Grades 4 and 5 Math. TEKS and TAKS Daily Distributive Practice


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1 Grades 4 and 5 Math TEKS and TAKS Daily Distributive Practice 90 days of cumulative TEKS/TAKS practice tests Ninequestion tests designed to meet 3 levels of achievement in a single classroom I'm the largest member of the deer family and the smartest deer in TEKSas. 30 days of review for reinforcement and addressing individual needs Humorous cartoon moose gives daily TAKS tips and quips Colored correlation chart for TEKS/TAAS/TEKS Questions coding key included for quick tie in to the Muscle Moose Math Fitness Center810 new questions! Written by Diane McKenzie Creator of Muscle Moose Math Muscle Moosenager Math Moose Productions
2 Grades 4 and 5 Math TEKS and TAKS Daily Distributive Practice Available in Spanish! 90 days of cumulative TEKS/TAKS practice tests Ninequestion tests 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 builtin 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, 4, and 5 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 tiein to the Muscle Moose Math Fitness Center Strips of questions can be cut and pasted to design customized daily tests for the class or individuals
3 Design and Scoring of the TEKSas Daily Moose Tests 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: 4 th grade 5 th grade (first semester) 16 Basic to avg. 100 points 16 Review/below avg. 7 Enriched + 2 points 7 Average 8 Enriched + 2 points 8 Average 100 points 9 Bonus + 2 points 9 Bonus + 5 points Max 106 Max 105 Sample grades 4 th grade 5 th grade (first semester) 1/6 = = 851/8 = = 932/6 = = 712/8 = 753/6 = = 523/8 = = 68 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!
4 Design and Scoring of the TEKSas Daily Moose Tests 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: 4 th grade 5 th grade (first semester) 16 Basic to avg. 100 points 16 Review/below avg. 7 Enriched + 2 points 7 Average 8 Enriched + 2 points 8 Average 100 points 9 Bonus + 2 points 9 Bonus + 5 points Max 106 Max 105 Sample grades 4 th grade 5 th grade (first semester) 1/6 = = 851/8 = = 932/6 = = 712/8 = 753/6 = = 523/8 = = 68 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!
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8 3 4 5 TAKS Objective 1 The student will demonstrate an understanding of numbers, operations, and quantitative reasoning. (3.1) Number, operation, and student uses place value to communicate about increasingly large whole numbers in verbal and written form, including money. The student is expected to TAKS Objective 1 The student will demonstrate an understanding of numbers, operations, and quantitative reasoning. (4.1) Number, operation, and student uses place value to represent whole numbers and decimals. The student is expected to TAKS Objective 1 The student will demonstrate an understanding of numbers, operations, and quantitative reasoning. (5.1) Number, operation, and student uses place value to represent whole numbers and decimals. 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. (3.2) Number, operation, and student uses fraction names and symbols to describe fractional parts of whole objects or sets of objects. The student is expected to 1A use place value to read, write, compare, and order whole numbers through the millions place. (4.2) Number, operation, and 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; 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. (5.2) Number, operation, and student uses fractions in problemsolving situations. The student is expected to 2A generate equivalent fractions; 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. 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. 2B compare two fractional quantities in problemsolving situations using a variety of methods, including common denominators; and 2C use models to relate decimals to fractions that name tenths, hundredths, and thousandths.
9 3 4 5 TAKS Objective 1 The student will demonstrate an understanding of numbers, operations, and quantitative reasoning. (3.4) Number, operation, and student recognizes and solves problems in multiplication and division situations. The student is expected to TAKS Objective 1 The student will demonstrate an understanding of numbers, operations, and quantitative reasoning. (4.4) Number, operation, and student multiplies and divides to solve meaningful problems involving whole numbers. The student is expected to TAKS Objective 1 The student will demonstrate an understanding of numbers, operations, and quantitative reasoning. (5.4) Number, operation, and student estimates to determine reasonable results. The student is expected to 4B solve and record multiplication problems (onedigit multiplier); and 4C use models to solve division problems and use number sentences to record the solutions. (3.5) Number, operation, and student estimates to determine reasonable results. The student is expected to 5A round twodigit numbers to the nearest ten and threedigit numbers to the nearest hundred; and 5B estimate sums and differences beyond basic facts. 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 twodigit numbers; and 4E use division to solve problems involving onedigit divisors. (4.5) Number, operation, and 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. 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.
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