3.1.4.1/5.1 The student uses mathematical process to
acquire and demonstrate mathematical understanding.
The student is expected to:
Current TEKS
New 5th grade TEKS
3.14A/4.14A /5.14A
identify the mathematics in
everyday situations
3.1A/4.1A/5.1A apply
mathematics to problems
arising in everyday life,
society, and the
workplace
3.14B/4.14B/5.14B solve
problems that incorporate
the process of
understanding the
problem, making a plan,
carrying out the plan, and
evaluating the solution of
reasonableness
3.1B/4.1B/5.1B use a
problem-solving model
that incorporates
analyzing given
information, formulating a
plan or strategy,
determining a solution,
justifying the solution,
and evaluating the
problem-solving process
and the reasonableness
of the solution
3.14C/4.14C/5.14C select
or develop and appropriate
problem-solving plan or
strategy including drawing
a picture, looking for a
pattern, systematic
guessing and checking,
acting it, making a table,
working a simpler problem,
or working backwards to
solve a problem
Instructional
Considerations
2013-14
2014-15
Copyright©2013 ESC Region 13
Current TEKS
Current 6th grade
TEKS
3.14D/4.14D/5.14D use
tools such as real objects,
manipulatives, and
technology to solve
problems
3.1C/4.1C/5.1C select
tools, including real
objects, manipulatives,
paper/pencil, and
technology, as
appropriate and
techniques, including
mental math, estimation,
and number sense, as
appropriate to solve
problems
3.15A/4.15A/5.15A
explain and record
observations using
objects, words, pictures,
numbers, and technology
3.1D/4.1D/5.1D
communicate
mathematical ideas,
reasoning, and their
implications using
multiple representation,
including symbols,
diagrams, graphs, and
language as appropriate
3.15A/4.15A/5.15A
explain and record
observations using
objects, words, pictures,
numbers, and technology
3.1E/4.1E/5.1E create
and use representations
to organize, record and
communicate
mathematical ideas
3.15B/4.15B/5.15B relate
informal language to
mathematical language
and symbols
3.1F/4.1F/5.1F analyze
mathematical
relationships to connect
and communicate
mathematical ideas
Copyright©2013 ESC Region 13
3.16A/4.16A/5.16A make
generalizations about
patterns or sets of
examples and nonexamples
3.16B/4.16B/5.16B justify
why an answer is
reasonable and explain the
solution process
3.1G/4.1G/5.1G display,
explain and justify
mathematical ideas and
arguments using precise
mathematical language in
written or oral
communications
5.2 The student applies mathematical process
standards to represent, compare, and order positive
rational numbers and understand relationships as
related to place value. The student is expected to:
Current TEKS
New 5th grade TEKS
Instructional
Considerations
2013-14
2014-15
Copyright©2013 ESC Region 13
Current TEKS
New 6th grade TEKS
5.1A use place value to
read, write, compare, and
order whole numbers
through the
999,999,999,999
5.1B use place value to
read, write, compare, and
order decimals through the
thousandths place
5.2A represent the value
of the digit in decimals
through the thousandths
using expanded notation
and numerals
5.2B compare and order
two decimals to
thousandths and
represent comparisons
using the symbols >, <,
or =
NONE
NONE
6.1.A compare and
order non-negative
rational numbers
6.2C locate, compare,
and order integers and
rational numbers using a
number line
8.1A compare and
order rational numbers
in various forms
including integers,
percents, and positive
and negative fractions
and decimals
6.1.A compare and
order non-negative
rational numbers
6.1.C use integers to
represent real-life
situations
8.1A compare and
order rational numbers
in
various forms including
integers, percents, and
positive and negative
fractions and decimals
Copyright©2013 ESC Region 13
6.2D order a set of
rational numbers arising
from mathematical and
real-world contexts
5.2C round decimals to
tenths or hundredths
5.2 The student applies mathematical process
standards to represent, compare, and order positive
rational numbers and understand relationships as
related to place value. The student is expected to:
Current TEKS
5.2A generate a fraction
equivalent to a given
fraction such as 1/2 and
3/6 or 4/12 and 1/3
New 5th grade TEKS
NONE
NONE
Instructional
Considerations
2013-14
Current TEKS
2014-15
NONE
5.2B generate a mixed
number equivalent to a
given improper fraction or
generate an improper
fraction equivalent to a
given mixed number
5.2C compare two
fractional quantities in
problem-solving situations
using a variety of methods,
including common
denominators
Copyright©2013 ESC Region 13
New 6th grade TEKS
NONE
5.2D use models to relate
decimals to fractions that
name tenths, hundredths,
and thousandths
NONE
5.3 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. The
student is expected to:
NONE
Instructional
Considerations
Current TEKS
New 5th grade TEKS
5.4 use strategies
including rounding and
compatible numbers to
estimate solutions to
addition, subtraction,
multiplication, and division
problems
5.3A estimate to
determine solutions to
mathematical and realworld problems involving
addition, subtraction,
multiplication, or division
NONE
NONE
5.3B use multiplication to
solve problems involving
whole numbers (no more
than three digits times two
digits without technology)
5.3B multiply with
fluency a three-digit
number by a two-digit
number using the
standard algorithm
NONE
NONE
2013-14
Current TEKS
2014-15
Copyright©2013 ESC Region 13
New 6th grade TEKS
5.3C use division to solve
problems involving whole
numbers (no more than
two-digit divisors and
three-digit dividends
without technology)
including interpreting the
remainder within a given
context
5.3C solve with
proficiency for quotients
of up to a four-digit
dividend by a two-digit
divisor using strategies
and the standard
algorithm
5.3A use addition and
subtraction to solve
problems involving whole
numbers and decimals
5.3 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. The
student is expected to:
Current TEKS
New 5th grade TEKS
NONE
NONE
NONE
NONE
Instructional
Considerations
2013-14
2014-15
Copyright©2013 ESC Region 13
Current TEKS
New 6th grade TEKS
7.2B use addition,
subtraction, multiplication,
and division to solve
problems involving
fractions and decimals
5.3D represent
multiplication of decimals
with products to the
hundredths using objects
and pictorial models,
including area models
6.3B represent ratios
and percents with
concrete models,
fractions, and decimals
5.3E 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
6.4F represent
benchmark fractions and
percents such as 1%,
10%, 25%, 33 1/3%, and
multiples of these values
using 10 by 10 grids,
strip diagrams, number
lines, and numbers
6.4E represent ratios
and percents with
concrete models,
fractions, and decimals
Copyright©2013 ESC Region 13
7.2B use addition,
subtraction, multiplication,
and division to solve
problems involving
fractions and decimals
5.3F represent quotients
of decimals to the
hundredths, up to fourdigit dividends and twodigit whole number
divisors, using objects
and pictorial models,
including area models
6.3B represent ratios
and percents with
concrete models,
fractions, and decimals
5.3G solve for quotients
of decimals to the
hundredths, up to fourdigit dividends and twodigit whole number
divisors, using strategies
and algorithms, including
the standard algorithm
Copyright©2013 ESC Region 13
6.2E extend
representations for
division to include
fraction notation such as
a/b represents the same
number as a ÷ b where b
≠0
6.4E represent ratios
and percents with
concrete models,
fractions, and decimals
5.3 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. The
student is expected to:
Current TEKS
5.3E model situations
using addition and/or
subtraction involving
fractions with like
denominators using
concrete objects, pictures,
words, and numbers
New 5th grade TEKS
Instructional
Considerations
2013-14
Current TEKS
2014-15
7.3A estimate and find
solutions to application
problems involving
percent
6.1B generate
equivalent forms of
rational numbers
including whole
numbers, fractions, and
decimals
New 6th grade TEKS
6.5B solve real-world
problems to find the
whole given a part and
the percent, to find the
part given the whole and
the percent, and to find
the percent given the
part and the whole,
including the use of
concrete and pictorial
models
6.4G generate
equivalent forms of
fractions, decimals, and
percents using real-world
problems, including
problems that involve
money
5.3D identify common
factors of a set of whole
numbers
NONE
Copyright©2013 ESC Region 13
NONE
6.2B use addition and
subtraction to solve
problems involving
fractions and decimals
5.3H represent and solve
addition and subtraction
of fractions with unequal
denominators referring to
the same whole using
objects, pictorial models,
and properties of
operations
6.1B generate
equivalent forms of
rational numbers
including whole
numbers, fractions, and
decimals
6.4G generate
equivalent forms of
fractions, decimals, and
percents using real-world
problems, including
problems that involve
money
7.2B use addition,
subtraction, multiplication,
and division to solve
problems involving
fractions and decimals
5.3I 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
6.2C use multiplication
and division of whole
numbers to solve
problems including
situations involving
equivalent ratios and
rates
6.3B determine, with
and without computation,
whether a quantity is
increased or decreased
when multiplied by a
fraction, including values
greater than or less than
one
5.3 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. The
student is expected to:
Current TEKS
New 5th grade TEKS
Instructional
Considerations
2013-14
2014-15
Copyright©2013 ESC Region 13
Current TEKS
New 6th grade TEKS
7.2B use addition,
subtraction, multiplication,
and division to solve
problems involving
fractions and decimals
5.3J 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 model
6.2C use multiplication
and division of whole
numbers to solve
problems including
situations involving
equivalent ratios and
rates
6.3A recognize that
dividing by a rational
number and multiplying
by its reciprocal result in
equivalent values
7.2C use models, such
as concrete objects,
pictorial models, and
number lines, to add,
subtract, multiply, and
divide integers and
connect the actions to
algorithms
6.3C represent integer
operations with concrete
models and connect the
actions with the models
to standardized
algorithms
5.3L divide whole
numbers by unit fractions
and unit fractions by
whole numbers
6.2B use addition and
subtraction to solve
problems involving
fractions and decimals
5.3K add and subtract
positive rational numbers
fluently
7.2B use addition,
subtraction,
multiplication, and
division to solve
problems involving
fractions and decimals
5.4 The student applies mathematical process
standards to develop concepts of expressions and
equations. The student is expected to:
Instructional
Considerations
Copyright©2013 ESC Region 13
6.3D add, subtract,
multiply, and divide
integers fluently
6.3E multiply and divide
positive rational numbers
fluently
Current TEKS
New 5th grade TEKS
2013-14
Current TEKS
2014-15
New 6th grade TEKS
5.5B identify prime and
composite numbers using
concrete objects, pictorial
models, and patterns in
factor pairs
5.4A identify prime and
composite numbers using
patterns
6.1D write prime
factorizations using
exponents
NONE
5.4 add, subtract, multiply,
and divide to solve
meaningful problems
5.4B represent and
solve multistep problems
involving the four
operations with the whole
numbers using equations
with a letter standing for
the unknown quantity
7.5B formulate problem
situations when given a
simple equation and
formulate an equation
when given a problem
situation
6.9A write one-variable,
one-step equations and
inequalities to represent
constraints or conditions
within problems
5.6 select from and use
diagrams and equations
such as y = 5 + 3 to
represent meaningful
problem situations
7.5A use concrete and
pictorial models to solve
equations and use
symbols to record the
actions
6.9B represent solutions
for one-variable, onestep equations and
inequalities on number
lines
6.9C write corresponding
real-world problems
given one-variable, onestep equations or
inequalities
6.10A model and solve
one-variable, one-step
equations and
inequalities that
represent problems,
including geometric
concept
Copyright©2013 ESC Region 13
5.4C generate a
numerical pattern when
given a rule in the form
y=ax or y = x + a and
graph
A.1A describe
independent and
dependent quantities in
functional relationships
6.4A use tables and
symbols to represent
and describe
proportional and other
relationships such as
those involving
conversions, arithmetic
sequences (with a
constant rate of
change), perimeter and
area
6.4B use tables of data
to generate formulas
representing
relationships involving
perimeter, area, volume
of a rectangular prism,
etc.
6.5A formulate
equations from problem
situations described by
linear relationships
Copyright©2013 ESC Region 13
6.4A compare two rules
verbally, numerically,
graphically, and
symbolically in the form
of y = ax or y = x + a in
order to differentiate
between additive and
multiplicative
relationships
6.6A identify
independent and
dependent quantities
from tables and graphs
6.6B write an equation
that represents the
relationship between
independent and
dependent quantities
from a table
6.6C represent a given
situation using verbal
descriptions, tables,
graphs, and equations in
the form y = kx or y = x +
b
5.4D recognize the
difference between
additive and multiplicative
numerical patterns give in
a table or graph
5.4E describe the
meaning of parentheses
and brackets in a
numeric expression
5.4 The student applies mathematical process
standards to develop concepts of expressions and
equations. The student is expected to:
Current TEKS
New 5th grade TEKS
6.4A use tables and
symbols to represent
and describe
proportional and other
relationships such as
those involving
conversions, arithmetic
sequences (with a
constant rate of
change), perimeter and
area
6.4A compare two rules
verbally, numerically,
graphically, and
symbolically in the form
of y = ax or y = x + a in
order to differentiate
between additive and
multiplicative
relationships
NONE
NONE
6.6B write an equation
that represents the
relationship between
independent and
dependent quantities
from a table
Instructional
Considerations
2013-14
2014-15
Copyright©2013 ESC Region 13
Current TEKS
New 6th grade TEKS
6.2E use order of
operations to simplify
whole number expressions
(without exponents) in
problem solving situations
5.4F simplify numerical
expressions that do not
involve exponents,
including up to two levels
of grouping
6.2E use order of
operations to simplify
whole number
expressions (without
exponents) in problem
solving situations
6.7A generate equivalent
numerical expressions
using order of
operations, including
whole number exponents
and prime factorization
7.2E simplify numerical
expressions involving
order of operations and
exponents
5.10B connect models for
perimeter, area, and
volume with their
respective formulas
(Measurement Strand)
5.4G 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)
ENTER SE
Copyright©2013 ESC Region 13
NONE
5.10C select and use
appropriate units and
formulas to measure
length, perimeter, area and
volume
5.4H represent and
solve problems related to
perimeter and/or area
and related to volume
6.8B select and use
appropriate units, tools,
or formulas to measure
and to solve problems
involving length
(including perimeter),
area, time, temperature,
volume, and weight
6.8B model area
formulas for
parallelograms,
trapezoids, and triangles
by decomposing and
rearranging parts of
these shapes
6.8C write equations that
represent problems
related to the area of
rectangles,
parallelograms,
trapezoids, and triangles
and volume of right
rectangular prisms
where dimensions are
positive rational numbers
6.8D determine solutions
for problems involving
the area of rectangles,
parallelograms,
trapezoids, and triangles
and volume of right
rectangular prisms
where dimensions are
positive rational numbers
Copyright©2013 ESC Region 13
5.5A describe the
relationship between sets
of data in graphic
organizers such as lists,
tables, charts, and
diagrams
NONE
5.5 The student applies mathematical process
standards to classify two-dimensional figures by
attributes and properties. The student is expected to
classify two-dimensional figures in a hierarchy of sets
and subsets using graphic organizers based on their
attributes and properties.
Current TEKS
New 5th grade TEKS
6.12B use the graphical
representation of
numeric data to describe
the center, spread, and
shape of the data
distribution
Instructional
Considerations
2013-14
2014-15
Copyright©2013 ESC Region 13
Current TEKS
New 6th grade TEKS
5.7 identify essential
attributes including
parallel, perpendicular,
and congruent parts of
two- and threedimensional geometric
figures
5.5 The student applies
mathematical process
standards to classify twodimensional figures by
attributes and properties.
The student is expected
to classify twodimensional figures in a
hierarchy of sets and
subsets using graphic
organizers based on their
attributes and properties.
5.6 The student applies mathematical process
standards to understand, recognize, and quantify
volume. The student is expect to:
Current TEKS
New 5th grade TEKS
NONE
NONE
Instructional
Considerations
2013-14
2014-15
Copyright©2013 ESC Region 13
Current TEKS
New 6th grade TEKS
3.11F use concrete
models that approximate
cubic units to determine
the volume of a given
container or other threedimensional geometric
figures
4.11C use concrete
models of standard cubic
units to measure volume
5.6A recognize a cube
with side length of 1 unit
as a unit cube having
one cubic unit of volume
and the volume of a
three-dimensional figure
as the number of units (n
cubic units) needed to fill
it with no gaps or
overlaps if possible
NONE
NONE
5.6B 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
NONE
NONE
4.11D estimate volume in
cubic units
5.10B connect models for
perimeter, area, and
volume with their
respective formulas
5.4G 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)
(Algebraic Reasoning
Strand)
Copyright©2013 ESC Region 13
5.11A solve problems
involving changes in
temperature
NONE
5.7 The student applies mathematical process
standards to select appropriate units, strategies, and
tools to solve problems involving measurement. The
student is expected to solve problems by calculating
conversions within a measurement system, customary
or metric.
Current TEKS
New 5th grade TEKS
NONE
Instructional
Considerations
2013-14
2014-15
Copyright©2013 ESC Region 13
Current TEKS
New 6th grade TEKS
5.10C select and use
appropriate units and
formulas to measure
length, perimeter, area and
volume
5.10A perform simple
conversions within the
same measurement
system (SI (metric) or
customary)
5.7 The student applies
mathematical process
standards to select
appropriate units,
strategies, and tools to
solve problems involving
measurement. The
student is expected to
solve problems by
calculating conversions
within a measurement
system, customary, or
metric
5.8 The student applies mathematical process
standards to identify locations on a coordinate plane.
The student is expected to:
Current TEKS
New 5th grade TEKS
NONE
NONE
Instructional
Considerations
2013-14
2014-15
Copyright©2013 ESC Region 13
Current TEKS
New 6th grade TEKS
5.8A 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 xcoordinate, 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
NONE
Copyright©2013 ESC Region 13
NONE
5.9 locate and name points
on a coordinate grid using
ordered pairs of whole
numbers
5.13A use tables of related
number pairs to make line
graphs (Probability and
Statistics Strand)
5.8B describe the
process for graphing
ordered pairs of numbers
in the first quadrant of the
coordinate plane
6.7A locate and name
points on a coordinate
plane using ordered
pairs of non-negative
rational numbers
5.8C 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
8.7D locate and name
points on a coordinate
plane using ordered
pairs of rational
numbers
5.8 The student applies mathematical process
standards to identify locations on a coordinate plane.
The student is expected to:
Current TEKS
New 5th grade TEKS
6.11A graph points in all
four quadrants using
ordered pairs of rational
numbers
Instructional
Considerations
2013-14
2014-15
Copyright©2013 ESC Region 13
Current TEKS
New 6th grade TEKS
5.8A sketch the results of
translations, rotations, and
reflections on a Quadrant I
coordinate grid
NONE
5.8B identify the
transformation that
generates one figure from
the other when given two
congruent figures on a
Quadrant I coordinate grid
5.9 The student applies mathematical process
standards to solve problems by collecting, organizing,
displaying and interpreting data. The student is
expected to:
Instructional
Considerations
Copyright©2013 ESC Region 13
NONE
Current TEKS
New 5th grade TEKS
5.13C graph a given set of
data using an appropriate
graphical representation
such as a picture or line
graph
5.9A 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 stemand-leaf plots
6.10A select and use an
appropriate representation
for presenting and
displaying different
graphical representations
of the same data including
line plot, line graph, bar
graph, and stem and leaf
plot
2013-14
Current TEKS
New 6th grade TEKS
7.11A select and use
an appropriate
representation for
presenting and
displaying relationships
among collected data,
including line plot, line
graph, bar graph, stem
and leaf plot, circle
graph, and Venn
diagrams, and justify the
selection
6.12A represent numeric
data graphically,
including dot plots, stemand-leaf plots,
histograms, and box
plots
2014-15
8.12C select and use
an appropriate
representation for
presenting and
displaying relationships
among collected data,
including line plots, line
graphs, stem and leaf
plots, circle graphs, bar
graphs, box and whisker
plots, histograms, and
Venn diagrams, with
and without the use of
technology
Copyright©2013 ESC Region 13
5.13A use tables of
related number pairs to
make line graphs
5.12A use fractions to
describe the results of an
experiment
5.9B represent discrete
paired data on a scatter
plot
NONE
NONE
5.9C solve one- and twostep problems using data
from a frequency table,
dot plot, bar graph, stemand-leaf plot, or scatter
plot
6.10D solve problems
by collecting, organizing,
displaying, and
interpreting data
6.13A interpret numeric
data summarized in dot
plots, stem-and-leaf
plots, histograms, and
box plots
NONE
NONE
NONE
6.12B use the graphical
representation of
numeric data to describe
the center, spread, and
shape of the data
distribution
5.12B use experimental
results to make predictions
5.12C list all possible
outcomes of a probability
experiment such as
tossing a coin
5.13B describe
characteristics of data
presented in tables and
graphs including median,
mode, and range
Copyright©2013 ESC Region 13