5th Grade Mathematics EOG Test with Answer Key 2026-2027

 5th Grade Mathematics

End-of-Year Assessment

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Parent Preparation Guide & Complete Examination

 

 

Aligned To CCSS MATH/Texas TEKS Mathematics — Grade 5

Frameworks Used Bloom's Taxonomy Hess's Cognitive Rigor Matrix

 

FOR PARENTS: What Is This Document?   This guide contains a complete, rigorous 5th Grade mathematics examination aligned to the Texas Essential Knowledge and Skills (TEKS). It is designed to help parents understand what their child is expected to know by the end of 5th Grade and to prepare them for STAAR. Each question includes the specific TEKS standard, Bloom's Taxonomy level, Depth of Knowledge (DOK) level, a parent-friendly explanation of what the question measures, at-home support activities, and common mistakes to watch for.

 

 

 

PART 1: NUMBER & OPERATIONS

 

Student Name: ___________________________    Date: _______________    Grade: 5

 

Directions: Read each question carefully. Show all your work. For multiple-choice questions, circle the letter of the best answer. For open-response questions, write your answer and explanation in the space provided.

 

Question 1   Bloom's: Remember  |  DOK: 1  |  TEKS: 5.2A

What is the value of the digit 6 in the decimal 3.462?

A)  6 B)  0.6 C)  0.06 D)  0.006

 

Question 2   Bloom's: Apply  |  DOK: 2  |  TEKS: 5.3A

A truck carries 18.75 tons of gravel. Another truck carries 9.8 tons. What is the total weight of gravel carried by both trucks?

A)  27.55 tons B)  28.55 tons C)  27.75 tons D)  28.75 tons

 

Question 3   Bloom's: Apply  |  DOK: 2  |  TEKS: 5.3B

A seamstress had 12.4 meters of fabric. She used 3.75 meters for a dress and 2.8 meters for a skirt. How much fabric does she have left?

Answer: _______________________________________________

 

Question 4   Bloom's: Apply  |  DOK: 2  |  TEKS: 5.3C

A farmer harvests 14.6 bushels of corn per acre. He farms 23 acres. How many total bushels of corn does he harvest?

A)  335.8 B)  33.58 C)  3,358 D)  3.358

 

Question 5   Bloom's: Analyze  |  DOK: 3  |  TEKS: 5.3E

Ms. Park divides 5.4 liters of juice equally among 8 students. Each student's share is 0.675 liters. Another teacher says the answer should be 0.68 liters (rounded to hundredths).  Who is right? Is 0.675 the same as 0.68? Explain using place value reasoning.

Answer: _______________________________________________

 

Question 6   Bloom's: Apply  |  DOK: 2  |  TEKS: 5.3I

What is 3/5 + 7/10? Simplify your answer if possible.

A)  10/15 B)  13/10 C)  1 3/10 D)  10/5

 

Question 7   Bloom's: Apply  |  DOK: 2  |  TEKS: 5.3J

A recipe requires 2 1/4 cups of sugar. Delia wants to make 3 batches. How many cups of sugar does she need in total?

A)  5 1/4 B)  6 3/4 C)  6 1/4 D)  7 1/4

 

Question 8   Bloom's: Evaluate  |  DOK: 3  |  TEKS: 5.3L

Theo says: 'Dividing a number by 1/2 gives a smaller answer, just like dividing by 2 does.' Is Theo correct?  Test his claim with the number 8. Divide 8 ÷ 2 and 8 ÷ 1/2. What do you notice? Explain why.

Answer: _______________________________________________

 

 

PART 2: ALGEBRAIC REASONING

 

Question 9   Bloom's: Understand  |  DOK: 1  |  TEKS: 5.4B

Use the order of operations to evaluate: 3 + 4 × (6 - 2) ÷ 2

A)  10 B)  14 C)  11 D)  3

 

Question 10   Bloom's: Apply  |  DOK: 2  |  TEKS: 5.4E

The formula for the area of a rectangle is A = l × w. A rectangular pool has a length of 25 meters and a width of 12 meters. A safety fence will go all the way around the pool.  A) What is the area of the pool? B) Use the formula P = 2l + 2w to find how much fencing is needed.

Answer: _______________________________________________

 

Question 11   Bloom's: Analyze  |  DOK: 3  |  TEKS: 5.4C

A school buys 'n' boxes of pencils with 12 pencils each, plus 7 extra pencils. Which expression represents the total number of pencils?  If n = 8, how many pencils are there in all?

A)  12 + 7n B)  12n + 7 C)  (12 + 7)n D)  12(n + 7)

 

Question 12   Bloom's: Analyze  |  DOK: 3  |  TEKS: 5.4D

A sequence of figures made of tiles follows this rule: Figure n has 2n + 1 tiles.  A) How many tiles are in Figure 1? Figure 3? Figure 10? B) Which figure has 21 tiles? Show your work.

Answer: _______________________________________________

 

 

PART 3: GEOMETRY & MEASUREMENT

 

Question 13   Bloom's: Apply  |  DOK: 2  |  TEKS: 5.6A

A cuboid (rectangular prism) box is 8 cm long, 5 cm wide, and 3 cm tall. What is its volume?

A)  79 cm³ B)  79 cm C)  120 cm³ D)  16 cm³

 

Question 14   Bloom's: Apply  |  DOK: 2  |  TEKS: 5.7A

Convert 3.5 kilograms to grams. Then convert 850 grams to kilograms. (1 kg = 1,000 g)

Answer: _______________________________________________

 

 

PART 4: DATA ANALYSIS

 

Question 15   Bloom's: Apply  |  DOK: 2  |  TEKS: 5.9A

10 students recorded how many minutes they read each night: 20, 35, 45, 30, 20, 40, 25, 35, 30, 20  A) What is the mean (average) reading time? B) What is the median? C) What is the mode?

Answer: _______________________________________________

 

Question 16   Bloom's: Evaluate  |  DOK: 3  |  TEKS: 5.9C

A store sells T-shirts at these prices: $8, $9, $9, $10, $10, $10, $45.  A friend says: 'The average price is $101/7 ≈ $14.43, so these are expensive shirts.' Another friend says: 'Most shirts cost $10 or less, so they are affordable.'  Who is making a better argument? Which measure of center are each using? Which is more informative here and why?

Answer: _______________________________________________

 

 

PART 5: PERSONAL FINANCIAL LITERACY

 

Question 17   Bloom's: Apply  |  DOK: 2  |  TEKS: 5.10A

Jaylen earns $120 per month babysitting. His monthly expenses are:    Food (snacks): $18    Transportation: $12    Savings: $30    Entertainment: $25  A) Do his expenses exceed his income? Show your work. B) How much money is unaccounted for in his budget?

Answer: _______________________________________________

 

Question 18   Bloom's: Evaluate  |  DOK: 3  |  TEKS: 5.10B

Ana wants to buy a $90 camera. She has three options:    Option 1: Wait 9 weeks and save $10 per week    Option 2: Borrow $90 from her parents and pay back $12 per week for 8 weeks    Option 3: Use a layaway plan: pay $20 now, then $15 per week for 5 weeks  Calculate the TOTAL COST of each option. Which is best? Justify with numbers.

Answer: _______________________________________________

 

 

PART 6: EXTENDED PROBLEM SOLVING

 

Question 19   Bloom's: Analyze  |  DOK: 3  |  TEKS: 5.3/5.4/5.6

A rectangular fish tank is 40 cm long, 25 cm wide, and 30 cm tall. It is currently 3/4 full of water.  A) What is the total volume of the tank? B) How many cubic centimeters of water are currently in the tank? C) Water weighs approximately 1 gram per cm³. What is the approximate weight of the water in grams?

Answer: _______________________________________________

 

Question 20   Bloom's: Create  |  DOK: 4  |  TEKS: All Domains

EXTENDED RESPONSE: Design a Math Challenge for a Younger Student!  Create a word problem suitable for a 4th grader that involves:    (1) Decimals OR fractions    (2) A real-world context (cooking, shopping, sports, etc.)    (3) At least two steps  Write the problem, solve it completely, identify the TEKS standards it touches, and explain why each step is necessary.

Answer: _______________________________________________

 

 

COMPLETE ANSWER KEY

For Parent and Educator Use

 

 

Q#	Answer	Explanation	TEKS
1	C) 0.06	6 is in the hundredths place. Its value is 6 × 0.01 = 0.06.	5.2A
2	B) 28.55 tons	18.75 + 9.80 = 28.55. Align decimal points and add: 18.75 + 9.80 = 28.55.	5.3A
3	5.85 meters	12.4 - 3.75 - 2.8 = 12.40 - 3.75 - 2.80 = 8.65 - 2.80 = 5.85 meters.	5.3B
4	A) 335.8	14.6 × 23 = 335.8. Multiply as whole numbers (146 × 23 = 3,358), then place the decimal (one decimal place in 14.6) → 335.8.	5.3C
5	0.675 is the exact answer. 0.68 is 0.675 rounded to the nearest hundredth — they are not equal, but 0.68 is a reasonable approximation.	0.675 means 675 thousandths. 0.68 = 680 thousandths. They differ by 5 thousandths. For exact answers, 0.675 is correct. Rounding is appropriate for practical situations (like measuring juice).	5.3E
6	C) 1 3/10	3/5 = 6/10. 6/10 + 7/10 = 13/10 = 1 3/10.	5.3I
7	B) 6 3/4	2 1/4 × 3 = 9/4 × 3 = 27/4 = 6 3/4 cups.	5.3J
8	Theo is INCORRECT. 8 ÷ 2 = 4 (smaller). 8 ÷ 1/2 = 16 (larger). Dividing by a fraction LESS THAN 1 makes the quotient LARGER.	8 ÷ 1/2 asks: 'How many halves fit in 8?' Answer: 16. Dividing by a fraction < 1 always produces a larger result. This is the counterintuitive heart of fraction division.	5.3L
9	C) 11	Parentheses first: 6-2=4. Multiply: 4×4=16. Divide: 16÷2=8. Add: 3+8=11.	5.4B
10	A) Area = 300 sq m. B) Perimeter = 2(25)+2(12) = 50+24 = 74 meters of fencing.	A) A = 25 × 12 = 300 sq m. B) P = 2(25) + 2(12) = 74 m.	5.4E
11	B) 12n + 7	12n = 12 pencils per box × n boxes. Plus 7 extra. So: 12n + 7. When n=8: 12(8)+7 = 96+7 = 103 pencils.	5.4C
12	A) Fig 1: 3 tiles. Fig 3: 7 tiles. Fig 10: 21 tiles. B) Fig 10 has 21 tiles (2(10)+1=21).	Substitute: n=1 → 3, n=3 → 7, n=10 → 21. For 21 tiles: 2n+1=21 → 2n=20 → n=10.	5.4D
13	C) 120 cm³	Volume = length × width × height = 8 × 5 × 3 = 120 cubic centimeters.	5.6A
14	3.5 kg = 3,500 g. 850 g = 0.85 kg.	kg → g: multiply by 1,000. g → kg: divide by 1,000. These are metric system conversions using powers of 10.	5.7A
15	A) Mean = 30 min. B) Median = 30 min. C) Mode = 20 min.	Sum = 300 ÷ 10 = 30 (mean). Ordered: 20,20,20,25,30,30,35,35,40,45 — middle two: (30+30)/2=30 (median). Most frequent: 20 (mode, appears 3 times).	5.9A
16	The second friend makes a better argument. The $45 outlier inflates the mean. The median ($10) and mode ($10) are more representative of typical price.	Mean ($14.43) is distorted by the $45 outlier. Median = $10 (middle value). Mode = $10 (most frequent). When an outlier is present, median is usually more informative.	5.9C
17	A) Total expenses: $85. Does not exceed $120 income. B) $120 - $85 = $35 unaccounted.	$18+$12+$30+$25=$85. $120-$85=$35 remaining. A complete budget accounts for all income.	5.10A
18	Option 1: $90 (exact). Option 2: $96 (costs $6 more). Option 3: $20+$75=$95 (costs $5 more). Option 1 is cheapest but takes longest.	Opt 1: 9×$10=$90. Opt 2: 8×$12=$96. Opt 3: $20+(5×$15)=$95. Best value = Option 1, but it requires patience and planning.	5.10B
19	A) 30,000 cm³. B) 22,500 cm³. C) ≈ 22,500 grams.	A) 40×25×30=30,000 cm³. B) 30,000 × 3/4 = 22,500 cm³. C) 22,500 g (1g per cm³).	5.3/5.4/5.6
20	Answers will vary. Full credit requires a valid 2-step problem with decimals/fractions, complete solution, TEKS identification, and step-by-step explanation.	Example: 'A store sells 3 bottles of juice for $4.50 each and 2 bags of chips for $1.75 each. What is the total cost?' 3×$4.50=$13.50, 2×$1.75=$3.50, $13.50+$3.50=$17.00. TEKS: 5.3A, 5.3B.	All Domains

 

 

PARENT GUIDE

Understanding Every Question: What It Measures & How to Help

 

 

Q1: Decimal Place Value to Thousandths TEKS 5.2A  |  Bloom's: Remember | DOK: 1

What This Question Measures: Students must extend place value understanding into decimals — a 5th grade cornerstone skill connecting whole numbers to fractions and proportional reasoning. How to Help Your Child at Home: Use money: $1.462 would mean 4 dimes, 6 pennies, and 2 tenths of a penny. Practice reading decimals digit by digit. A metric ruler (mm and cm) is a great physical model for tenths and hundredths. Watch For / Common Mistakes: Students often confuse tenths and hundredths positions. Remind them: tenths = first digit after decimal (like dimes), hundredths = second (like pennies), thousandths = third (like a fraction of a penny).

 

Q2: Adding Decimals in Context TEKS 5.3A  |  Bloom's: Apply | DOK: 2

What This Question Measures: Students add decimals to the hundredths in a real-world context — requiring decimal alignment and understanding of place value during computation. How to Help Your Child at Home: Use prices from grocery receipts. Add two or three items together, aligning the decimal points. Check with a calculator. Cooking with measurements (2.5 cups + 0.75 cups) is also excellent practice. Watch For / Common Mistakes: The most common error: adding without aligning decimals (18.75 + 9.8 treated as 18.75 + 98). Stress: ALWAYS line up the decimal points, then add column by column.

 

Q3: Multi-Step Decimal Subtraction TEKS 5.3B  |  Bloom's: Apply | DOK: 2

What This Question Measures: Students perform sequential decimal subtraction in a real context, requiring alignment, regrouping across decimal places, and multi-step organization. How to Help Your Child at Home: Practice with rulers or tape measures. Measure a length, cut off pieces, and compute what remains. Ask: 'If the board is 10.5 feet and we cut off 2.75 feet and 3.4 feet, how much is left?' Watch For / Common Mistakes: Students may add the two amounts used (3.75 + 2.8 = 6.55) but forget to subtract from 12.4, getting an incorrect answer. Writing out each step clearly prevents this.

 

Q4: Multiplying Decimals by Whole Numbers TEKS 5.3C  |  Bloom's: Apply | DOK: 2

What This Question Measures: Students multiply a decimal by a whole number — requiring understanding of how to place the decimal in the product, not just how to compute. How to Help Your Child at Home: Practice: 'If one gallon of gas costs $3.45 and we need 8 gallons, what's the total?' Write it out step by step. Then check with a calculator. Gas station receipts make excellent real practice. Watch For / Common Mistakes: Students often place the decimal incorrectly (33.58 or 3,358). Teach the rule: count the decimal digits in the problem and place the same number in the answer, from the right.

 

Q5: Dividing Decimals and Understanding Rounding vs. Exact Value TEKS 5.3E  |  Bloom's: Analyze | DOK: 3

What This Question Measures: Students evaluate the difference between an exact decimal and a rounded value — a critical thinking skill that bridges computation with the practical understanding of precision and approximation. How to Help Your Child at Home: Discuss real-world rounding: gas prices (3.499), money (no half-pennies), and measurements. Ask: 'When does exact matter? When is rounding good enough?' This develops mathematical judgment. Watch For / Common Mistakes: Students may say 0.675 = 0.68 because they both 'look like 0.6-something.' Require them to write both as thousandths: 675 vs. 680 — clearly not equal.

 

Q6: Adding Fractions with Unlike Denominators TEKS 5.3I  |  Bloom's: Apply | DOK: 2

What This Question Measures: Students find equivalent fractions, add, convert improper fractions to mixed numbers, and simplify — multiple sub-skills working together in one problem. How to Help Your Child at Home: Use fraction strips or folded paper. Show 3/5 and 7/10 on the same strip. Find a common size (tenths) and add. Ask: 'Can we express 13/10 as a mixed number?' Count: how many whole ones? Watch For / Common Mistakes: Adding numerators AND denominators (10/15) is the classic error. The denominator tells us the SIZE of the pieces — pieces of different sizes cannot be combined until they are renamed.

 

Q7: Multiplying Mixed Numbers in a Real Context TEKS 5.3J  |  Bloom's: Apply | DOK: 2

What This Question Measures: Students multiply a mixed number by a whole number — requiring conversion to improper fractions, multiplication, and conversion back, all within a real-world recipe context. How to Help Your Child at Home: Double or triple recipes together. If a batch needs 1 1/2 cups of flour, how much for 3 batches? Work through it with real measuring cups so the math is tangible. Watch For / Common Mistakes: Students may multiply whole and fraction parts separately: 2×3=6, 1/4×3=3/4, and get 6 3/4 (correct by coincidence here, but this method fails for regrouping). Teach converting to improper fractions as the reliable method.

 

Q8: Division by Fractions — Evaluating a Common Misconception TEKS 5.3L  |  Bloom's: Evaluate | DOK: 3

What This Question Measures: This DOK 3 question targets one of the most persistent misconceptions in mathematics. Students must test a claim, compute both examples, and explain the underlying concept. How to Help Your Child at Home: Ask: 'How many half-cups fit in a full cup? In 8 cups?' Count physically with a measuring cup. This makes the counterintuitive result concrete: dividing by 1/2 doubles the count. Watch For / Common Mistakes: This misconception is extremely common even among adults. Accept only explanations that use the 'how many fit in?' language — that is the conceptual key to fraction division.

 

Q9: Order of Operations (PEMDAS) TEKS 5.4B  |  Bloom's: Understand | DOK: 1

What This Question Measures: Students apply the order of operations (Parentheses, Exponents, Multiply/Divide left to right, Add/Subtract left to right) to evaluate expressions — a rule that prevents mathematical ambiguity. How to Help Your Child at Home: Use a mnemonic: Please Excuse My Dear Aunt Sally (PEMDAS). Practice with simple expressions daily. Make it a game: 'Who gets the right answer first using the rules?' Watch For / Common Mistakes: Left-to-right errors (adding 3+4 first = 7, then 7×4=28) are the most common. Reinforce: multiplication and division ALWAYS before addition and subtraction (unless parentheses say otherwise).

 

Q10: Applying Formulas for Area and Perimeter TEKS 5.4E  |  Bloom's: Apply | DOK: 2

What This Question Measures: Students apply algebraic formulas in context — using A = l × w and P = 2l + 2w to solve real-world design problems. This bridges arithmetic and formal algebra. How to Help Your Child at Home: Design your dream room on graph paper. Calculate area for flooring and perimeter for baseboards. Research actual costs ($2 per sq ft for carpet, $1 per ft for baseboards) and calculate the total project cost. Watch For / Common Mistakes: Students may compute area correctly but then add all four sides instead of using the formula for perimeter: P = 2l + 2w. Both methods are valid, but the formula is more efficient for future math.

 

Q11: Writing and Evaluating Algebraic Expressions TEKS 5.4C  |  Bloom's: Analyze | DOK: 3

What This Question Measures: Students write an algebraic expression from a verbal description and then evaluate it for a specific value — core pre-algebra skills directly tested on STAAR. How to Help Your Child at Home: Practice translating phrases: '5 times a number plus 3' = 5n+3. Then substitute a value for n and compute. Make up your own real scenarios: 'n bags with 6 cookies each, plus 4 extra cookies.' Watch For / Common Mistakes: Students confuse 12n + 7 with 12 + 7n. Order matters in expressions. In '12 pencils per box × n boxes,' the 12 multiplies n (12n), not the other way around.

 

Q12: Evaluating and Solving with Algebraic Rules TEKS 5.4D  |  Bloom's: Analyze | DOK: 3

What This Question Measures: Students substitute values into a formula AND work backward to solve a simple equation — bridging arithmetic and formal algebra at the 5th grade level. How to Help Your Child at Home: Draw the tile figures together (simple L-shapes or staircases). Count the tiles. Write the pattern. Notice that a formula describes ALL figures at once — that's the power of algebra. Watch For / Common Mistakes: Part B (working backward) is harder — students may try every number rather than solving algebraically. Show both approaches: guess-and-check is valid, but solving 2n+1=21 is more powerful.

 

Q13: Volume of Rectangular Prisms TEKS 5.6A  |  Bloom's: Apply | DOK: 2

What This Question Measures: Volume (3D space inside) is a major new concept in 5th grade. Students apply V = l × w × h to find how much a box can hold — a direct extension of area to three dimensions. How to Help Your Child at Home: Build boxes from cardboard. Fill with unit cubes or centimeter cubes. Count: how many layers? How many cubes per layer? Total = layers × cubes per layer = Volume. Then verify with the formula. Watch For / Common Mistakes: Students often compute area (l×w=40) and forget the height — getting 40 instead of 120. Stress: volume is 3D; we need THREE dimensions multiplied together.

 

Q14: Metric System Conversions — Mass TEKS 5.7A  |  Bloom's: Apply | DOK: 2

What This Question Measures: Students convert between metric units — a core 5th grade skill connecting place value knowledge to science and measurement contexts. How to Help Your Child at Home: Use a kitchen scale. Weigh items in grams and kilograms. Look at food packages — they often show both. Ask: 'This says 500g — how many kilograms is that?' Make it a constant practice. Watch For / Common Mistakes: Students multiply when they should divide and vice versa. Teach the rule: going to a SMALLER unit (kg → g) means MORE of them → multiply by 1,000. Going to a LARGER unit → divide.

 

Q15: Mean, Median, and Mode from a Data Set TEKS 5.9A  |  Bloom's: Apply | DOK: 2

What This Question Measures: Students compute all three measures of center — a comprehensive data literacy skill. Understanding which measure best represents a data set is fundamental to statistical reasoning. How to Help Your Child at Home: Track real data for one week (bedtime, steps, screen time). Calculate mean, median, and mode each week. Discuss: 'Did our habits change? Which number best describes our typical day?' Watch For / Common Mistakes: Students often compute the mean by adding all values but forgetting to divide, OR finding the median without ordering the data first. Reinforce: ALWAYS sort data before finding the median.

 

Q16: Choosing the Best Measure of Center — Evaluating with Data TEKS 5.9C  |  Bloom's: Evaluate | DOK: 3

What This Question Measures: DOK 3 — students evaluate two arguments, identify which statistical measure each uses, and judge which is more informative. This is genuine data literacy: understanding that statistics can mislead. How to Help Your Child at Home: Look at real estate listings or salary data with your child. Discuss: 'If one house costs $2M and 9 cost $200K, what is the average? Is that the typical price?' Connect this to media literacy. Watch For / Common Mistakes: Students may simply choose the measure they computed most recently rather than thinking about which is most informative. Teach them to always ask: 'Is there an outlier? If yes, use median.'

 

Q17: Creating and Balancing a Budget TEKS 5.10A  |  Bloom's: Apply | DOK: 2

What This Question Measures: Students construct and evaluate a budget — computing total expenses, comparing to income, and identifying unallocated funds. Financial literacy is explicitly required by Texas TEKS. How to Help Your Child at Home: Create a family budget together. List all income and all regular expenses. Compute the difference. Ask: 'What do we do with the extra money? Should it go to savings?' This is the most practical math in the curriculum. Watch For / Common Mistakes: Students may add expenses correctly but forget that 'unaccounted for' money is a positive leftover (income - expenses), not a missing amount that creates a deficit.

 

Q18: Evaluating Payment Plans — Total Cost Analysis TEKS 5.10B  |  Bloom's: Evaluate | DOK: 3

What This Question Measures: Students compute total costs across three scenarios and evaluate trade-offs — a sophisticated financial literacy skill that directly prepares them for adult economic decisions. How to Help Your Child at Home: Research real layaway or installment plans for items your child wants. Calculate the total cost. Ask: 'Is it worth paying extra to get it faster?' This makes consumer math real and urgent. Watch For / Common Mistakes: Students may compare weekly payments (which vary) rather than total costs. Emphasize: always find the TOTAL before comparing options. Short-term thinking vs. long-term thinking is the lesson here.

 

Q19: Volume, Fractions, and Measurement — Integrated Problem TEKS 5.3/5.4/5.6  |  Bloom's: Analyze | DOK: 3

What This Question Measures: This multi-domain problem integrates volume (geometry), fraction of a quantity (number), and unit relationships (measurement) — exactly the cross-domain thinking that STAAR demands. How to Help Your Child at Home: Fill a rectangular container to various fractions of its volume. Calculate how much water is inside. Look up how much that water weighs. This is a real science + math integration activity. Watch For / Common Mistakes: Students may compute the full volume correctly but then struggle to find 3/4 of it — they need to multiply 30,000 × 3/4 = 22,500, not just divide by 4.

 

Q20: Design a Math Problem — Cross-Grade Creative Thinking TEKS All Domains  |  Bloom's: Create | DOK: 4

What This Question Measures: Bloom's CREATE at DOK 4. Students must think about what makes a problem accessible to a younger student, design it accordingly, solve it, and reflect on the standards — deep metacognitive mathematical thinking. How to Help Your Child at Home: Ask your child: 'What math did you learn this year that felt really important? Could you teach it to your younger sibling or a friend?' Teaching and designing problems is the highest form of mathematical understanding. Watch For / Common Mistakes: Students may write a problem that is too easy (one step, whole numbers) or so complex that a 4th grader couldn't access it. Encourage calibration: 'Would a 4th grader understand your problem?'

 

 

Scoring Guide & Next Steps

 

 

Score	Performance Level	Recommended Action
27–30	Masters Grade Level	Excellent! Focus on enrichment and extension. Explore real-world applications and the next grade's preview topics.
22–26	Meets Grade Level	Strong! Review missed questions by domain. Use the Parent Guide tips for weak areas.
16–21	Approaches Grade Level	Spend 15 minutes daily on the domains where most questions were missed. Use hands-on activities from the guide.
0–15	Developing Foundational Skills	Schedule time with the teacher. Focus on the first two TEKS domains — they are the foundation for everything else.

 

 

 

This guide was developed using Texas TEKS Mathematics standards for Grade 5, Bloom's Revised Taxonomy, and Hess's Cognitive Rigor Matrix. All questions are original and written to mirror STAAR-aligned rigor. Designed to bridge classroom learning and home support.