New TX Math 5.1A Apply mathematics to problems arising in everyday life, society, and the workplace Mathematical Process : 5.14A Identify the mathematics in everyday situations 5.1B Use a problem-solving 5.14B Solve problems that model that incorporates analyzing incorporate understanding the given information, formulating a problem, making a plan, carrying plan or strategy, determining a out the plan, and evaluating the solution, justifying the solution, solution for reasonableness and evaluating the problemsolving process and the reasonableness of the solution 5.1C Select tools, including real 5.14D Use tools such as real objects, manipulatives, paper and objects, manipulatives, and pencil, and technology as technology to solve problems appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems 5.1D Communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate 5.1D Communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate 5.1E Create and use representations to organize, record, and communicate mathematical ideas 5.15B Relate informal language to mathematical language and symbols
New TX Math 5.1F Analyze mathematical relationships to connect and communicate mathematical ideas 5.1G Display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication 5.2A Represent the value of the digit in decimals through the thousandths using expanded notation and numerals 5.2B Compare and order two decimals to thousandths and represent comparisons using the symbols >, <, or = 5.15A Explain and record observations using objects, words, pictures, numbers, and technology 5.15A Explain and record observations using objects, words, pictures, numbers, and technology 5.1B Use place value to read, write, compare and order decimals through the thousandths place 5.1B Use place value to read, write, compare and order decimals through the thousandths place 5.2C Round decimals to tenths or hundredths 5.3A Estimate to determine 5.4A Use strategies including solutions to mathematical and rounding and compatible real-world problems involving numbers to estimate solutions to addition, subtraction, addition, subtraction, multiplication, and division multiplication and division problems 5.3B Multiply with fluency a threedigit number by a two-digit number using the standard algorithm 5.3B Use multiplication to solve problems involving whole numbers (no more than three digits times two digits without technology) Number and Operations: GAP - in 5th grade EM; Need to add expanded notation GAP - This is only as an option in EM; Need to make sure that it is taught in EM 5.1A moved to 4th grade New TEKS With fluency and using the standard algorithm
New TX Math 5.3C Solve with proficiency for quotients of up to a four-digit dividend by a two-digit divisor using strategies and the standard algorithm 5.3 D Represent multiplication of decimals with products to the hundredths using objects and pictorial, including area 5.3E 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 5.3C 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 GAP - Need to do Algorithm Project 7, 8 and 9; Add 4 digit dividends and Standard algorithms; EM includes 2 digit divisors and partial products GAP - Add pictorial and area GAP - Use vocabulary: associative, commutative, distributive Four digit dividend instead of three digit dividend and using the standard algorithm. No talk of remainder 5.3F Represent quotients of decimals to the hundredths, up to four-digit dividends and two- digit whole number divisors, using objects and pictorial, including area 5.3G 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 GAP - add pictorial and area Must teach EM Projects 8 and 9
New TX Math 5.3H Represent and solve addition and subtraction of fractions with unequal denominators referring to the same whole using objects and pictorial and properties of operations 5.3I Represent and solve multiplication of a whole number and a fraction that refers to the same whole using objects and pictorial, including area 5.3J 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, including area 5.3K Add and subtract positive rational numbers fluently 5.3L Divide whole numbers by unit fractions and unit fractions by whole numbers 5.4A Identify prime and composite numbers 5.3E Model situations using addition and/or subtraction involving fractions with like denominators using concrete objects, pictures, words and numbers 5.3A Use addition and subtraction to solve problems involving whole numbers and decimals 5.5B Identify prime and composite numbers using concrete objects, pictorial, and patterns in factor pairs Algebraic Reasoning: unlike denominators is new, properties of operations OLD 6th Grade TEKS OLD 7th Grade TEKS Fluently New TEKS Took out concrete objects, pictorial, and patterns in factor pairs such as strip diagrams
New TX Math 5.4B Represent and solve multistep problems involving the four operations with whole numbers using equations with a letter standing for the unknown quantity 5.4C Generate a numerical pattern when given a rule in the form y = ax or y = x + a and graph 5.4D Recognize the difference between additive and multiplicative numerical patterns given in a table or graph 5.4E Describe the meaning of parentheses and brackets in a numeric expression 5.4F Simplify numerical expressions that do not involve exponents, including up to two 5th Grade Texas Math Crosswalk Document: 5.6A Select from and use diagrams and equations such as y = 5 + 3 to represent meaningful problem 5.6A Select from and use diagrams and equations such as y = 5 + 3 to represent meaningful problem situations 5.5A describe the relationship between sets of data and graphic organizers such as lists, tables, charts and diagrams GAP - Add additional practice with multi-step problems In Lesson 10.6 - include Part 2 GAP - EM has tables but need to add the following: additive and multiplicative patterns in a graph; The Problem Solver has some problems on graphing GAP - need to find resources Deeper into multi-step problems and all operations Using either rule of y = ax or y = x + a additive and multiplicative patterns vs. relationships, eliminates lists, charts and diagrams NEW TEK such as 4(14+5) is 4 times as large as (14 + 5) levels of grouping New TEKS such as (3+7)/(5-3) 5.4G Use concrete objects and pictorial to develop the formulas for the volume of a 5.10B Connect for perimeter, area, and volume with their respective formulas rectangular prism, including the special form for a cube (V = l x w x h, V = s x s x s, and V = Bh)
New TX Math 5.4H Represent and solve problems related to perimeter and/or area and related to volume 5.5A Classify two- dimensional figures in a hierarchy of sets and subsets using graphic organizers based on their attributes and properties 5.6A Recognize a cube with side length of one unit as a unit cube having one cubic unit of volume and the volume of a threedimensional figure as the number of unit cubes (n cubic units) needed to fill it with no gaps or overlaps if possible 5.6B 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 5.7A Solve problems by calculating conversions within a measurement system, customary or metric 5.10C Select and use appropriate units and formulas to measure length, perimeter, area, and volume Geometry and Measurement: 5.7A Identify essential attributes including parallel, perpendicular, and congruent parts of two- and three-dimensional geometric figures 5.10A Perform simple conversions within the same measurement system (SI (metric) or customary) length omitted NEW TEKS Spells out formula such as rectangles and composite figures formed by rectangles; such as rectangular prisms such as all rectangles have the property that opposite sides are parallel; therefore, every rectangle is a parallelogram
New TX Math 5.8A 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 5.8B Describe the process for graphing ordered pairs of numbers in the first quadrant of the coordinate plane 5.8C 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 5.9A Locate and name points on a coordinate grid using ordered pairs of whole numbers 5.9A Locate and name points on a coordinate grid using ordered pairs of whole numbers 5.9A Locate and name points on a coordinate grid using ordered pairs of whole numbers Describing attributes of coordinating planes-what you are measuring Describe the process Graphing using real-word problem, relating x and y
New TX Math 5.9A 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 stemand- leaf plots 5.9B Represent discrete paired data on a scatterplot 5.9C Solve one- and two-step problems using data from a frequency table, dot plot, bar graph, stem-and-leaf plot, or scatterplot 5.10A Define income tax, payroll tax, sales tax, and property tax 5.10B Explain the difference between gross income and net income 5.10C Identify the advantages and disadvantages of different methods of payment, including check, credit card, debit card, and electronic payments 5.10D Develop a system for keeping and using financial records 5.10E Describe actions that might be taken to balance a budget when expenses exceed income 5.10F Balance a simple budget 5.13C Graph a given set of data using an appropriate graphical representation such as a picture or line graph Data Analysis: GAP - Need to include fractions and decimals in dot plots (line plots) GAP - need to find resources GAP - need to find resources Personal Financial Literacy: GAP in 2014-15; will need to look at economics in social studies frequency tables, dot plots and stem-and-leaf plots vs. picture and line graphs New TEKS from grade 6 Solving problems using data-new TEKS