MathScore EduFighter is one of the best math games on the Internet today. You can start playing for free!
Texas Math Standards - 5th Grade
MathScore aligns to the Texas Math Standards for 5th Grade. The standards appear below along with the MathScore topics that match. If you click on a topic name, you will see sample problems at varying degrees of difficulty that MathScore generated. When students use our program, the difficulty of the problems will automatically adapt based on individual performance, resulting in not only true differentiated instruction, but a challenging game-like experience.
Want unlimited math worksheets? Learn more about our online math practice software.
View the Texas Math Standards at other levels.
Number, operation, and quantitative reasoning
5.1 The student uses place value to represent whole numbers and decimals. The student is expected to:A. use place value to read, write, compare, and order whole numbers through the billions place; and (Place Value , Order Large Numbers )
B. use place value to read, write, compare, and order decimals through the thousandths place. (Decimal Place Value , Order Decimals , Compare Decimals )
5.2 The student uses fractions in problem-solving situations. The student is expected to:
A. generate equivalent fractions; (Basic Fraction Simplification , Fraction Simplification , Fraction Pictures )
B. compare two fractional quantities in problem-solving situations using a variety of methods, including common denominators; and (Fraction Comparison )
C. use models to relate decimals to fractions that name tenths, hundredths, and thousandths. (Fractions to Decimals , Decimals To Fractions , Compare Mixed Values , Positive Number Line )
5.3 The student adds, subtracts, multiplies, and divides to solve meaningful problems. The student is expected to:
A. use addition and subtraction to solve problems involving whole numbers and decimals; (Money Addition , Money Subtraction , Making Change , Decimal Addition , Decimal Subtraction )
B. use multiplication to solve problems involving whole numbers (no more than three digits times two digits without technology); (Multiplication By One Digit , Long Multiplication )
C. use division to solve problems involving whole numbers (no more than two-digit divisors and three-digit dividends without technology); (Long Division By One Digit , Long Division , Division with Remainders , Long Division with Remainders , Small Decimal Division , Word Problems With Remainders )
D. identify prime factors of a whole number and common factors of a set of whole numbers; and (Prime Factoring , Greatest Common Factor )
E. model and record addition and subtraction of fractions with like denominators in problem-solving situations. (Basic Fraction Addition , Basic Fraction Subtraction )
5.4 The student estimates to determine reasonable results. The student is expected to:
A. round whole numbers and decimals through tenths to approximate reasonable results in problem situations; and (Rounding Large Numbers , Decimal Rounding to .01 )
B. estimate to solve problems where exact answers are not required. (Estimated Addition , Estimated Subtraction , Money Addition , Money Subtraction , Estimated Multiplication , Estimated Division , Estimated Multiply Divide Word Problems )
Patterns, relationships, and algebraic thinking
5.5 The student makes generalizations based on observed patterns and relationships. The student is expected to:A. use concrete objects or pictures to make generalizations about determining all possible combinations;
B. use lists, tables, charts, and diagrams to find patterns and make generalizations such as a procedure for determining equivalent fractions; and (Function Tables , Function Tables 2 )
C. identify prime and composite numbers using concrete models and patterns in factor pairs. (Prime Numbers )
5.6 The student describes relationships mathematically. The student is expected to select from and use diagrams and number sentences to represent real-life situations. (Algebraic Sentences )
Geometry and spatial reasoning
5.7 The student generates geometric definitions using critical attributes. The student is expected to:A. identify critical attributes including parallel, perpendicular, and congruent parts of geometric shapes and solids; and (Parallel and Perpendicular Lines )
B. use critical attributes to define geometric shapes or solids. (Polygon Names )
5.8 The student models transformations. The student is expected to:
A. sketch the results of translations, rotations, and reflections; and
B. describe the transformation that generates one figure from the other when given two congruent figures.
5.9 The student recognizes the connection between ordered pairs of numbers and locations of points on a plane. The student is expected to locate and name points on a coordinate grid using ordered pairs of whole numbers. (Ordered Pairs )
Measurement
5.10 The student selects and uses appropriate units and procedures to measure volume. The student is expected to:A. measure volume using concrete models of cubic units; and
B. estimate volume in cubic units.
5.11 The student applies measurement concepts. The student is expected to:
A. measure to solve problems involving length (including perimeter), weight, capacity, time, temperature, and area; and (Time Intervals , Line Segments )
B. describe numerical relationships between units of measure within the same measurement system such as an inch is one-twelfth of a foot.
Probability and statistics
5.12 The student describes and predicts the results of a probability experiment. The student is expected to:A. use fractions to describe the results of an experiment; and (Probability )
B. use experimental results to make predictions. (Batting Averages )
5.13 The student solves problems by collecting, organizing, displaying, and interpreting sets of data. The student is expected to:
A. use tables of related number pairs to make line graphs;
B. describe characteristics of data presented in tables and graphs including the shape and spread of the data and the middle number; and
C. graph a given set of data using an appropriate graphical representation such as a picture or line.
Underlying processes and mathematical tools
5.14 The student applies Grade 5 mathematics to solve problems connected to everyday experiences and activities in and outside of school. The student is expected to:A. identify the mathematics in everyday situations;
B. use a problem-solving model that incorporates understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness;
C. select or develop an appropriate problem-solving strategy, including drawing a picture, looking for a pattern, systematic guessing and checking, acting it out, making a table, working a simpler problem, or working backwards to solve a problem; and
D. use tools such as real objects, manipulatives, and technology to solve problems.
5.15 The student communicates about Grade 5 mathematics using informal language. The student is expected to:
A. explain and record observations using objects, words, pictures, numbers, and technology; and
B. relate informal language to mathematical language and symbols. (Arithmetic Word Problems , Basic Word Problems 2 )
5.16 The student uses logical reasoning to make sense of his or her world. The student is expected to:
A. make generalizations from patterns or sets of examples and nonexamples; and
B. justify why an answer is reasonable and explain the solution process.
Learn more about our online math practice software.
|
"MathScore works."
- John Cradler, Educational Technology Expert |
