2017 TEXAS STAAR TEST GRADE 5 MATH - Scott Hochberg · PDF file2017 TEXAS STAAR TEST – GRADE 5 – MATH Total Possible Score: 36 Needed Correct to Pass: 26 ... griddable question,

2017 TEXAS STAAR TEST – GRADE 5 – MATH

Total Possible Score: 36 Needed Correct to Pass: 26

Needed Correct to Master: 31

Time Limit: 4 Hours This file contains the State of Texas Assessments of Academic Readiness (STAAR) administered in Spring, 2017, along with the answer key, learning objectives, and, for writing tests, the scoring guide. This document is available to the public under Texas state law. This file was created from information released by the Texas Education Agency, which is the state agency that develops and administers the tests. All of this information appears on the Texas Education Agency web site, but has been compiled here into one package for each grade and subject, rather than having to download pieces from various web pages. The number of correct answers required to "pass" this test is shown above. Because of where the "passing" score is set, it may be possible to pass the test without learning some important areas of study. Because of this, I believe that making the passing grade should not be considered "good enough." A student's goal should be to master each of the objectives covered by the test. The "Needed Correct to Master" score is a good goal for mastery of all the objectives. The test in this file may differ somewhat in appearance from the printed version, due to formatting limitations. Since STAAR questions are changed each year, some proposed questions for future tests are included in each year's exams in order to evaluate the questions. Questions being evaluated for future tests do not count toward a student's score. Those questions are also not included in the version of the test made available to the public until after they used as part of the official test. The test materials in this file are copyright 2017, Texas Education Agency. All rights reserved. Reproduction of all or portions of this work is prohibited without express written permission from the Texas Education Agency. Residents of the state of Texas may reproduce and use copies of the materials and related materials for individual personal use only without obtaining written permission of the Texas Education Agency. For full copyright information, see: http://tea.texas.gov/About_TEA/Welcome_and_Overview/Site_Policies/ Questions and comments about the tests should be directed to: Texas Education Agency Student Assessment Division 1701 N. Congress Ave, Room 3-122A Austin, Texas 78701 phone: 512-463-9536 email: [email protected] Hard copies of the released tests may be ordered online through ETS at: http://texasassessment.com/uploads/2017-released-test-order-form-final-tagged.pdf .

When printing questions for math, make sure the print menu is set to print the pages at 100% to ensure that the art reflects the intended measurements. For comments and questions about this file or the web site, you can e-mail me at [email protected]. Please direct any questions about the content of the test to the Texas Education Agency at the address above.

Provided as a public service by Former State Representative Scott Hochberg.

No tax dollars were used for this web site.

®STAARState of Texas

Assessments of Academic Readiness

GRADE 5 Mathematics

Administered March 2017

RELEASED

Copyright © 2017, Texas Education Agency. All rights reserved. Reproduction of all or portions of this work is prohibited without express written permission from the Texas Education Agency.

01

23

45

67

8Inches

A = s × s

V = l × w × h

V = s × s × s

®

STAARState of Texas

Assessments of Academic Readiness

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STAAR GRADE 5 MATHEMATICS REFERENCE MATERIALS

PERIMETER

Square P = 4s

Rectangle P = 2 l + 2w

AREA

Square

Rectangle A = l × w or A = bh

VOLUME

Cube

Rectangular prism or V = Bh

01

23

45

67

89

10 11

12 13

14 15

16 17

18 19

20Ce

ntim

eter

s

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STAAR GRADE 5 MATHEMATICS REFERENCE MATERIALS LENGTH

Customary Metric

1 mile (mi) = 1,760 yards (yd) 1 kilometer (km) = 1,000 meters (m)

1 yard (yd) = 3 feet (ft) 1 meter (m) = 100 centimeters (cm)

1 foot (ft) = 12 inches (in.) 1 centimeter (cm) = 10 millimeters (mm)

VOLUME AND CAPACITY

Customary Metric

1 gallon (gal) = 4 quarts (qt) 1 liter (L) = 1,000 milliliters (mL)

1 quart (qt) = 2 pints (pt)

1 pint (pt) = 2 cups (c)

1 cup (c) = 8 fluid ounces (fl oz)

WEIGHT AND MASS

Customary Metric

1 ton (T) = 2,000 pounds (lb) 1 kilogram (kg) = 1,000 grams (g)

1 pound (lb) = 16 ounces (oz) 1 gram (g) = 1,000 milligrams (mg)

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MATHEMATICS

Mathematics

Page 7

13.068 kg 13.608 kg

DIRECTIONS

Read each question carefully. For a multiplechoice question, determine the best answer to the question from the four answer choices provided. For a griddable question, determine the best answer to the question. Then fill in the answer on your answer document.

1 Amber saved a total of $3.20 over 5 weeks. She saved the same amount of money each week. How much money did Amber save each week?

A $1.44

B $1.56

C $0.64

D $1.80

2 A scientist compared these two measurements.

Which symbol makes this comparison true?

F >

G <

H =

J +

Mathematics

Page 8

3 Emily has a box shaped like a rectangular prism that is full of sugar cubes.

• Each sugar cube has a volume of 1 cubic centimeter.

• The top layer has a width of 6 cm and a length of 11 cm.

• There are 3 layers of sugar cubes.

How many sugar cubes are in the box?

A 198

B 66

C 594

D 99

Mathematics

Page 9

11 15

�� 1 6

11 12

�� 6 12

6 15

�� 4 15

11 15

�� 2 5

4 The shaded part of the model represents a fraction. Another fraction was subtracted from the first fraction.

Which expression does the model represent?

F

G

H

J

Mathematics

Page 10

List X List Y

29.1 31.15

34.1

39.1

44.1

36.15

41.15

46.15

List X List Y

29.1 31.6

34.1

39.1

44.1

36.6

41.6

46.6

List X

31.15

36.15

41.15

46.15

List Y

29.1

34.1

39.1

44.1

List X

31.15

33.2

35.25

37.3

List Y

33.15

35.2

37.25

39.3

5 The relationship between numbers in List X and List Y follows the rule y = x + 2.05 . Which diagram shows this relationship?

A C

B D

6 A rectangular billboard is 9.35 meters wide and 6.82 meters tall. What is the perimeter of the billboard in meters?

Record your answer and fill in the bubbles on your answer document. Be sure to use the correct place value.

Mathematics

Page 11

Practice Times Stem

1 9 9 2 0 1 3 3 3 4 6 7 4 1 1 3 5 9 9 5 0 4 2 6 3 5 6

Leaf

6 means 36 minutes.3

7 The stem and leaf plot shows the numbers of minutes the members of a team jumped rope during practice.

What is the difference between the least number of minutes jumped and the greatest number of minutes jumped?

A 47

B 9

C 5

D 49

16

8 The math team does practice drills that each last hour. In February the team did

practice drills for a total of 24 hours.

How many practice drills did the math team do in February?

F 4

G 144

H 30

J 240

Mathematics

Page 12

Gorillas

Height Mass

Male

(m) (kg)

1.68 158.757

Female 1.448 95.25

9 What are the coordinates of the point where the xaxis and the yaxis intersect on a coordinate plane?

A (5, 5)

B (5, 0)

C (0, 5)

D (0, 0)

10 The table shows the heights and masses of a male gorilla and a female gorilla at a zoo.

Based on the table, which statement is true?

F The combined mass of the male gorilla and the female gorilla is 253.782 kg.

G The mass of the male gorilla is 63.507 kg greater than the mass of the female gorilla.

H The female gorilla is 1.28 m shorter than the male gorilla.

J The combined height of the male gorilla and the female gorilla is 2.028 m.

Mathematics

Page 13

11 Thomas planted a seed and measured the height of the stem each week for four weeks.

• The stem grew 1 inch in the first week.

• The stem grew 2 inches each week after the first week.

Which graph represents the growth of this plant?

Plant Growth y�

1 x��

0 1 2 3 4 5 6 7 8

Week

8 7

Gro

wth

(in

.)

6 5 4 3 2

Plant Growth y�

1 x��

0 1 2 3 4 5 6 7 8

Week

8 7

Gro

wth

(in

.)

6 5 4 3 2

Plant Growth y�

Gro

wth

(in

.)

1 x��

0 1 2 3 4 5 6 7 8

Week

8 7 6 5 4 3 2

Plant Growth y�

Gro

wth

(in

.)

1 x��

0 1 2 3 4 5 6 7 8

Week

8 7 6 5 4 3 2

A

B

C

D

Mathematics

Page 14

12 Aspen added 14 to the product of 224 and 16. What is this sum?

F 3,478

G 3,598

H 3,808

J 3,584

13 Brenda said that the number 2 is prime because it has only two factors. Carla said that the number 2 is composite because it is even, and all even numbers are composite. Who is correct?

A Brenda is correct.

B Carla is correct.

C Both of them are correct.

D Neither of them is correct.

14 Theo earned $500 selling food at a carnival. He earned $260 selling nachos and the rest selling hot dogs for $2 each. Theo used this equation to find h, the number of hot dogs he sold at the carnival.

h = (500 260)�� ÷ 2

How many hot dogs did Theo sell at the carnival?

F 380

G 180

H 370

J 120

Mathematics

Page 15

15 In the diagram shown each circle represents a group of polygons. If a polygon belongs in a circle, it also belongs in any larger circle.

Quadrilaterals

Parallelograms

Rectangles

Which kind of polygon belongs in the shaded circle?

A Trapezoids

B Squares

C Pentagons

D Rhombuses

16 Margaret opened a new case of lightbulbs.

• The case contained 3 boxes of lightbulbs with 8 lightbulbs in each box.

• Margaret threw 2 of these lightbulbs in the trash because they were damaged.

• Then she took 7 of the lightbulbs out of the case.

Which expression can be used to show that there are 15 lightbulbs still in the case?

F 3 × 8 �� 2 + 7

G 3(8) �� 2(7)

H 3 × 8 �� (2 + 7)

J 3 + 8 �� 2 + 7

Mathematics

Page 16

17 Mia’s dog weighs 32.6 pounds. Lettie’s dog weighs 3.8 times as much as Mia’s dog. What does Lettie’s dog weigh in pounds?

A 36.40 lb

B 12.388 lb

C 96.48 lb

D 123.88 lb

18 Mr. Ávalos has 9.375 liters of paint. What is this number rounded to the nearest hundredth?

F 9.40

G 9.38

H 9.37

J 9.47

Mathematics

Page 17

19 The length of a piece of yarn is 19.2 units. Jesse cut the piece of yarn into 4 smaller pieces that were all the same length.

Which expression represents the length of each smaller piece of yarn?

A 19.2 × 4

B 19.2 �� 4

C 19.2 ÷ 4

D 19.2 + 4

20 A definition of a financial term is shown in the box.

A tax that includes Social Security and Medicare taxes and is paid by an employer

Which term best fits this definition?

F Payroll tax

G Property tax

H Sales tax

J Gasoline tax

Mathematics

Page 18

2 25 ft3

1 25 ft4

126 ft4

316 4

21 A park bench is located feet due north of an elm tree. A fountain is located

19 2 feet due south of the same elm tree.

What is the distance in feet between the park bench and the fountain?

A

B

C

D 26 ft

22 In a school auditorium there are 33 seats in each row of seats. How many rows are needed for 528 students to each have a seat?


Mathematics

Page 19

23 Nathan built the hanging mobile shown in the picture to show some relationships among shapes.

Rectangle Square

Parallelogram

Which shape goes in the empty box in order to complete Nathan’s mobile?

A Trapezoid

B Quadrilateral

C Rhombus

D Triangle

Mathematics

Page 20

x y

3 1

6 2

15 5

18 6

x y

1 1

3 3

5 5

7 7

x y

1 3

3 9

4 12

7 21

x y

1 3

4 9

6 12

7 18

24 Which table represents the equation y = 3x?

F H

G J

25 Which list shows the numbers NOT in order from least to greatest?

A 4.036 < 4.08 < 4.2 < 4.201

B 3.09 < 3.1 < 3.607 < 3.9

C 6.4 < 6.51 < 6.387 < 6.995

D 7.315 < 7.38 < 7.406 < 7.5

Mathematics

Page 21

26 Mr. Gonzales is putting in a fence around the perimeter of a playground.

• The perimeter of the playground is 144 ft.

• Each section of the fence is 4 ft long and costs $12.

Which equation can Mr. Gonzales use to find b, the cost of the sections of fence he needs for the playground?

F 144 ÷ (12 ÷ 4) = b

G (12 × 4) × 144 = b

H 144 ÷ (12 × 4) = b

J (144 ÷ 4) × 12 = b

27 Gabriel bought a dog crate shaped like a rectangular prism with the dimensions shown in the model.

30 in.

36 in. 24 in.

What is the area in square inches of the shaded floor of the dog crate?

A 864 square inches

B 1,080 square inches

C 720 square inches

D 1,296 square inches

Mathematics

Page 22

oodla

nds

ores

t Lan

e e

Hillc

rest

eview v

Elm G

ro

Lak

W F

Riding the Bus to School

350

300

Num

ber

of S

tude

nts

250

200

150

100

50

0

School

28 The graph shows the number of students at five schools who ride the bus to school.

Based on the graph, how many students ride the bus to the Woodlands, Hillcrest, and Lakeview schools?


Mathematics

Page 23

1acre

48

3acre

4

1acre

14

1 acre

2

Heights of Seedlings

Seedling A B C D E F G H I J

Height (in.) 1 1

4 2 1 1 4

1 1 2

3 4

2 1 4

1 1 2

1 1 2 1 2

18

29 Ms. Olsen has acre of land divided into 6 equal parts. What is the size of each part?

A

B

C

D

30 The table shows the heights of 10 seedlings.

Which dot plot represents these data?


0 1 2 3 Height (in.)



F H





G J

Mathematics

Page 24

31 The list shows the length of a day on two different planets.

• Neptune: 16.11 hours

• Venus: 5,832.40 hours

Which statement is best supported by this information?

A A day on Venus is about 40 times as long as a day on Neptune.

B A day on Venus is about 400 times as long as a day on Neptune.

C A day on Venus is about 50 times as long as a day on Neptune.

D A day on Venus is about 500 times as long as a day on Neptune.

32 An expression is shown.

8 + ��× (3.8 13.2) 6

What value is equivalent to the expression?

F 37.6

G 61.4

H 130

J 88

33 Ms. Sikes paid a total of $95.40 for a 12month magazine subscription. She paid the same amount each month. What amount did Ms. Sikes pay each month?

A $7.95

B $7.96

C $1,144.80

D $107.40

Mathematics

Page 25

y�

18 2

15 2

12 2

9 2

6 2

3 2

x�3 6 9 12 15 180 2 2 2 2 2 2

3 6 9 x 2 2 2 6 12 18 y 2 2 2

3 9 15 x 2 2 2

y 6 2

12 2

15 2

3 9 15 x 2 2 2

y 6 2

12 2

18 2

34 Three points are plotted on the coordinate grid.

Which table represents the data plotted in the graph?

F

6 12 18 x 2 2 2

y 3 2

9 2

15 2

H

G J

Mathematics

Page 26

35 Mr. Roosevelt has 48 nails that each weigh 1.35 ounces. What is the weight of these nails in ounces?

A 50.4 oz

B 40.4 oz

C 64.8 oz

D 16.2 oz

36 The shaded cube has a volume of 1 cubic unit. Cubes like this one will be used to completely fill a rectangular prism that has the dimensions shown.

8 units

10 units

6 units

= 1 cubic unit

How many of these shaded cubes will be needed to completely fill the rectangular prism?

F 48

G 80

H 160

J Not here

BE SURE YOU HAVE RECORDED ALL OF YOUR ANSWERS Mathematics

Page 27 ON THE ANSWER DOCUMENT. STOP

STAAR

GRADE 5 Mathematics March 2017

STAAR® Grade 5 Mathematics 2017 Release

Answer Key Paper

Item Number

Reporting Category

Readiness or Supporting

Content Student Expectation

Correct Answer

1 2 Readiness 5.3(G) C 2 1 Readiness 5.2(B) G 3 3 Supporting 5.6(B) A 4 2 Supporting 5.3(H) J 5 2 Readiness 5.4(C) C 6 3 Readiness 5.4(H) 32.34 7 4 Readiness 5.9(C) A 8 2 Readiness 5.3(L) G 9 3 Supporting 5.8(A) D

10 2 Readiness 5.3(K) G 11 3 Readiness 5.8(C) A 12 2 Supporting 5.3(B) G 13 1 Supporting 5.4(A) A 14 2 Readiness 5.4(B) J 15 3 Readiness 5.5(A) B 16 1 Readiness 5.4(F) H 17 2 Readiness 5.3(E) D 18 1 Supporting 5.2(C) G 19 2 Supporting 5.3(F) C 20 4 Supporting 5.10(A) F 21 2 Readiness 5.3(K) A 22 2 Supporting 5.3(C) 16 23 3 Readiness 5.5(A) C 24 2 Readiness 5.4(C) G 25 1 Readiness 5.2(B) C 26 2 Readiness 5.4(B) J 27 3 Readiness 5.4(H) A 28 4 Readiness 5.9(C) 775 29 2 Readiness 5.3(L) D 30 4 Supporting 5.9(A) G 31 2 Supporting 5.3(A) B 32 1 Readiness 5.4(F) H 33 2 Readiness 5.3(G) A 34 3 Readiness 5.8(C) J 35 2 Readiness 5.3(E) C 36 3 Supporting 5.6(A) J

Copyright © 2017, Texas Education Agency (TEA). All rights reserved.

March 2017 STAAR Grade 5 Math Rationales

Item # Response A/F Response B/G Response C/H Response D/J 1 A is incorrect because 3.20 ÷

5 = 0.64, not 1.44. B is incorrect because 3.20 ÷ 5 = 0.64, not 1.56.

C is correct because 3.20 ÷ 5 = 0.64.

D is incorrect because 3.20 should be divided by 5, not subtracted from 5.

2 F is incorrect because 13.068 is not greater than 13.608.

G is correct because 13.068 is less than 13.608.

H is incorrect because 13.068 and 13.608 are not equal.

J is incorrect because the addition sign does not show a comparison of 13.068 and 13.608.

3 A is correct because 6 x 11 x 3 = 198.

B is incorrect because 6 x 11 = 66 and does not include multiplying by 3 layers of sugar cubes.

C is incorrect because 6 x 11 x 3 = 198, not 594.

D is incorrect because the volume is 6 x 11 x 3 = 198, not (6 x 11) + (3 x 11) = 99.

4 F is incorrect because the model represents 11/15 - 2/5, not 11/15 - 1/6.

G is incorrect because the model represents 11/15 - 2/5, not 11/12 - 6/12.

H is incorrect because the model represents 11/15 - 2/5, not 6/15 - 4/15.

J is correct because the model represents 11/15 - 2/5. The fraction 2/5 is equivalent to 6/15.

5 A is incorrect because the diagram shows a pattern of adding 2.5 to each number in List X to get the number in List Y.

B is incorrect because the diagram shows a pattern of adding 2 to each number in List X to get the number in List Y.

C is correct because the diagram shows a pattern of adding 2.05 to each number in List X to get the number in List Y.

D is incorrect because the diagram shows a pattern of subtracting 2.05 from each number in List X to get the number in List Y.

6 F; 32.34 is correct because (9.35 x 2) + (6.82 x 2) = 32.34.

G; Students may have added the two sides together to get 9.35 + 6.82 = 16.17.

7 A is correct because 66 - 19 = 47.

B is incorrect because 66 - 19 = 47, not 9.

C is incorrect because 66 - 19 = 47, not 5.

D is incorrect because 66 - 19 = 47, not 49.

8 F is incorrect because 24 should be divided by 1/6, not multiplied by 1/6.

G is correct because 24 ÷ 1/6 = 144.

H is incorrect because 24 should be divided by 1/6, not added to 6.

J is incorrect because 24 ÷ 1/6 = 144, not 240.

9 A is incorrect because the x-axis and y-axis intersect at the coordinates (0, 0), not at (5, 5).

B is incorrect because the x-axis and y-axis intersect at the coordinates (0, 0), not at (5, 0).

C is incorrect because the x-axis and y-axis intersect at the coordinates (0, 0), not at (0, 5).

D is correct because the x-axis and y-axis intersect at the coordinates (0, 0).

10 F is incorrect because 158.757 + 95.25 = 254.007, not 253.782.

G is correct because 158.757 -95.250 = 63.507.

H is incorrect because 1.68 -1.448 = 0.232, not 1.28.

J is incorrect because 1.448 + 1.68 = 3.128, not 2.028.

11 A is correct because the graph shows the growth of 1 inch the first week and 2 inches each week the following weeks.

B is incorrect because the graph shows the growth of 2 inches the first week and 2 inches each week the following weeks.

C is incorrect because the graph shows the growth of 2 inches the first week and 1 inch each week the following weeks.

D is incorrect because the graph shows the growth of 1 inch the first week and 1 inch every two weeks the following weeks.

12 F is incorrect because (224 x 16) + 14 = 3,598, not 3,478.

G is correct because (224 x 16) + 14 = 3,598.

H is incorrect because (224 x 16) + 14 = 3,598, not 3,808.

J is incorrect because (224 x 16) + 14 = 3,598, not 3,584.

13 A is correct; the number 2 is prime because it has only two factors, 1 and 2.

B is incorrect because a composite number has more than two factors, and the number 2 has only 2 factors.

C is incorrect because a number can only be prime or composite, not both.

D is incorrect because the number 2 is a prime number but not composite.

14 F is incorrect because (500 -260) ÷ 2 = 120, not 380.

G is incorrect because (500 -260) ÷ 2 = 120, not 180.

H is incorrect because (500 -260) ÷ 2 = 120, not 370.

J is correct because (500 -260) ÷ 2 = 120.

Texas Education Agency Student Assessment Division

September 2017


Item # Response A/F Response B/G Response C/H Response D/J 15 A is incorrect because a

trapezoid is not a subset of rectangles or parallelograms.

B is correct because a square is a subset of rectangles, parallelograms, and quadrilaterals.

C is incorrect because a pentagon is not a subset of rectangles, parallelograms, or quadrilaterals.

D is incorrect because a rhombus is not a subset of rectangles.

16 F is incorrect because 3 x 38 -2 + 7 = 29, not 15.

G is incorrect because 3(8) -2(7) = 10, not 15.

H is correct because 3 x 8 - (2 + 7) = 15

J is incorrect because 3 + 8 - 2 + 7 = 16, not 15.

17 A is incorrect because 32.6 and 3.8 should be multiplied, not added.

B is incorrect because 32.6 x 3.8 = 123.88, not 12.388.

C is incorrect because 32.6 x 3.8 = 123.88, not 96.48.

D is correct because 32.6 x 3.8 = 123.88.

18 F is incorrect because 9.375 rounded to the nearest hundredth is 9.38, not 9.40.

G is correct because 9.375 rounded to the nearest hundredth is 9.38.

H is incorrect because 9.375 rounded to the nearest hundredth is 9.38, not 9.37.

J is incorrect because 9.375 rounded to the nearest hundredth is 9.38, not 9.47.

19 A is incorrect because the larger piece is divided into smaller pieces which is represented by 19.2 ÷ 4, not 19.2 x 4.

B is incorrect because the larger piece is divided into smaller pieces which is represented by 19.2 ÷ 4, not 19.2 - 4.

C is correct because the larger piece is divided into smaller pieces which is represented by 19.2 ÷ 4.

D is incorrect because the larger piece is divided into smaller pieces which is represented by 19.2 ÷ 4, not 19.2 + 4.

20 F is correct because a payroll tax is a tax that includes Social Security and Medicare taxes paid by an employer.

G is incorrect because property tax is a tax on owned property such as real estate.

H is incorrect because sales tax is a tax that is added to the price of goods and services.

J is incorrect because gasoline tax is a tax added to the price of gas.

21 A is correct because 16 3/4 + 9 1/2 = 26 1/4.

B is incorrect because 16 3/4 + 9 1/2 = 26 1/4, not 25 1/4.

C is incorrect because 16 3/4 + 9 1/2 = 26 1/4, not 25 2/3.

D is incorrect because 16 3/4 + 9 1/2 = 26 1/4, not 26.

22 F; 16 is correct because 528 ÷ 33 = 16.

G; Students may have added 528 + 33 = 561.

23 A is incorrect because a trapezoid is not a subset of parallelograms.

B is incorrect because a quadrilateral is not a subset of parallelograms.

C is correct because a rhombus is a subset of parallelograms.

D is incorrect because a triangle is not a subset of parallelograms.

24 F is incorrect because each x value is divided by 3 to get the y value, which represents the equation y = x ÷ 3.

G is correct because each x value is multiplied by 3 to get the y value, which represents the equation y = 3x.

H is incorrect because each x value is multiplied by 1 to get the y value, which represents the equation y = x.

J is incorrect because it does not represent the equation y = 3x.

25 A is incorrect because the numbers are listed in order from least to greatest. This list is true.

B is incorrect because the numbers are listed in order from least to greatest. This list is true.

C is correct because the numbers are not listed in order from least to greatest. This list is NOT true.

D is incorrect because the numbers are listed in order from least to greatest. This list is true.

26 F is incorrect because the perimeter of the playground, which is 144 ft, should be divided by 4, then multiplied by 12 to find the cost, b.

G is incorrect because the perimeter of the playground which is 144 ft, should be divided by 4, then multiplied by 12 to find the cost, b.

H is incorrect because the perimeter of the playground which is 144 ft, should be divided by 4, then multiplied by 12 to find the cost, b.

J is correct because the perimeter of the playground which is 144 ft, should be divided by 4, then multiplied by 12 to find the cost, b.

27 A is correct because the area is 36 x 24 = 864.

B is incorrect because the area is 36 x 24 = 864, not 36 x 30 = 1,080.

C is incorrect because the area is 36 x 24 = 864, not 24 x 30 = 720.

D is incorrect because the area is 36 x 24 = 864, not 1,296.

28 F; 775 is correct because 250 + 225 + 300 = 775.

G; Students may have added different combinations of schools.


September 2017


Item # Response A/F Response B/G Response C/H Response D/J 29 A is incorrect because 1/8 ÷ 6

= 1/48, not 1/2. B is incorrect because 1/8 ÷ 6 = 1/48, not 1/14.

C is incorrect because 1/8 ÷ 6 = 1/48, not 3/4.

D is correct because 1/8 ÷ 6 = 1/48.

30 F is incorrect because it shows an extra dot on 1, two extra dots on 1 1/2, no dots on 1 1/4, no dot on 3/4, no dot on 2 1/4, and one dot on 2 1/2.

G is correct because it shows all 10 dots that represent all of the data in the table.

H is incorrect because it is missing a dot on 1 1/2, and shows an extra dot on 1 1/4.

J is incorrect because it shows no dot on 3/4, has an extra dot on 1, and shows a dot on 1 3/4.

31 A is incorrect because 15 x 40 is 600 which is not close to 6,000, the number of hours in Venus's day length when rounded to the nearest thousand.

B is correct because 15 x 400 is 6,000 which is about the number of hours in Venus's day length when rounded to the nearest thousand.

C is incorrect because 15 x 50 = 750 which is not close to 6,000, the number of hours in Venus's day length when rounded to the nearest thousand.

D is incorrect because 15 x 500 is 7,500 which is not close to 6,000, the number of hours in Venus's day length when rounded to the nearest thousand.

32 F is incorrect because 8 x (3.8 + 13.2) - 6 = 130, not 37.6.

G is incorrect because 8 x (3.8 + 13.2) - 6 = 130, not 61.4.

H is correct because 8 x (3.8 + 13.2) - 6 = 130.

J is incorrect because 8 x (3.8 + 13.2) - 6 = 130, not 88.

33 A is correct because 95.40 ÷ 12 = 7.95.

B is incorrect because 95.40 ÷ 12 = 7.95, not 7.96.

C is incorrect because 95.40 should be divided by 12, not multiplied by 12.

D is incorrect because 95.40 should be divided by 12, not added to 12.

34 F is incorrect because there are no points plotted at (6/2, 3/2), (12/2, 9/2), or (18/2, 15/2).

G is incorrect because there is not a point plotted at (15/2, 15/2).

H is incorrect because there are no points plotted at (6/2, 12/2) or (9/2, 18/2).

J is correct because the values in the table match the points plotted on the coordinate grid.

35 A is incorrect because 48 x 1.35 = 64.8, not 50.4.

B is incorrect because 48 x 1.35 = 64.8, not 40.4.

C is correct because 48 x 1.35 = 64.8.

D is incorrect because 48 x 1.35 = 64.8, not 16.2.

36 F is incorrect because the volume is 10 x 8 x 6 = 480, not 8 x 6 = 48.

G is incorrect because the volume is 10 x 8 x 6 = 480, not 10 x 8 = 80.

H is incorrect because the volume is 10 x 8 x 6 = 480, not 160.

J is correct because the volume is 10 x 8 x 6 = 480, which is not here.


September 2017

Grade 5 MathematicsAssessment

Eligible Texas Essential Knowledge and Skills


January 2014

STAAR Grade 5 Mathematics Assessment

Mathematical Process Standards These student expectations will not be listed under a separate reporting category. Instead, they will be incorporated into test questions across reporting categories since the application of mathematical process standards is part of each knowledge statement. (5.1) Mathematical process standards. The student uses mathematical

processes to acquire and demonstrate mathematical understanding. The student is expected to

(A) apply mathematics to problems arising in everyday life, society, and the workplace;

(B) use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution;

(C) select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems;

(D) communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate;

(E) create and use representations to organize, record, and communicate mathematical ideas;

(F) analyze mathematical relationships to connect and communicate mathematical ideas; and

(G) display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication.

STAAR Grade 5 Mathematics Page 2 of 8 Texas Education Agency

Student Assessment Division January 2014



Reporting Category 1: Numerical Representations and Relationships The student will demonstrate an understanding of how to represent and manipulate numbers and expressions. (5.2) Number and operations. The student applies mathematical process

standards to represent, compare, and order positive rational numbers and understand relationships as related to place value. The student is expected to

(A) represent the value of the digit in decimals through the thousandths using expanded notation and numerals; Supporting Standard

(B) compare and order two decimals to thousandths and represent comparisons using the symbols >, <, or =; and Readiness Standard

(C) round decimals to tenths or hundredths. Supporting Standard

(5.4) Algebraic reasoning. The student applies mathematical process standards to develop concepts of expressions and equations. The student is expected to

(A) identify prime and composite numbers; Supporting Standard

(E) describe the meaning of parentheses and brackets in a numeric expression; and Supporting Standard

(F) simplify numerical expressions that do not involve exponents, including up to two levels of grouping. Readiness Standard



Reporting Category 2: Computations and Algebraic Relationships The student will demonstrate an understanding of how to perform operations and represent algebraic relationships. (5.3) Number and operations. The student applies mathematical process

standards to develop and use strategies and methods for positive rational number computations in order to solve problems with efficiency and accuracy. The student is expected to

(A) estimate to determine solutions to mathematical and real-world problems involving addition, subtraction, multiplication, or division; Supporting Standard

(B) multiply with fluency a three-digit number by a two-digit number using the standard algorithm; Supporting Standard

(C) solve with proficiency for quotients of up to a four-digit dividend by a two-digit divisor using strategies and the standard algorithm; Supporting Standard

(D) represent multiplication of decimals with products to the hundredths using objects and pictorial models, including area models; Supporting Standard

(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; Readiness Standard

(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; Supporting Standard

(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; Readiness Standard

(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; Supporting Standard

(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; Supporting Standard



(J) 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 models, including area models; Supporting Standard

(K) add and subtract positive rational numbers fluently; and Readiness Standard

(L) divide whole numbers by unit fractions and unit fractions by whole numbers. Readiness Standard

(5.4) Algebraic reasoning. The student applies mathematical process standards to develop concepts of expressions and equations. The student is expected to

(B) represent and solve multi-step problems involving the four operations with whole numbers using equations with a letter standing for the unknown quantity; Readiness Standard

(C) generate a numerical pattern when given a rule in the form y = ax or y = x + a and graph; and Readiness Standard

(D) recognize the difference between additive and multiplicative numerical patterns given in a table or graph. Supporting Standard



Reporting Category 3: Geometry and Measurement The student will demonstrate an understanding of how to represent and apply geometry and measurement concepts. (5.4) Algebraic reasoning. The student applies mathematical process standards

to develop concepts of expressions and equations. The student is expected to

(H) represent and solve problems related to perimeter and/or area and related to volume. Readiness Standard

(5.5) Geometry and measurement. The student applies mathematical process standards to classify two-dimensional figures by attributes and properties. The student is expected to

(A) classify two-dimensional figures in a hierarchy of sets and subsets using graphic organizers based on their attributes and properties. Readiness Standard

(5.6) Geometry and measurement. The student applies mathematical process standards to understand, recognize, and quantify volume. The student is expected to

(A) recognize a cube with side length of one unit as a unit cube having one 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; and Supporting Standard

(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. Supporting Standard

(5.7) Geometry and measurement. The student applies mathematical process standards to select appropriate units, strategies, and tools to solve problems involving measurement. The student is expected to

(A) solve problems by calculating conversions within a measurement system, customary or metric. Supporting Standard



(5.8) Geometry and measurement. The student applies mathematical process standards to identify locations on a coordinate plane. The student is expected to

(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; Supporting Standard

(B) describe the process for graphing ordered pairs of numbers in the first quadrant of the coordinate plane; and Supporting Standard

(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. Readiness Standard



Reporting Category 4: Data Analysis and Personal Financial Literacy The student will demonstrate an understanding of how to represent and analyze data and how to describe and apply personal financial concepts. (5.9) Data analysis. The student applies mathematical process standards to

solve problems by collecting, organizing, displaying, and interpreting data. The student is expected to

(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; Supporting Standard

(B) represent discrete paired data on a scatterplot; and Supporting Standard

(C) solve one- and two-step problems using data from a frequency table, dot plot, bar graph, stem-and-leaf plot, or scatterplot. Readiness Standard

(5.10) Personal financial literacy. The student applies mathematical process standards to manage one’s financial resources effectively for lifetime financial security. The student is expected to

(A) define income tax, payroll tax, sales tax, and property tax; Supporting Standard

(B) explain the difference between gross income and net income; Supporting Standard

(E) describe actions that might be taken to balance a budget when expenses exceed income; and Supporting Standard

(F) balance a simple budget. Supporting Standard

Documents

2017 TEXAS STAAR TEST GRADE 5 MATH - Scott Hochberg · PDF file2017 TEXAS STAAR TEST – GRADE 5 – MATH Total Possible Score: 36 Needed Correct to Pass: 26 ... griddable question,