Skill plan for TEKS Resource System - 5th grade
IXL provides skill alignments with recommended IXL skills for each unit. Find the IXL skills that are right for you below!
Unit
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1
Unit 1
Extending Whole Number Operations
3 - 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.
A:  estimate to determine solutions to mathematical and real-world problems involving addition, subtraction, multiplication, or division
Sums and differences
Products
Quotients
A:  estimate to determine solutions to mathematical and real-world problems involving addition, subtraction, multiplication, or division
Sums and differences
Products
Quotients
B:  multiply with fluency a three-digit number by a two-digit number using the standard algorithm
B:  multiply with fluency a three-digit number by a two-digit number using the standard algorithm
C:  solve with proficiency for quotients of up to a four-digit dividend by a two-digit divisor using strategies and the standard algorithm
Division facts
Division strategies
Divide by 1-digit numbers
Divide by 2-digit numbers
C:  solve with proficiency for quotients of up to a four-digit dividend by a two-digit divisor using strategies and the standard algorithm
Division facts
Division strategies
Divide by 1-digit numbers
Divide by 2-digit numbers
K:  add and subtract positive rational numbers fluently
K:  add and subtract positive rational numbers fluently
2
Unit 2
Algebraic Reasoning
4 - The student applies mathematical process standards to develop concepts of expressions and equations.
A:  identify prime and composite numbers
A:  identify prime and composite numbers
B:  represent and solve multi-step problems involving the four operations with whole numbers using equations with a letter standing for the unknown quantity
Variable equations
Multi-step word problems
B:  represent and solve multi-step problems involving the four operations with whole numbers using equations with a letter standing for the unknown quantity
Variable equations
Multi-step word problems
E:  describe the meaning of parentheses and brackets in a numeric expression
E:  describe the meaning of parentheses and brackets in a numeric expression
F:  simplify numerical expressions that do not involve exponents, including up to two levels of grouping
F:  simplify numerical expressions that do not involve exponents, including up to two levels of grouping
3
Unit 3
Financial Literacy
10 - The student applies mathematical process standards to manage one's financial resources effectively for lifetime financial security.
A:  define income tax, payroll tax, sales tax, and property tax
A:  define income tax, payroll tax, sales tax, and property tax
B:  explain the difference between gross income and net income
B:  explain the difference between gross income and net income
C:  identify the advantages and disadvantages of different methods of payment, including check, credit card, debit card, and electronic payments
C:  identify the advantages and disadvantages of different methods of payment, including check, credit card, debit card, and electronic payments
D:  develop a system for keeping and using financial records
D:  develop a system for keeping and using financial records
E:  describe actions that might be taken to balance a budget when expenses exceed income
E:  describe actions that might be taken to balance a budget when expenses exceed income
F:  balance a simple budget
F:  balance a simple budget
4
Unit 4
Extending Decimals
2 - The student applies mathematical process standards to represent, compare, and order positive rational numbers and understand relationships as related to place value.
A:  represent the value of the digit in decimals through the thousandths using expanded notation and numerals
Read and write decimals
Expanded form
A:  represent the value of the digit in decimals through the thousandths using expanded notation and numerals
Read and write decimals
Expanded form
B:  compare and order two decimals to thousandths and represent comparisons using the symbols >, <, or =
Compare decimals
Order decimals
Application problems
B:  compare and order two decimals to thousandths and represent comparisons using the symbols >, <, or =
Compare decimals
Order decimals
Application problems
C:  round decimals to tenths or hundredths
C:  round decimals to tenths or hundredths
3 - 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.
A:  estimate to determine solutions to mathematical and real-world problems involving addition, subtraction, multiplication, or division
A:  estimate to determine solutions to mathematical and real-world problems involving addition, subtraction, multiplication, or division
K:  add and subtract positive rational numbers fluently
Add and subtract decimals
Add and subtract money amounts
K:  add and subtract positive rational numbers fluently
Add and subtract decimals
Add and subtract money amounts
4 - The student applies mathematical process standards to develop concepts of expressions and equations.
F:  simplify numerical expressions that do not involve exponents, including up to two levels of grouping
F:  simplify numerical expressions that do not involve exponents, including up to two levels of grouping
5
Unit 5
Decimal Multiplication and Division
3 - 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.
A:  estimate to determine solutions to mathematical and real-world problems involving addition, subtraction, multiplication, or division
A:  estimate to determine solutions to mathematical and real-world problems involving addition, subtraction, multiplication, or division
D:  represent multiplication of decimals with products to the hundredths using objects and pictorial models, including area models
D:  represent multiplication of decimals with products to the hundredths using objects and pictorial models, including area models
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
Multiplication strategies
Multiply decimals by whole numbers
Multiply two decimals
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
Multiplication strategies
Multiply decimals by whole numbers
Multiply two decimals
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
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
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
Division strategies
Divide by whole numbers
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
Division strategies
Divide by whole numbers
4 - The student applies mathematical process standards to develop concepts of expressions and equations.
F:  simplify numerical expressions that do not involve exponents, including up to two levels of grouping
F:  simplify numerical expressions that do not involve exponents, including up to two levels of grouping
6
Unit 6
Addition and Subtraction of Fractions
3 - 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.
A:  estimate to determine solutions to mathematical and real-world problems involving addition, subtraction, multiplication, or division
A:  estimate to determine solutions to mathematical and real-world problems involving addition, subtraction, multiplication, or division
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
Use objects
Use models
Use properties
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
Use objects
Use models
Use properties
K:  add and subtract positive rational numbers fluently
Fractions with like denominators
Fractions with unlike denominators
Mixed numbers with like denominators
Mixed numbers with unlike denominators
K:  add and subtract positive rational numbers fluently
Fractions with like denominators
Fractions with unlike denominators
Mixed numbers with like denominators
Mixed numbers with unlike denominators
4 - The student applies mathematical process standards to develop concepts of expressions and equations.
F:  simplify numerical expressions that do not involve exponents, including up to two levels of grouping
F:  simplify numerical expressions that do not involve exponents, including up to two levels of grouping
7
Unit 7
Multiplication and Division of Whole Numbers by a Fraction
3 - 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.
A:  estimate to determine solutions to mathematical and real-world problems involving addition, subtraction, multiplication, or division
A:  estimate to determine solutions to mathematical and real-world problems involving addition, subtraction, multiplication, or division
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
Number lines
Area models
Arrays
Find and sort products
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
Number lines
Area models
Arrays
Find and sort products
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
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
L:  divide whole numbers by unit fractions and unit fractions by whole numbers
Divide whole numbers and unit fractions
Real-world problems
L:  divide whole numbers by unit fractions and unit fractions by whole numbers
Divide whole numbers and unit fractions
Real-world problems
4 - The student applies mathematical process standards to develop concepts of expressions and equations.
F:  simplify numerical expressions that do not involve exponents, including up to two levels of grouping
F:  simplify numerical expressions that do not involve exponents, including up to two levels of grouping
8
Unit 8
Geometry and Measurement
4 - The student applies mathematical process standards to develop concepts of expressions and equations.
G:  use concrete objects and pictorial models to develop the formulas for the volume of a rectangular prism, including the special form for a cube (V = l x w x h, V = s x s x s, and V = Bh)
G:  use concrete objects and pictorial models to develop the formulas for the volume of a rectangular prism, including the special form for a cube (V = l x w x h, V = s x s x s, and V = Bh)
H:  represent and solve problems related to perimeter and/or area and related to volume
Perimeter
Area
Area and perimeter
Volume
H:  represent and solve problems related to perimeter and/or area and related to volume
Perimeter
Area
Area and perimeter
Volume
5 - 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
Polygons
Triangles
Quadrilaterals
A:  classify two-dimensional figures in a hierarchy of sets and subsets using graphic organizers based on their attributes and properties
Polygons
Triangles
Quadrilaterals
6 - The student applies mathematical process standards to understand, recognize, and quantify volume.
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
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
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
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
7 - 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
Customary units
Metric units
Multi-step word problems
A:  solve problems by calculating conversions within a measurement system, customary or metric
Customary units
Metric units
Multi-step word problems
9
Unit 9
Patterns on a Coordinate Plane
4 - The student applies mathematical process standards to develop concepts of expressions and equations.
C:  generate a numerical pattern when given a rule in the form y = ax or y = x + a and graph
Complete a table
Graph patterns
C:  generate a numerical pattern when given a rule in the form y = ax or y = x + a and graph
Complete a table
Graph patterns
D:  recognize the difference between additive and multiplicative numerical patterns given in a table or graph
D:  recognize the difference between additive and multiplicative numerical patterns given in a table or graph
8 - The student applies mathematical process standards to identify locations on a coordinate plane.
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
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
B:  describe the process for graphing ordered pairs of numbers in the first quadrant of the coordinate plane
B:  describe the process for graphing ordered pairs of numbers in the first quadrant of the coordinate plane
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
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
10
Unit 10
Representing Data
9 - The student applies mathematical process standards to solve problems by collecting, organizing, displaying, and interpreting data.
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
Bar graphs
Frequency tables
Line plots
Stem-and-leaf plots
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
Bar graphs
Frequency tables
Line plots
Stem-and-leaf plots
B:  represent discrete paired data on a scatterplot
B:  represent discrete paired data on a scatterplot
C:  solve one- and two-step problems using data from a frequency table, dot plot, bar graph, stem-and-leaf plot, or scatterplot
Frequency tables
Dot plots
Bar graphs
Stem-and-leaf plots
C:  solve one- and two-step problems using data from a frequency table, dot plot, bar graph, stem-and-leaf plot, or scatterplot
Frequency tables
Dot plots
Bar graphs
Stem-and-leaf plots
11
Unit 11
Making Connections
3 - 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.
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
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
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
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
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
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
K:  add and subtract positive rational numbers fluently
Whole numbers
Decimals
Fractions
K:  add and subtract positive rational numbers fluently
Whole numbers
Decimals
Fractions
L:  divide whole numbers by unit fractions and unit fractions by whole numbers
L:  divide whole numbers by unit fractions and unit fractions by whole numbers
4 - The student applies mathematical process standards to develop concepts of expressions and equations.
F:  simplify numerical expressions that do not involve exponents, including up to two levels of grouping
F:  simplify numerical expressions that do not involve exponents, including up to two levels of grouping
12
Unit 12
Essential Understanding of Decimals
3 - 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.
A:  estimate to determine solutions to mathematical and real-world problems involving addition, subtraction, multiplication, or division
A:  estimate to determine solutions to mathematical and real-world problems involving addition, subtraction, multiplication, or division
D:  represent multiplication of decimals with products to the hundredths using objects and pictorial models, including area models
D:  represent multiplication of decimals with products to the hundredths using objects and pictorial models, including area models
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
Multiplication
Real-world problems
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
Multiplication
Real-world problems
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
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
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
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
K:  add and subtract positive rational numbers fluently
Addition and subtraction
Real-world problems
K:  add and subtract positive rational numbers fluently
Addition and subtraction
Real-world problems
4 - The student applies mathematical process standards to develop concepts of expressions and equations.
F:  simplify numerical expressions that do not involve exponents, including up to two levels of grouping
F:  simplify numerical expressions that do not involve exponents, including up to two levels of grouping
13
Unit 13
Essential Understanding of Fractions
3 - 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.
A:  estimate to determine solutions to mathematical and real-world problems involving addition, subtraction, multiplication, or division
A:  estimate to determine solutions to mathematical and real-world problems involving addition, subtraction, multiplication, or division
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
Use models
Use properties
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
Use models
Use properties
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
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
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
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
K:  add and subtract positive rational numbers fluently
K:  add and subtract positive rational numbers fluently
L:  divide whole numbers by unit fractions and unit fractions by whole numbers
L:  divide whole numbers by unit fractions and unit fractions by whole numbers
4 - The student applies mathematical process standards to develop concepts of expressions and equations.
F:  simplify numerical expressions that do not involve exponents, including up to two levels of grouping
F:  simplify numerical expressions that do not involve exponents, including up to two levels of grouping
This document includes the IXL® skill alignments to Texas Curriculum Management Program Cooperative's TEKS Resource System curriculum. IXL provides skill alignments as a service to teachers, students, and parents. The skill alignments are provided by IXL and are not affiliated with, sponsored by, reviewed, approved or endorsed by Texas Curriculum Management Program Cooperative or any other third party. IXL® and IXL Learning® are registered trademarks of IXL Learning, Inc. All other intellectual property rights (e.g., unregistered and registered trademarks and copyrights) are the property of their respective owners.