Super Source® Correlations with Texas Essential Knowledge and Skills
Grade 5
Texas Essential Knowledge and Skills for Mathematics: Grade 5
/ Super Source Mathematics / Teacher NotesLevel
/Book
/ Pages & Activity NameNumber, Operation, and Quantitative Reasoning
(5.1) The student uses place value to represent whole numbers and decimals. The student is expected to:
(A) use place value to read, write, compare, and order whole numbers through the billions place; / 3–4 / Base Ten Blocks / pp. 66–69 - Riddle Me This / Logical reasoning using place value to hundreds
(B) use place value to read, write, compare, and order decimals through the thousandths place. / 5–6
5–6
5–6
5–6
5–6 / Base Ten Blocks
Base Ten Blocks
Base Ten Blocks
Base Ten Blocks
Base Ten Blocks / pp. 30–33 - Closet to 1
pp. 34–37 - Decimal Mirrors
pp. 50–53 - Making and Writing Decimals
pp. 66–69 - Race for a Whole
pp. 74–77 - Tenths or Hundredths / Adding, subtracting and comparing wholes, tenths, and hundredths
Place value of decimals, adding, subtracting, and comparing decimals
Model, compare, and add decimals of tenths and hundredths
Compare and add whole tenths and hundredths
Model decimals to hundredths, trade hundredths for tenths and tenths for whole
Texas Essential Knowledge and Skills for Mathematics: Grade 5
/ Super Source Mathematics / Teacher NotesLevel
/Book
/ Pages & Activity NameNumber, Operation, and Quantitative Reasoning (continued)
(5.2) The student uses fractions in problem-solving situations. The student is expected to:
(A) generate equivalent fractions; / 5–6
5–6
5–6
5–6
5–6
5–6
5–6
5–6 / Color Tiles
Cuisenaire Rods
Cuisenaire Rods
Cuisenaire Rods
Tangrams
Geoboards
Snap Cubes
Geoboards / pp. 26–29 - Building Rectangles
pp. 38–41 - First to Finish
pp. 42–45 - Fraction Fracas
pp. 58–61 - Naming Rods
pp. 82–85 - The More, The Better
pp. 34–37 - Forming Fractions
pp. 26–29 – Frac-Tangles
pp. 54–57 - Making Eights / Explore equivalent fractions
Use equivalent fractions strategic thinking skills
Equivalent fraction
Equivalent fractions and rational numbers
Fractional equivalence, polygons, area, comparing, spatial visualization
Divide Geoboard into regions to find fractional parts (find equivalent fractions)
Make rectangular prisms to show fractions
Explore different ways to divide the geoboard into congruent and noncongruent eights
(B) compare two fractional quantities in problem-solving situations using a variety of methods, including common denominators; / 5–6
5–6
/ Pattern Blocks
Pattern Blocks / pp. 50–53 - Fraction Puzzles
pp. 86–89 - What My Value?
/ Use fractional equivalents, ratios, and proportions to solve problems
Determine fractional parts and total value
Texas Essential Knowledge and Skills for Mathematics: Grade 5
/ Super Source Mathematics / Teacher NotesLevel
/Book
/ Pages & Activity NameNumber, Operation, and Quantitative Reasoning (continued)
(5.2) The student uses fractions in problem-solving situations. The student is expected to: (continued)
(C) use models to relate decimals to fractions that name tenths, hundredths, and thousandths.
(5.3) The student adds, subtracts, multiplies, and divides to solve meaningful problems. The student is expected to:
(A) use addition and subtraction to solve problems involving whole numbers and decimals; / 3–4 / Base Ten Blocks / pp. 26–29 - Clear the Mat / Game that develops strategic thinking skills using subtraction
(B) use multiplication to solve problems involving whole numbers (no more than three digits times two-digits without technology); / 5–6 / Base Ten Blocks / pp. 54–57 - Modeling Multiplication / Multiplication of two-digit numbers involves concept of area of rectangles
(C) use division to solve problems involving whole numbers (no more than two-digit divisors and three-digit dividends without technology); / 5–6 / Base Ten Blocks / pp. 42–45 - Fair Shares / Builds understanding of division and remainders
(D) identify prime factors of a whole number and common factors of a set of whole numbers; / 5–6 / Base Ten Block / pp. 46–49 - Hundreds to Rectangles / Discover factors and multiples
(E) model and record addition and subtraction of fractions with like denominators in problem-solving situations.
(5.4) The student estimates to determine reasonable results. The student is expected to:
(A) round whole numbers and decimals through tenths to approximate reasonable results in problem situations; / 5–6 / Base Ten Blocks / pp. 58–61 - Nearest Ten / Devise rules for rounding to ten
(B) estimate to solve problems where exact answers are not required. / 5–6
3–4 / Tangrams
Base Ten Blocks / pp. 74–77 - Tan-Fastic
pp. 70–73 - School Sizes / Estimating, properties of geometric figures, and area
Use estimation to explore the concept of area
Texas Essential Knowledge and Skills for Mathematics: Grade 5
/ Super Source Mathematics / Teacher NotesLevel
/Book
/ Pages & Activity NamePatterns, Relationships, and Algebraic Thinking.
(5.5) The student makes generalizations based on observed patterns and relationships. The student is expected to:
(A) use concrete objects or pictures to make generalizations about determining all possible combinations; / 5–6 / Color Tiles / pp. 38–41 - How Many Arrangements? / Discover patterns, use tree diagrams to show probabilities
(B) use lists, table charts, and diagrams to find patterns and make generalizations such as a procedure for determining equivalent fractions; / 5–6
5–6
5–6
5–6
5–6 / Color Tiles
Color Tiles
Snap Cubes
Color Tiles
Color Tiles / pp. 62–65 - Squares of Four
pp. 66–69 - Squares within Squares
pp. 30–33 - Greek Cross Numbers
pp. 54–57 - Patterns and Functions
pp. 58–61 - Small Square Tables / Use tables and identify patterns to make generalization
Square numbers/patterns to solve problems
Find patterns and make predictions
Patterns in both number and design
Use patterns in data of perimeter to problem solve
(C) identify prime and composite numbers using concrete models and patterns in factor pairs.
(5.6) The student describes relationships mathematically. The student is expected to:
(A) select from and use diagrams and number sentences to represent real-life situations.
Texas Essential Knowledge and Skills for Mathematics: Grade 5
/ Super Source Mathematics / Teacher NotesLevel
/Book
/ Pages & Activity NameGeometry and Spatial Reasoning
(5.7) The student generates geometric definitions using critical attributes. The student is expected to:
(A) identify critical attributes including parallel, perpendicular, and congruent parts of geometric shapes and solids; / 5–6
5–6
5–6
3–4
5–6
5–6
5–6
5–6 / Snap Cubes
Pattern Blocks
Pattern Blocks
Pattern Blocks
Geoboards
Tangrams
Tangrams
Color Tiles / pp. 18–21 - Draw What You See
pp. 54–57 - How Many Angles?
pp. 62–64 - Looking for Symmetry
pp. 46–49 - Recover the Symmetry
pp. 74–77 - Square Search
pp. 18–21 - Architan
pp. 54–57 - Same or Similar?
pp. 70–73 - Symmetry All Around / Build a train, record the train on isometric dot paper
Identify and build various angles
Recognize all possible lines of symmetry
Verify designs having symmetry
Find all different sized squares made on a geoboard (find area)
Similarity, ratio, and proportion
Congruence, similarity, and quadrilaterals
Line and rotational symmetry
Texas Essential Knowledge and Skills for Mathematics: Grade 5
/ Super Source Mathematics / Teacher NotesLevel
/Book
/ Pages & Activity NameGeometry and Spatial Reasoning (continued)
(5.7) The student generates geometric definitions using critical attributes. The student is expected to: (continued)
(B) use critical attributes to define geometric shapes or solids. / 5–6
3–4
3–4
3–4
3–4
3–4
3–4
5–6
5–6
5–6 / Snap Cubes
Pattern Blocks
Pattern Blocks
Pattern Blocks
Pattern Blocks
Pattern Blocks
Pattern Blocks
Geoboards
Geoboards
Geoboards / pp. 34 –37 - Master Builder
pp. 18–21 - Blue and Green Triangles
pp. 26–29 - Building Congruent Hexagons
pp. 30–33 - Congruent Shapes
pp. 38–41 - Make My Design
pp. 42– 45 - Only Two Blocks
pp. 70–72 - Trapezoids 1–16
pp. 26–29 - Do You Get the Picture?
pp. 66–69 - Possible/Impossible
pp. 70–73 - Shape Riddle / Build a structure from description (following directions)
Use combination of blocks to create triangles shapes
Use combination of blocks to create triangles/other shapes
Use combination of blocks to create shapes
Describe a hidden design for partner to create
(*Science Connection*)
Use all possible combinations of 2 blocks to make all polygons
Build various trapezoids
Create designs and describe (others recreate without seeing)
Make polygons to fit given description
Solve riddles making polygons that fit a given set of clues
Texas Essential Knowledge and Skills for Mathematics: Grade 5
/ Super Source Mathematics / Teacher NotesLevel
/Book
/ Pages & Activity NameGeometry and SpatialRreasoning (continued)
(5.7) The student generates geometric definitions using critical attributes. The student is expected to: (continued)
(B) use critical attributes to define geometric shapes or solids. (continued) / 5–6
3–4
5–6
5–6
3–4
5–6
5–6
5–6
5–6
5–6
5–6 / Geoboards
Geoboards
Pattern Blocks
Pattern Blocks
Pattern Blocks
Geoboards
Tangrams
Tangrams
Tangrams
Tangrams
Tangrams / pp. 86–69 - What’s Isosceles?
pp. 18–21 - Add a Clue
pp. 30–33 - Building Larger Shapes
pp. 74–77 - Reach Into the Bag
pp. 50–53 - Riddle Makers
pp. 18–21 - Constructing Polygons
pp. 70–73 - Tanology Puzzles
pp. 58–61 - Shape Shifter
pp. 46–49 - It’s What’s Inside That Counts!
pp. 50–53 - Ready, Set, Go!
pp. 78–81 - Tangram Recipe / Make all possible isosceles triangles – look for a pattern
Create riddles for geometric shapes (find area)
Creating similar figures (using patterns)
Use language of geometry to investigate attributes
Communicate attributes to determine shapes
Use geoboards to make polygons that meet set of conditions (analyze results)
Properties of geometric figures
Polygons, classifying, and spatial visualization
Properties of geometric figures
Properties of geometric figures
Polygons, spatial visualization
Texas Essential Knowledge and Skills for Mathematics: Grade 5
/ Super Source Mathematics / Teacher NotesLevel
/Book
/ Pages & Activity NameGeometry and SpatialRreasoning (continued)
(5.8) The student models transformations. The student is expected to:
(A) sketch the results of translations, rotations, and reflections; / 3–4
3–4
3–4
3–4
5–6
5–6
5–6
5–6
3–4 / Tangrams
Tangrams
Tangrams
Tangrams
Tangrams
Geoboards
Tangrams
Cuisenaire Rods
Cuisenaire Rods / pp. 30–33 - Flip-Flop Around
pp. 50–53 - Make Your Own Tangrams
pp. 58–61 - Polygon Parade
pp. 62–65 - Shape Shut-Out
pp. 26–29 - Around the Quad
pp. 30–33 - Finding Shapes with Symmetry
pp. 66–69 - Take a Bite!
pp. 62–65 - Place the Mirror
pp. 74–77 - Symmetry Search / Extend the activity-game
Extend the activity
Extend the activity-find all possible shapes
Extend the activity-game
Transformational geometry, symmetry, and spatial visualization
Create designs with different types of symmetry-includes rotational symmetry (transformations)
Transformational geometry, and spatial visualization
Reflection/Rotational Symmetry
Reflection/Rotational Symmetry
Texas Essential Knowledge and Skills for Mathematics: Grade 5
/ Super Source Mathematics / Teacher NotesLevel
/Book
/ Pages & Activity NameGeometry and Spatial Reasoning (continued)
(5.8) The student models transformations. The student is expected to: (continued)
(B) describe the transformation that generates one figure from the other when given two congruent figures. / 5–6
5–6
5–6
5–6
3–4
3–4
5–6 / Pattern Blocks
Snap Cubes
Snap Cubes
Pattern Blocks
Pattern Blocks
Geoboards
Color Tiles / pp. 26–29 - Building Hexagons
pp. 50–53 - Pentacubes I
pp. 54–57 - Pentacubes II
pp. 26–29 - Building Hexagons
pp. 34–37 - Hexiamonds
pp. 70–73 - Tessellating the Geoboard
pp. 30–33 - Hexominoes / Transformational geometry, spatial visualization, congruence
Find arrangements using 5 cubes
Arrange 5 cubes (one not touching table)
Use transformations and congruence to create hexagons and other figures
Use reflections and rotations to compare shapes
Transformations, congruence, and symmetry
Slide, flip, and turn shapes to check for congruence
(5.9) The student recognizes the connection between ordered pairs of numbers and locations of points on a plane. The student is expected to:
(A) locate and name points on a coordinate grid using ordered pairs of whole numbers. / 5–6
5–6
5–6 / Geoboards
Tangrams
Cuisenaire Rods / pp. 62–65 - Peg Capture
pp. 42–45 - Hit or Miss
pp. 50–53 - Hidden Rods / Use coordinate system to name and locate geoboard pegs in a row
Graphing and properties of polygons
Use coordinate system of ordered pairs of numbers
Texas Essential Knowledge and Skills for Mathematics: Grade 5
/ Super Source Mathematics / Teacher NotesLevel
/Book
/ Pages & Activity NameMeasurement
(5.10) The student selects and uses appropriate units and procedures to measure volume. The student is expected to:(A) measure volume using concrete models of cubic units; / 5–6
5–6 / Base Ten Blocks
Base Ten Blocks / pp. 70–73 - Standing Structures
pp. 78– 81 - The Great Waffle Baffle / Determine/compare volumes and compute costs
Compare volumes of rectangular solids
(B) estimate volume in cubic units. / 5–6
5–6
5–6
5–6 / Snap Cubes
Snap Cubes
Base Ten Blocks
Base Ten Blocks / pp. 46–49 - Painted Cubes
pp. 78–81 - Surface Area with 12 Cubes
pp. 26–29 - Bigger and Bigger Cubes
pp. 38–41 - Double the Dimensions / Build cube, determine faces that are painted, volume, surface area
Surface area related to volume
Volume and surface area of cubes
Compare volumes and surface area
(5.11) The student applies measurement concepts. The student is expected to:
(A) measure to solve problems involving length (including perimeter), weight, capacity, time, temperature, and area; / 5–6
5–6
5–6
5–6
/ Base Ten Blocks
Color Tiles
Color Tiles
Color Tiles
/ pp. 62–65 - Paving Places
pp. 42–45 - Lisa's Dog Pen
pp. 50–53 - Making Shapes
pp. 82–85 - What Happens to the Area?
/ Determine area and use percent to compute cost
Discover that shapes with same perimeter may have different areas
Discover that shapes with same area do not necessarily have the same perimeter
Discover that doubling the dimensions of a rectangle quadruples the area
Texas Essential Knowledge and Skills for Mathematics: Grade 5
/ Super Source Mathematics / Teacher NotesLevel
/Book
/ Pages & Activity NameMeasurement (continued)
(5.11) The student applies measurement concepts. The student is expected to: (continued)
(A) measure to solve problems involving length (including perimeter), weight, capacity, time, temperature, and area; (continued) / 5–6
5–6
3–4
3–4
5–6
5–6
3–4
3–4
3–4
5–6 / Cuisenaire Rods
Pattern Blocks
Pattern Blocks
Pattern Blocks
Geoboards
Geoboards
Geoboards
Geoboards
Geoboards
Pattern Blocks / pp. 66–69 - Planning Playgrounds
pp. 46–49 - Find All the Perimeters
pp. 22–25 - Boats and Boxes
pp. 82–85 - What’s the Perimeter?
pp. 58–61 - Patterns in Area
pp. 82–85 - Triangle Search
pp. 22–25 - Area of Four
pp. 26–29 - Area of Polygons
pp. 86–89 - What’s the Value?
pp. 18–21 - All Possible Perimeters / Area and perimeter– changing area while perimeter remains constant
Measure perimeter with nonstandard units; relate area
Recognize area relationship among shapes; multiplication
Determine perimeter of varied configurations
Make polygons with a specified number of boundary pegs and interior pegs to find area
Make triangles with same area
Find shapes on geoboard with certain given areas
Find area using different number of boundary pegs
Use assigned monetary value for certain shapes– find others with same value
Different combinations yield all possible perimeters (least/greatest can related to shapes)
Texas Essential Knowledge and Skills for Mathematics: Grade 5
/ Super Source Mathematics / Teacher NotesLevel
/Book
/ Pages & Activity NameMeasurement (continued)
(5.11) The student applies measurement concepts. The student is expected to: (continued)
(A) measure to solve problems involving length (including perimeter), weight, capacity, time, temperature, and area; (continued) / 5–6
5–6
5–6
5–6
5–6
5–6
5–6 / Pattern Blocks
Geoboards
Geoboards
Tangrams
Tangrams
Base Ten Blocks
Base Ten Blocks / pp. 34–37 - Comparing Area
pp. 38–41 - Halving the Geoboard
pp. 42–45 - How Many Line Segments?
pp. 22–25 - Are They Related?
pp. 38–41 - Form the Formula
pp. 18–21 - A Problem of Perimeter
pp. 22–25 - Approximating Area / Strategies used to compare areas/fractions
Find different ways to half a geoboard (area)
Find different line segments on geoboard (compare/order)
Area and perimeter
Area, spatial visualization, standard measurement
Shapes with same area can have different perimeters
Find area of irregular shapes
(B) describe numerical relationships between units of measure within the same measurement system such as an inch is one-twelfth of a foot.
Texas Essential Knowledge and Skills for Mathematics: Grade 5
/ Super Source Mathematics / Teacher NotesLevel
/Book
/ Pages & Activity NameProbability and Statistics
(5.12) The student describes and predicts the results of a probability experiment. The student is expected to measure to:(A) use fractions to describe the results of an experiment;
(B) use experimental results to make predictions. / 5–6
5–6
5–6
5–6
5–6 / Snap Cubes
Snap Cubes
Tangrams
Color Tiles
Color Tiles / pp. 38–41 - Match/No Match
pp. 86–89 - What’s the Chance?
pp. 34–37 - Crazy Darts
pp. 78–81 - Two Thirds Blue
pp. 86–89 - What’s Your Prediction? / Game to determine which variation is fair.
Track results of rolls of dice collect/analyze data
Probability, ratio, and area
Mathematical/experimental probability
Collect and organize data; make predictions
(5.13) The student solves problems by collecting, organizing, displaying, and interpreting sets of data. The student is expected to:
(A) use tables of related number pairs to make line graphs;
(B) describe characteristics of data presented in tables and graphs including the shape and spread of the data and the middle number;
(C) graph a given set of data using an appropriate graphical representation such as a picture or line.
Texas Essential Knowledge and Skills for Mathematics: Grade 5
/ Super Source Mathematics / Teacher NotesLevel
/Book
/ Pages & Activity NameUnderlying Processes and Mathematical Tools.
(5.14) The student applies Grade 5 mathematics to solve problems connected to everyday experiences and activities in and outside of school. The student is expected to:
(A) identify the mathematics in everyday situations;
(B) use a problem-solving model that incorporates understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness. / 3–4
3–4
5–6 / Pattern Blocks
Geoboards
Color Tiles / pp. 74–77 - What’s My Shape Worth?
pp. 42–45 - How Many Diagonals?
pp. 34–37 - How Does Your Garden Grow? / Devise a plan for finding the total value of a design; compare strategies
Make diagonals from single vertex–look for a pattern
Problem-solving activity using area and perimeter
(C) select or develop an appropriate problem-solving strategy, including drawing a picture, looking for a pattern, systematic guessing and checking, acting it out, making a table, working a simpler problem, or working backwards to solve a problem; / 3–4
3–4
3–4
5–6
5–6
5–6
5–6 / Pattern Blocks
Pattern Blocks
Pattern Blocks
Pattern Blocks
Pattern Blocks
Snap Cubes
Color Tiles / pp. 62–65 - The Last Block
pp. 78–81 - What’s Next?
pp. 86–89 - Wipe Out!
pp. 38–41 - Don’t Break the Wagon!
pp. 58–61 - How Many Sit?
pp. 42–45 - Mystery Grid
pp. 18–21 - A Logic Puzzle / Develop strategy to be last to cover a region
Determine geometric pattern sequence
Strategy game, fractions and probability
Develop strategy to be last to cover a region
Use patterns/making a table to predict/generalize seating arrangements
Guess secret arrangement of snap cubes
Logic reasoning to develop designs that satisfy specific conditions
Texas Essential Knowledge and Skills for Mathematics: Grade 5