sets

• Grade K
• Grade 1
• Grade 2
• Grade 3
• Grade 4
• Grade 6
• Grade 7
• Algebra I (2012)
• Grade 8
• Algebra II
• Algebraic Reasoning
• Discrete Mathematics
• Grade 9
• Statistics
• Advanced Quantitative Reasoning
• Geometry (2012)
• Grades 10, 11, 12
• Independent Study in Mathematics
• Mathematical Models with Applications
• Precalculus

The student applies mathematical process standards to represent, compare, and order positive rational numbers and understand relationships as related to place value5.2

represent the value of the digit in decimals through the thousandths using expanded notation and numerals5.2.A

compare and order two decimals to thousandths and represent comparisons using the symbols >, <, or =5.2.B

round decimals to tenths or hundredths5.2.C

The student applies mathematical process standards to develop and use strategies and methods for positive rational number computations in order to solve problems with efficiency and accuracy5.3

estimate to determine solutions to mathematical and real-world problems involving addition, subtraction, multiplication, or division5.3.A

multiply with fluency a three-digit number by a two-digit number using the standard algorithm5.3.B

solve with proficiency for quotients of up to a four-digit dividend by a two-digit divisor using strategies and the standard algorithm5.3.C

represent multiplication of decimals with products to the hundredths using objects and pictorial models, including area models5.3.D

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 numbers5.3.E

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 models5.3.F

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 algorithm5.3.G

represent and solve addition and subtraction of fractions with unequal denominators referring to the same whole using objects and pictorial models and properties of operations5.3.H

represent and solve multiplication of a whole number and a fraction that refers to the same whole using objects and pictorial models, including area models5.3.I

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 models5.3.J

add and subtract positive rational numbers fluently5.3.K

divide whole numbers by unit fractions and unit fractions by whole numbers5.3.L

The student applies mathematical process standards to develop concepts of expressions and equations5.4

identify prime and composite numbers5.4.A

represent and solve multi-step problems involving the four operations with whole numbers using equations with a letter standing for the unknown quantity5.4.B

generate a numerical pattern when given a rule in the form y = ax or y = x + a and graph5.4.C

recognize the difference between additive and multiplicative numerical patterns given in a table or graph5.4.D

describe the meaning of parentheses and brackets in a numeric expression5.4.E

simplify numerical expressions that do not involve exponents, including up to two levels of grouping5.4.F

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)5.4.G

represent and solve problems related to perimeter and/or area and related to volume5.4.H

The student applies mathematical process standards to classify two-dimensional figures by attributes and properties. The student is expected to classify two-dimensional figures in a hierarchy of sets and subsets using graphic organizers based on their attributes and properties5.5

The student applies mathematical process standards to understand, recognize, and quantify volume5.6

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 possible5.6.A

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 base5.6.B

The student applies mathematical process standards to select appropriate units, strategies, and tools to solve problems involving measurement. The student is expected to solve problems by calculating conversions within a measurement system, customary or metric5.7

The student applies mathematical process standards to identify locations on a coordinate plane5.8

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 origin5.8.A

describe the process for graphing ordered pairs of numbers in the first quadrant of the coordinate plane5.8.B

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 table5.8.C

The student applies mathematical process standards to solve problems by collecting, organizing, displaying, and interpreting data5.9

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 plots5.9.A

represent discrete paired data on a scatterplot5.9.B

solve one- and two-step problems using data from a frequency table, dot plot, bar graph, stem-and-leaf plot, or scatterplot5.9.C

The student applies mathematical process standards to manage one's financial resources effectively for lifetime financial security5.10

define income tax, payroll tax, sales tax, and property tax5.10.A

explain the difference between gross income and net income5.10.B

identify the advantages and disadvantages of different methods of payment, including check, credit card, debit card, and electronic payments5.10.C

develop a system for keeping and using financial records5.10.D

describe actions that might be taken to balance a budget when expenses exceed income5.10.E

balance a simple budget5.10.F