5th Grade Math TEKS 







5.1 – Number, operation, and quantitative reasoning. 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
B) use place value to read, write, compare, and order decimals through the thousandths place
5.6 – Patterns, relationships, and algebraic thinking. The student describes relationships mathematically. The student is expected to:
A) select from and use diagrams and number sentences to represent real life situations




5.7 – Geometry and spatial reasoning. 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
B) use critical attributes to define geometric shapes or solids




5.8 – Geometry and spatial reasoning. The student models transformations. The student is expected to:
A) sketch the results of translations, rotations, and reflections
B) describe the transformation that generates one figure from the other when given two congruent figures




5.9 – Geometry and spatial reasoning. The student recognizes the connection between ordered pairs of numbers and locations of points on a plane. The student is expected to:
A) locate and name points on a coordinate grid using ordered pairs of whole numbers




5.10 – Measurement. 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




5.11 – Measurement. 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
B) describe numerical relationships between units of measure within the same measurement system, such as an inch is onetwelfth of a foot




5.12 – Probability and statistics. 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
B) use experimental results to make predictions





5.2 – Number, operation, and quantitative reasoning. The student uses fractions in problemsolving situations. The student is expected to:
A) generate equivalent fractions
B) compare two fractional quantities in problemsolving situations using a variety of methods, including common denominators
C) use models to relate decimals to fractions that name tenths, hundredths, and thousandths




5.3 – Number, operation, and quantitative reasoning. 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
B) use multiplication to solve problems involving whole numbers (no more than three digits times two digits)
C) use division to solve problems involving whole numbers (no more than two digit divisors and three digit dividends)
D) identify prime factors of a whole number and common factors of a set of whole numbers
E) model and record addition and subtraction of fractions with like denominators in problem solving situations




5.4 – Number, operation, and quantitative reasoning. 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
B) estimate to solve problems where exact answers are not required




5.5 – Patterns, relationships, and algebraic thinking. 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
C) identify prime and composite numbers using concrete models and patterns in factor pairs

5.13 – Probability and statistics. 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 inclding the shape and spread of the data and the middle number
C) graph a given set of data using an appropriate graphical representation such as a picture or line




5.14 – Underlying processes and mathematical tools. 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 backward to solve a problem




5.15 – Underlying processes and mathematical tools. The student communicates about Grade 5 mathematics using informal language. The student is expected to:
A) relate informal language to mathatical language and symbols




5.16 – Underlying processes and mathematical tools. The student uses logical reasoning to make sense of his or her world. The student is expected to:
A) make generalizaitons from patterns or sets of examples and nonexamples


are there any tricks or things that can help you do multiplication with decimals by 10, 100, 1,000,10,000, and more. I am confused by the way it works.
If you multiply by 10, then you move the decimal in the original number ONCE to the RIGHT (3.4 x 10 = 34). If you multiply by 100, then you move the decimal in the original number TWICE to the RIGHT (3.4 x 100 = 340). If you multiply by 1000, then you move the decimal in the original number THREE TIMES to the RIGHT (3.4 x 1000 = 3400).