```Grade 5 Mathematics Assessment
Eligible Texas Essential Knowledge
and Skills
Texas Education Agency Student Assessment Division Fall 2010
Webb Article
Foldable
Level 1
Level 2
Level 3
Level 4
Same Verb Used at Depth of Knowledge Levels
3.1(C) determine the value of a collection of coins and bills.
4.1(B) use place value to read, write, compare, and order decimals involving tenths and hundredths, including money,
using concrete objects and pictorial models.
5.2D use place value to relate decimals to fractions that name tenths, hundredths, and thousandths.
Verb
Compare
Level 1
Level 2
Level 3
Level 4
compare
compare
compare
compare
Look at two pictures and compare
the value for each set of bills and
dollars.
Paul asked William for 4 dollars and
fifty-two cents to buy a hamburger
and fries. William has a variety of
bills and coins in his pocket.
Determine and compare three
different ways William can present
Paul with \$4.52.
Paul and William each have \$20.00
and are going to the matinee. Their
movie tickets cost \$5.00 each. Paul
buys popcorn for \$3.54 and a coke
for \$3.79. William buys candy for
\$3.36 and a pickle for \$4.02. Create
a graphical representation of Paul
and Williams purchases.
Paul and William are getting ready
to ship birthday presents to their
grandma.
What is the value for each set of
bills and dollars?
(picture of money)
If Paul asked William for \$4.52 to
purchase a hamburger and french
fries for lunch, what are three
different ways William can group
dollars and coins to pay for his
lunch?
Determine how much money Paul
and William have. After the movie
Paul and William plan to play video
games. Each video game is \$0.50.
Compare the number of video
games each boy will get to play. In
How much money does Paul and
William have left? If Paul and
William use the rest of their money
to play video games at \$0.50 a
game. How many games will each
boy get to play?
They need to make sure they have
enough money to pay for shipping.
You are going to conduct
comparative shopping. Through
your research you find that at the U.
S. Postal Service each package cost
\$3.75 plus .\$0.37 per ounce. At UPS
you discover each package is \$2.49
plus \$0.53 per ounce. At FedEx
each package is \$3.15 plus \$0.45 per
ounce. Create chart that compares
the different cost for each delivery
service. Write a memo to Paul and
William letting them know which
delivery service is the most cost
effective and why.
Same Verb Used at Depth of Knowledge Levels
Have each grade level look at their SE below and practice writing a learning task and question within each level of thinking.
5.10 C perform simple conversions within the same measurement system (SI (metric or customary).
4.11A estimate and use measurement tools to determine length (including perimeter), area, capacity and weight/mass using standard
units SI (metric) and customary.
3.11A use linear measurement tools to estimate and measure lengths using standard units.
2.9A
identify concrete models that approximate standard units of length and use them to measure length.
1.7A
Estimate and measure length using nonstandard units such as paper clips or sides of color tiles.
K.10A compare and order tow or three concrete objects according to length (longer/shorter than, or the same.
Verb
Level 1
Level 2
Level 3
Level 4
Let’s complete a “quick” analysis of the test design
Examining STAAR
Implications for Teaching
Number of
Non-linguistic
Representation
Number of word problems
with no pictorial support
Aligned SEs
Aligned SEs
Aligned SEs
SEs
Number of Kinder Aligned
SEs
DOK Levels
Total
1
2
3
4
“Think Around” the question and capture all thoughts
by jotting down what is being said.
In order for a 5th grade student to be able to master
this question what does the student need to know?
2011 5th Grade Math Release Items
In order for a 5th grade student to be able to master this question what does the student need to know?
Let’s look at Vertical Alignment
2011 5th Grade STARR Mathematics Released Item~Question 1
5.2 (4.2, 3.2, 2.2,1.2) Number, operation, and quantitative reasoning. The student uses fractions in problem-solving situations.
The student is expected to
1.2 (B)
Use appropriate
language to
describe part of a
set such as three
out of the eight
crayons are red.
2.2 (B)
Use concrete
models to represent
and name fractional
parts of a set of
objects (with
denominators of 12
or less).
3.2 (C)
Use fraction names
and symbols to
describe fractional
parts of whole
objects or sets of
objects.
4.2(B)
Model fraction
quantities greater
than one using
concrete objects
and pictorial
models.
Tested SE
5.2 (B) generate a
mixed number
equivalent to a
given improper
fraction or generate
an improper
fraction equivalent
to a given mixed
number.
CSCOPE Performance Indicators
Indicators
Indicators
Unit 12 (4th Nine Weeks)
Unit 6 (2nd Nine Weeks)
Create a five-tab flip book representing two different
fractions (e.g., 3/10 , 4 /5 , etc.) in a real-life problemsituation, modeled with concrete objects and then recorded
as follows: Tab 1 (separated into two sections; one for
each fraction) displays a set model for each fraction; Tab 2
(separated into two sections; one for each fraction)
displays an area model for each fraction; Tab 3 displays
the two fractions being compared using words, numbers,
and symbols; Tab 4 displays a pictorial (e.g., set model or
area model) of an equivalent for each fraction; and Tab 5
contains a written explanation with a justification for
determining each fraction equivalent. (3.2A, 3.2B, 3.2C,
3.2D; 3.14A, 3.14D; 3.15A, 3.15B) 1C; 5B
Generate an equivalent fraction and decimal from a given
concrete or pictorial model that contains at least one
fractional quantity greater than one and represents a reallife scenario. Place each equivalent fraction at its
approximate location on a number line. In a journal entry,
describe the strategy used to order the fraction totals from
least to greatest. (4.2A, 4.2B, 4.2C, 4.2D; 4.10; 4.14A,
4.14D, 4.15A, 4.15B; 4.16A) 1E; 5F
Sample Performance Indicator:
Kaytlynn shaded a hundredths grid on the card below to
create a tile design. In a table, record a fraction and
decimal for each of the four parts of Kaytlynn’s grid (e.g.
black, white, gray, and striped.)
Sample Performance Indicator:
Joey found two bird nests with eggs in each. In one nest,
3/8 of the eggs had hatched and in the other nest, 4/5 of the
eggs had hatched. Create a five-tab flip book representing
the two fractions, 3/8 and 4/5 , such as the following:
Unit 10 (4th Nine Weeks)
Model each fraction with concrete objects (e.g., pattern
blocks, counters, etc.). Separate the first tab in the booklet
into two sections – one for each fraction. Label each of the
two sections with the title: Set Model. Under each section,
draw the model of the fractions created with the concrete
objects. For the second tab, model each fraction using
color tiles so that the tiles have no gaps. Separate the
second tab into two sections like the first tab, and label
each of these sections with the title: Area Model. Under
each section, draw the model of the fractions created with
color tiles. For the third tab (no need to separate this tab
into two
sections), record and compare the two fractions using
words, numbers, and symbols, and label this tab:
Create a necklace design using 100 objects (e.g. beads,
pasta, cereal, etc.) of three different colors. Then use a
100s grid to sort the necklace objects by color and color-in
the grid accordingly. Record the following for the colors in
the necklace design: (1) the fractions represented for each
color; (2) the fraction to decimal equivalence for each
color; (3) the name in words for each decimal; (4) the
order of the fractions and decimals from greatest to least;
(5) one comparison statement for the fractions and one
comparison statement for the decimals with appropriate
symbols; and (6) create a problem situation involving the
colors of the necklace that could be answered using
fractional pieces and a written justification of the solution.
Copy your colored 100s grid onto three more grids
creating
a total of four 100s grids. If each 100s grid represents “one
whole”, find, describe, and record one or more of the
colors used in the 100s grid where the fraction and decimal
representation is greater than one. (4.2A, 4.2B, 4.2C, 4.2D;
4.14A, 4.14D; 4.15A, 4.15B; 4.16B)
5B; 1G
Indicators
Unit 7 (2nd Nine Weeks)
Order in a table and on a number line a set
of mixed numbers and improper fractions in
a real-life situation from least to greatest by
generating their equivalent values. Use the
order to validate conclusions related to the
real-life situation. (5.2B; 5.14A, 5.14D;
5.15A, 5.15B; 5.16B) 1E; 5G
Sample Performance Indicator:
Sara, Annie, Tyrone, and Evelyn all ride the
bus to school. Sara lives miles away, Annie
lives miles away, Tyrone lives miles away,
and Evelyn lives miles away. Create a table
that shows the name of each student and
their distance from school in both mixed
numbers and improper fractions. Include in
the table a process column to show how
each distance was renamed. From the table,
create a number line ordering the distances
from least to greatest, and justify in writing
how the order was determined. Then, use
the number line to communicate in writing
which student lives the closest to school and
which student lives the furthest from
school. 1 4 3 23 4 7 4 8 27 5
Taught in
CSCOPE
5.2B
1st Nine Weeks, Unit 7
4th Nine Weeks, Unit 13
Supporting
5.2 B (4.2B, 3.2C, 2.2B, 1.2B)
DOK: Level (Evidence)
What part of the SE is being
tested?
generate a mixed number
equivalent to a given improper
Number of steps it takes to solve
the problem?
fraction or generate an improper
fraction equivalent to a given
mixed number.
Write (S) it is stated and (I) if it
is implied
How is it being tested?
What do the students need to
know in order to answer the
question correctly?
Taught in
CSCOPE
5.3A
1st Nine Weeks, Unit 2 & 4
4th Nine Weeks, Unit 12
5.14 A
Every nine weeks, all units
except unit 6
5.3A (4.3A, 3.3A, 2.3B,
1.3B)
subtraction to solve
problems involving whole
numbers and decimals
Process
5.14A (4.14A, 3.14A,
2.12A, 1.11 A, K.13A)
identify the mathematics
in everyday situations
DOK: Level (Evidence)
What part of the SE is
being tested?
Number of steps it takes
to solve the problem?
Write (S) it is stated
and (I) if it is implied
How is it being tested?
What do the students
need to know in order to
correctly?
Taught in
CSCOPE
5.3B
1st Nine Weeks, Unit 3,4
4th Nine Weeks, Unit 12
5.14 B
1st Nine Weeks, Unit 2,3,4
4th Nine Weeks, Unit 12
5.3B (4.4D, 3.4B)
use multiplication to solve
problems involving whole
numbers (no more than
three digits times two
digits without technology);
Processing
5.14B (4.14B, 3.14B,
2.12 B, 1.11B, K.13B)
solve problems that
incorporate
understanding the
problem, making a plan,
carrying out the plan, and
evaluating the solution
for reasonableness
DOK: Level (Evidence)
What part of the SE is
being tested?
Number of steps it takes
to solve the problem?
Write (S) it is stated and
(I) if it is implied
How is it being tested?
What do the students
need to know in order to
correctly?
Taught in
CSCOPE
5.3C
1st Nine Weeks, Unit 3,4
4th Nine Weeks, Unit 12
5.14 B
1st Nine Weeks, Unit 2,3,4
4th Nine Weeks, Unit 12
5.3 (C) use division to
solve problems involving
whole numbers (no more
than two-digit divisors and
three-digit dividends
without technology),
including interpreting the
remainder within a given
context;.
Processing
5.14B (4.14B, 3.14B,
2.12 B, 1.11B, K.13B)
solve problems that
incorporate
understanding the
problem, making a plan,
carrying out the plan, and
evaluating the solution
for reasonableness
DOK: Level (Evidence)
What part of the SE is
being tested?
Number of steps it takes
to solve the problem?
Write (S) it is stated and
(I) if it is implied
How is it being tested?
What do the students
need to know in order to
correctly?
Taught in
CSCOPE
5.4A
1st Nine Weeks, Unit 2,3,4
4th Nine Weeks, Unit 12
5.14 B
1st Nine Weeks, Unit 2,3,4
4th Nine Weeks, Unit 12
Supporting
5.4A (4.5B, 3.5B)
use strategies, including
rounding and compatible
numbers to estimate
subtraction, multiplication,
and division problems
Processing
5.14B (4.14B, 3.14B,
2.12 B, 1.11B, K.13B)
solve problems that
incorporate
understanding the
problem, making a plan,
carrying out the plan, and
evaluating the solution
for reasonableness
DOK: Level (Evidence)
What part of the SE is
being tested?
Number of steps it takes
to solve the problem?
Write (S) it is stated and
(I) if it is implied
How is it being tested?
What do the students
need to know in order to
correctly?
Taught in
CSCOPE
5.5A
2nd Nine Weeks, Unit 5
4th Nine Weeks, Unit 12
5.15A
All nine weeks, all units
5.5A (4.7A, 3.7B, 2.6B,
1.4A, K.6A)
describe the relationship
between sets of data in
graphic organizers such as
lists, tables, charts, and
diagrams;
Processing
5.15A (4.15A, 3.15A,
2.13A, 1.12A)
explain and record
observations using
objects, words, pictures,
numbers, and technology
DOK: Level (Evidence)
What part of the SE is
being tested?
Number of steps it takes
to solve the problem?
Write (S) it is stated and
(I) if it is implied
How is it being tested?
What do the students
need to know in order to
correctly?
Taught in
CSCOPE
5.6A
2nd Nine Weeks, Unit 5
5.15B
All nine weeks, all units
Supporting
5.6A
select from and use
diagrams and equations
such as y = 5 + 3 to
represent meaningful
problem situations.
Processing
5.15B (4.15 B, 3.15B,
2.13B, 1.12B, K14B)
relate informal language
to mathematical language
and symbols
DOK: Level (Evidence)
What part of the SE is
being tested?
Number of steps it takes
to solve the problem?
Write (S) it is stated and
(I) if it is implied
How is it being tested?
What do the students
need to know in order to
correctly?
Taught in
CSCOPE
5.7A
2nd Nine Weeks, Unit 5
4th Nine Weeks, Unit 12
5.16A
2nd Nine Weeks, Unit 6
3rd Nine Weeks, Unit 10
Supporting
5.7A (4.8 C, 3.8A, 2.7A,B,
1.6C, K.9A)
identify essential attributes
including parallel,
perpendicular, and
congruent parts of twoand three-dimensional
geometric figures
Processing
5.16A (4.16A, 3.16A)
make generalizations
from patterns or sets of
examples and
nonexamples
Number of steps it takes
to solve the problem
What part of the SE is
being tested?
DOK: Level (Evidence)
Write (S) it is stated and
(I) if it is implied
How is it being tested?
What do the students
need to know in order to
correctly?
Taught in
CSCOPE
5.8A
3rd Nine Weeks, Unit 10
5.8A (4.9A)
sketch the results of
translations,
rotations, and
reflections on a
coordinate grid
DOK: Level
(Evidence)
What part of the SE
is being tested?
Number of steps it
takes to solve the
problem?
Vocabulary
Write (S) it is stated
and (I) if it is
implied
How is it being
tested?
What do the
students need to
know in order to
correctly?
Taught in
CSCOPE
5.10A
3rd Nine Weeks, Unit 10
4th Nine Weeks, Unit 14
5.14B
1st Nine Weeks, Unit 2,3,4
4th Nine Weeks, Unit 12
Supporting
5.10A (4.11B)
perform simple
conversions within the
same measurement system
(SI (metric) or customary)
Processing
5.14B (4.14B, 3.14B,
2.12 B, 1.11B, K.13B)
solve problems that
incorporate
understanding the
problem, making a plan,
carrying out the plan, and
evaluating the solution
for reasonableness
Number of steps it takes
to solve the problem?
What part of the SE is
being tested?
DOK: Level (Evidence)
Write (S) it is stated and
(I) if it is implied
How is it being tested?
What do the students
need to know in order to
correctly?
Taught in
CSCOPE
5.10C
1st Nine Weeks, Unit 2,3,4
3rd Nine Weeks, Unit 9
4th Nine Weeks, Unit 14
5.14B
1st Nine Weeks, Unit 2,3,4
4th Nine Weeks, Unit 12
5.10C (4.11A, 3.11C, 2.9B,
1.7B, K.10B)
select and use appropriate
units and formulas to
measure length, perimeter,
area, and volume
Processing
5.14B (4.14B, 3.14B,
2.12 B, 1.11B, K.13B)
solve problems that
incorporate
understanding the
problem, making a plan,
carrying out the plan, and
evaluating the solution
for reasonableness
DOK: Level (Evidence)
What part of the SE is
being tested?
Number of steps it takes
to solve the problem?
Write (S) it is stated and
(I) if it is implied
How is it being tested?
What do the students
need to know in order to
correctly?
Taught in
CSCOPE
5.12B
2nd Nine Weeks, Unit 8
5.14 A
Every nine weeks, all units
except unit 6
5.12B (4.13A)
use experimental results to
make predictions
Processing
5.14A (4.14A, 3.14A,
2.12A, 1.11 A, K.13A)
identify the mathematics
in everyday situations
DOK: Level (Evidence)
What part of the SE is
being tested?
Number of steps it takes
to solve the problem?
Write (S) it is stated and
(I) if it is implied
How is it being tested?
What do the students
need to know in order to
correctly?
Taught in
CSCOPE
5.13B
3rd Nine Weeks, Unit 11
4th Nine Weeks, Unit 12
5.13B
describe characteristics of data
presented in tables and graphs
including median, mode, and
range
DOK: Level (Evidence)
What part of the SE is being
tested?
Number of steps it takes to
solve the problem?
Write (S) it is stated and (I) if
it is implied
How is it being tested?
What do the students need to
know in order to answer the
question correctly?
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