Grades 5 and 6 Math Written by Diane McKenzie Creator of Muscle Moose Math Muscle Moosenager Math TEKSas Daily Moose Moose English Moose Productions P .O. Box 153062 Irving, TX 75015-3062 Phone/Fax: (972) 255-6748 e-mail: [email protected]90 days of cumulative TEKS/TAKS practice tests Nine-question tests designed to meet 3 levels of achievement in a single classroom 30 days of review for reinforcement and addressing individual needs Humorous cartoon moose give daily TAKS tips and quips Colored TEKS/TAAS/TEKS charts for fifth grade Questions coding key included for quick tie in to the Muscle Moose Math Fitness Center AND the Muscle Moosenager Math Fitness Center—810 new questions! I'm the largest member of the deer family and the smartest deer in TEKSas. TEKS and TAKS Daily Distributive Practice
and quips • Colored TEKS/TAAS/TEKS charts for fifth grade • Questions coding key included for quick tie in to
the Muscle Moose Math Fitness Center AND the Muscle Moosenager Math Fitness Center—810 new questions!
I'm the largest member of the deer family and
the smartest deer in TEKSas.
TEKS and TAKS Daily Distributive Practice
Grades 5 and 6 Math TEKS and TAKS
Daily Distributive Practice
• 90 days of cumulative TEKS/TAKS practice tests • Nine-question test designed to meet 3 levels of achievement in
a single classroom • 30 days of review for reinforcement and addressing individual
needs • Challenge students to push their achievement to above grade
level with built-in bonus questions • Humorous cartoon moose gives daily TAKS tips and quips • Questions coding key included to quickly identify
TAAS/TAKS objectives • Colorful correlation charts show the progression of TEKS and
TAAS/TAKS objectives for grades 3-8 • Six choices of answer sheets that provide a variety of graphic
aids to assist students with daily tests • Answer sheets/matching answer keys make grading a snap • Track student progress by TAKS objective or TEK with easy to
use charts • Students can monitor their individual progress from week to
week with semester bar graphs • Carefully sequenced tests provide an organized progression of
skills for a stand alone distributive practice program OR a direct optional tie-in to Muscle Moose AND Muscle Moosenager Math
• Strips of questions can be cut and pasted to design customized daily tests for the class or individuals
Design and Scoring of the TEKSas Daily Moose Tests
Grade 5/6
The ninety tests of TEKSas Daily Moose are both sequential and cumulative. They are designed to meet the needs of three levels of achievement in your classroom. Because of this special design, scoring should be done in the following manner:
The above grading scale worked very well in my GT 4/5 Math class. The fourth graders wanted to do the bonus questions. They learned the concepts early and were continually challenged to learn more. The fifth graders had the same challenge with bonus question number nine. Some students gained over six years growth using this system!
Design and Scoring of the TEKSas Daily Moose Tests
Grade 5/6
The ninety tests of TEKSas Daily Moose are both sequential and cumulative. They are designed to meet the needs of three levels of achievement in your classroom. Because of this special design, scoring should be done in the following manner:
The above grading scale worked very well in my GT 4/5 Math class. The fourth graders wanted to do the bonus questions. They learned the concepts early and were continually challenged to learn more. The fifth graders had the same challenge with bonus question number nine. Some students gained over six years growth using this system!
This book is designed so that the material in question nine later moves to question eight, where it counts for sixth grade. Question 8 concepts move to question 7. Question 7 material moves to question 6, where it finally counts for fifth. This system of constantly challenging the students with a built-in bonus (or bonuses), yet eventually making them responsible for the material, is what makes TEKSas Daily Moose a unique and valuable program. This same system can be used to create your own three level tests using the Muscle Moose Math Fitness Center and the Muscle Moosenager Math Fitness Center described at the end of this book. Ordering information is also provided. Using the two products together will create even greater results.
3 4 5TAKS Objective 1
The student will demonstrate an understanding of numbers, operations, and quantitative reasoning.
TAKS Objective 1 The student will demonstrate an understanding of numbers, operations, and quantitative reasoning.
TAKS Objective 1 The student will demonstrate an understanding of numbers, operations, and quantitative reasoning.
(3.1) Number, operation, and quantitative reasoning. The student uses place value to communicate about increasingly large whole numbers in verbal and written form, including money. The student is expected to 1A use place value to read, write (in symbols and words), and describe the value of whole numbers through 999,999; 1B use place value to compare and order whole numbers through 9,999; and 1C determine the value of a collection of coins and bills.
(4.1) Number, operation, and quantitative reasoning. The student uses place value to represent whole numbers and decimals. The student is expected to
1A use place value to read, write, compare, and order whole numbers through the millions place.
(5.1) Number, operation, and quantitative reasoning. The student uses place value to represent whole numbers and decimals. The student is expected to
1A use place value to read, write, compare, and order whole numbers through the billions place and; 1B use place value to read, write, compare, and order decimals through the thousandths place.
(3.2) Number, operation, and quantitative reasoning. The student uses fraction names and symbols to describe fractional parts of whole objects or sets of objects. The student is expected to
2B compare fractional parts of whole objects or sets of objects in a problem situation using [concrete] models; and
2C use fraction names and symbols to describe fractional parts of whole objects or sets of objects with denominators of 12 or less.
(4.2) Number, operation, and quantitative reasoning. The student describes and compares fractional parts of whole objects or sets of objects. The student is expected to 2A generate equivalent fractions using [concrete and] pictorial models;
2B model fraction quantities greater than one using [concrete materials and] pictures;
2C compare and order fractions using [concrete and] pictorial models; and
2D relate decimals to fractions that name tenths and hundredths using models.
(5.2) Number, operation, and quantitative reasoning. The student uses fractions in problem-solving situations. The student is expected to
2A generate equivalent fractions;
2B compare two fractional quantities in problem-solving situations using a variety of methods, including common denominators; and 2C use models to relate decimals to fractions that name tenths, hundredths, and thousandths.
3 4 5TAKS Objective 1
The student will demonstrate an understanding of numbers, operations, and quantitative reasoning.
TAKS Objective 1 The student will demonstrate an understanding of numbers, operations, and quantitative reasoning.
TAKS Objective 1 The student will demonstrate an understanding of numbers, operations, and quantitative reasoning.
(3.4) Number, operation, and quantitative reasoning. The student recognizes and solves problems in multiplication and division situations. The student is expected to
4B solve and record multiplication problems (one-digit multiplier); and 4C use models to solve division problems and use number sentences to record the solutions.
(4.4) Number, operation, and quantitative reasoning. The student multiplies and divides to solve meaningful problems involving whole numbers. The student is expected to 4A model factors and products using arrays and area models;
4B represent multiplication and division situations in picture, word, and number form; 4C recall and apply multiplication facts through 12 x 12; 4D use multiplication to solve problems involving two-digit numbers; and 4E use division to solve problems involving one-digit divisors.
(5.4) Number, operation, and quantitative reasoning. The student estimates to determine reasonable results. The student is expected to
4A round whole numbers and decimals through tenths to approximate reasonable results in problem situations; and 4B estimate to solve problems where exact answers are not required.
(3.5) Number, operation, and quantitative reasoning. The student estimates to determine reasonable results. The student is expected to 5A round two-digit numbers to the nearest ten and three-digit numbers to the nearest hundred; and
5B estimate sums and differences beyond basic facts.
(4.5) Number, operation, and quantitative reasoning. The student estimates to determine reasonable results. The student is expected to 5A round whole numbers to the nearest ten, hundred, or thousand to approximate reasonable results in problem situations; and 5B estimate a product or quotient beyond basic facts.
