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Aligned Student
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5.3.A estimate to determine solutions to
mathematical and real-world problems
involving addition, subtraction, multiplication,
or division.
T4–T5, T12–T13,
T88–T89, T96–T97,
T172–T173, T180–T181
3–4, 11–12,
1, 5, 41, 45, 81, 85
83–84, 91–92,
163–164, 171–172
5.3.B multiply with fluency a three-digit
number by a two-digit number using the
standard algorithm.
T4–T5, T88–T89,
T96–T97, T172–T173,
T180–T181
3–4, 83–84,
91–92, 163–164,
171–172
1, 41, 45, 81, 85
5.3.C solve with proficiency for quotients
of up to a four-digit dividend by a two-digit
divisor using strategies and the standard
algorithm.
T6–T7, T12–T13,
T90–T91, T174–T175,
T180–T181
5–6, 11–12,
85–86, 165–166,
171–172
2, 5, 42, 82, 85
5.3.D represent multiplication of decimals
T8–T9, T92–T93,
with products to the hundredths using objects T176–T177, T180–T181
and pictorial models, including area models.
7–8, 87–88,
3, 43, 83, 85
167–168, 171–172
5.3.E 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.
T8–T9, T12–T13,
T92–T93, T96–T97,
T176–T177, T180–T181
7–8, 11–12,
3, 5, 43, 45, 83, 85
87–88, 91–92,
167–168, 171–172
5.3.F 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.
T10–T11, T94–T95,
T96–T97, T178–T179
9–10, 89–90,
91–92, 169–170
4, 44, 45, 84
5.3.G 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.
T10–T11, T12–T13,
T94–T95, T96–T97,
T178–T179
9–10, 11–12,
89–90, 91–92,
169–170
4, 5, 44, 45, 84
5.3.H 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.
T46–T47, T54–T55,
T130–T131, T138–T139,
T214–T215, T222–T223
43–44, 51–52,
21, 25, 61, 65,
123–124, 131–132, 101, 105
203–204, 211–212
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Grade 5 TEKS Alignment Chart | ix
Grade
G
a 5 TEKS Alignment Chart
GRADE 5 TEKS
ALIGNMENT CHART
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Grade 5 TEKS Alignment Chart
5.3.I 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.
T48–T49, T54–T55,
45–46, 51–52,
22, 25, 62, 65,
T132–T133, T138–T139, 125–126, 131–132, 102, 105
T216–T217, T222–T223 205–206, 211–212
5.3.J represent division of a unit fraction by
a whole number and the division of a whole
T50–T51, T54–T55,
T134–T135, T218–T219
47–48, 51–52,
23, 25, 63, 103
127–128, 207–208
number by a unit fraction such as 1 4 7 and
3
7 4 1 using objects and pictorial models,
3
including area models.
5.3.K add and subtract positive rational
numbers fluently.
T52–T53, T54–T55,
49–50, 51–52,
24, 25, 64, 65,
T136–T137, T138–T139, 129–130, 131–132, 104, 105
T220–T221, T222–T223 209–210, 211–212
5.3.L divide whole numbers by unit fractions
and unit fractions by whole numbers.
T50–T51, T134–T135,
T218–T219, T222–T223
47–48, 127–128,
23, 63, 103, 105
207–208, 211–212
5.4.B represent and solve multi-step
problems involving the four operations with
whole numbers using equations with a letter
standing for the unknown quantity.
T14–T15, T20–T21,
T98–T99, T104–T105,
T106–T107, T182–T183,
T188–T189, T190–T191
13–14, 19–20,
6, 9, 46, 49, 50,
93–94, 99–100,
86, 89, 90
101–102, 173–174,
179–180, 181–182
5.4.C generate a numerical pattern when
given a rule in the form y 5 ax or y 5 x 1 a
and graph.
T16–T17, T22–T23,
15–16, 21–22,
7, 10, 47, 50, 87,
T100–T101, T106–T107, 95–96, 101–102,
90
T184–T185, T190–T191 175–176, 181–182
5.4.D recognize the difference between
additive and multiplicative numerical patterns
given in a table or graph.
T18–T19, T22–T23,
17–18, 21–22,
8, 10, 48, 50, 88,
T102–T103, T106–T107, 97–98, 101–102,
90
T186–T187, T190–T191 177–178, 181–182
5.4.E describe the meaning of parentheses
and brackets in a numeric expression.
T56–T57, T58–T59,
T64–T65, T140–T141,
T142–T143, T148–T149,
T224–T225, T226–T227,
T232–T233
53–54, 55–56,
26, 27, 30, 66, 67,
61–62, 133–134,
70, 106, 107, 110
135–136, 141–142,
213–214, 215–216,
221–222
5.4.F simplify numerical expressions that do
not involve exponents, including up to two
levels of grouping.
T60–T61, T62–T63,
T64–T65, T144–T145,
T146–T147, T148–T149,
T228–T229, T230–T231,
T232–T233
57–58, 59–60,
28, 29, 30, 68, 69,
61–62, 137–138,
70, 108, 109, 110
139–140, 141–142,
217–218, 219–220,
221–222
5.4.G 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 5 l 3 w 3 h, V 5 s 3 s 3 s, and V 5 Bh).
T26–T27, T32–T33,
25–26, 31–32,
12, 15, 52, 55,
T110–T111, T116–T117, 105–106, 111–112, 92, 95
T194–T195, T200–T201 185–186, 191–192
5.4.H represent and solve problems related
to perimeter and/or area and related to
volume.
T28–T29, T30–T31,
T32–T33, T112–T113,
T114–T115, T116–T117,
T196–T197, T198–T199,
T200–T201
x | Grade 5 TEKS Alignment Chart
27–28, 29–30,
13, 14, 15, 53, 54,
31–32, 107–108,
55, 93, 94, 95
109–110, 111–112,
187–188, 189–190,
191–192
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23–24, 103–104,
111–112, 183–184
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11, 51, 55, 91
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.
T66–T67, T68–T69,
T74–T75, T150–T151,
T152–T153, T158–T159,
T234–T235, T236–T237,
T242–T243
63–64, 65–66,
31, 32, 35, 71, 72,
71–72, 143–144,
75, 111, 112, 115
145–146, 151–152,
223–224, 225–226,
231–232
5.7 solve problems by calculating
conversions within a measurement system,
customary or metric.
T70–T71, T72–T73,
T74–T75, T154–T155,
T156–T157, T158–T159,
T238–T239, T240–T241,
T242–T243
67–68, 69–70,
33, 34, 35, 73, 74,
71–72, 147–148,
75, 113, 114, 115
149–150, 151–152,
227–228, 229–230,
231–232
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.
T34–T35, T42–T43,
T118–T119, T126–T127,
T202–T203, T210–T211
33–34, 41–42,
113–114,121–122,
193–194, 201–202
5.8.B describe the process for graphing
ordered pairs of numbers in the first quadrant
of the coordinate plane.
T36–T37, T42–T43,
T120–T121, T126–T127,
T204–T205, T210–T211
35–36, 41–42,
17, 20, 57, 60, 97,
115–116, 121–122, 100
195–196, 201–202
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.
T38–T39, T40–T41,
T42–T43, T122–T123,
T124–T125, T126–T127,
T206–T207, T208–T209,
T210–T211
37–38, 39–40,
18, 19, 20, 58, 59,
41–42, 117–118,
60, 98, 99, 100
119–120, 121–122,
197–198, 199–
200, 201–202
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.
T76–T77, T78–T79,
T84–T85, T160–T161,
T162–T163, T168–T169,
T244–T245, T246–T247,
T252–T253
73–74, 75–76,
36, 37, 40, 76, 77,
81–82, 153–154,
80, 116, 117, 120
155–156, 161–162,
233–234, 235–
236, 241–242
5.9.B represent discrete paired data on a
scatterplot.
T80–T81, T84–T85,
T164–T165, T168–T169,
T248–T249, T252–T253
77–78, 81–82,
38, 40, 78, 80,
157–158, 161–162, 118, 120
237–238, 241–242
5.9.C solve one- and two-step problems
using data from a frequency table, dot plot,
bar graph, stem-and-leaf plot, or scatterplot.
T82–T83, T84–T85,
T166–T167, T168–T169,
T250–T251, T252–T253
79–80, 81–82,
39, 40, 79, 80,
159–160, 161–162, 119, 120
239–240, 241–242
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16, 20, 56, 60, 96,
100
Grade 5 TEKS Alignment Chart | xi
Grade 5 TEKS Alignment Chart
5.6.A recognize a cube with side length
T24–T25, T108–T109,
of one unit as a unit cube having one
T116–T117, T192–T193
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.
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5.10.A define income tax, payroll tax, sales
tax, and property tax.
T256–T257, T264–T265
243–244, 251–252 121, 125
5.10.B explain the difference between gross
income and net income.
T258–T259, T264–T265
245–246, 251–252 122, 125
5.10.C identify the advantages and
disadvantages of different methods of
payment, including check, credit card, debit
card, and electronic payments.
T260–T261, T262–T263, 247–248, 249–250, 123, 124, 125
T264–T265
251–252
5.10.D develop a system for keeping and
using financial records.
T266–T267, T274–T275
253–254, 261–262 126, 130
5.10.E describe actions that might be taken
to balance a budget when expenses exceed
income.
T268–T269, T274–T275
255–256, 261–262 127, 130
5.10.F balance a simple budget.
T270–T271, T272–T273, 257–258, 259–260, 128, 129, 130
T274–T275
261–262
xii | Grade 5 TEKS Alignment Chart
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